Cooking with a solar oven

Cooking with a solar oven

Type of resource:  website

Web address https://desertchica.com/diy-solar-oven-smores-kids-science-experiment/

Language: English

Description

– Constructing the simple oven

– Investigating the consteruction and functions of the oven

– Observing how sun heat influences the food

Scientific concept introduced

– Experiment

– Heat

– Oven

– The process of melting

Creative and critical thinking

–

Mathematical reasoning

Measuring

Scientific thinking

– Asking questions

– Analyzing and solving problems

– Predicting

– Conducting research

– Drawing data-based conclusion

Learning how to learn

– Learning to work in a team (sharing ideas, following the rules of safety)

– Fine motor skills

Additional

https://youtube.com/watch?v=5O6Fl90M-tI%3Ffeature%3Doembed

Cooking with a solar oven

Overall aims

Extending knowledge of concepts related with heat, food melting

Exploring the construction of oven – understanding the functions of oven

Developing cognitive abilities like: perception, thinking and observation, drawing conclusions

Organizing the environment for cooperation

Vocabulary – keywords should be understood

Experiment, heat, oven, the process of melting

Expected learning outcomes (operational aims)

To explain concepts of melting

To explain the structure and functions of oven

To draw the data-based conclusions from observation

To construct own model of oven

To cooperate in a team

STEM skills – to which the learning unit is related to

CORE STEM SKILLS

Learning to think and discover

Scientific thinking:

– asking questions

– analyzing and solving problems

– conducting research

– drawing data-based conclusions

Mathematical reasoning:

– measuring

ADDITIONAL SKILLS

Learning to work in a team:

– sharing ideas

– following the rules of safety

Fine motor skills

Teaching methodologies/activity outline

1. Introduction – activating the previous knowledge concerning oven.

Questions:

What is oven?

How doe it work? Why do we put the dishes into the oven?

What else is needed for the dish to bake?

2. Building the model of oven following the instruction presented on the website: https://desertchica.com/diy-solar-oven-smores-kids-science-experiment/

3. Discussion points after observing the results:

– The sun as a heat source

– What would happen if you used different color construction paper

– What’s the purpose of the foil

– The purpose of the plastic wrap

– How various weather conditions would affect the result?

Assessment of learning

Teacher ongoing observation and questions.

Equipment and materials to be used in learning unit (tools, ingredients etc)

– Cardboard pizza box

– Aluminum foil

– Plastic wrap or bag

– Black construction paper

– Tape

– Glue stick

– Pencil or wooden skewer

– Scissors or utility knife

– S’mores supplies: chocolate, graham crackers, marshmallows (or other ingredients to prepare desert)

Kind of setting

Preschool classroom or kitchen, and then the outside place preschool garden)

High temperature needed – the experiment can be conducted during summer.

References – source

https://desertchica.com/diy-solar-oven-smores-kids-science-experiment/

https://www.youtube.com/embed/5O6Fl90M-tI?feature=oembed

Cooking with a solar oven

1. Usefulness for STEM education – integrating content of different disciplines

Cross-curricular character of the resource 

The range of S-T-E-M subjects included 

The presentation of possibilities of including artistic activities (STEAM approach)

2. Expected learning outcomes

Consistency (links) with preschool core curriculum

Communicativeness of description

3. Methodology of teaching

Clarity, communicativeness of instructions for teachers

Meaningful learning – using practical life problems

Original idea 

The level of ease in implementing the methodology to preschool age children

The level of ease in preparing necessary ingredients, materials and equipment needed

4. Sustainability

Ecological characteristics of materials/ results

Supporting healthy eating habits 

Low ecological footprint

Possibilities of inclusion (respecting cultural diversity and food intolerances)

5. Class management

Using differentiated forms of work – individual, team work etc.

6. Time management