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Standard 7

Evidence 1: Solar Energy Solar Cookers Project Based Learning Unit

Rationale 1: This piece of evidence is a Project Based Learning unit that I created during EDT 674. This unit requires students to use what they have learned about solar energy and convection, conduction, and radiation in order to develop and build a portable solar cooker for a fictional camping company. Students had to develop a plan and construct a solar cooker that was able to cook a mini pizza. Then students had to create a sales pitch and give it to the “board of directors” of the fictional camping company. This unit addressed many science and literacy benchmarks, as well as many 21st Century skills. I was very impressed with the ideas students had for the solar cookers. They were able to come up with some very creative ways to use solar energy in order to create a functional cooker. The biggest impact on student learning came in the area of critical thinking and problem solving. Students were forced to think creatively in order to design and build their solar cookers.

KSD 7.K.1 The teacher understands learning theory, subject matter, curriculum development, and student development to plan instruction and to meet curriculum goals based on content standards.

//This evidence shows my ability to create learning experiences that meet benchmarks across multiple subject matters. This particular learning experience taught science and literacy skills. I have found that is extremely beneficial to incorporate literacy benchmarks into science and social studies as much as possible.//

//7.S.2 The teacher plans for learning// //opportunities that recognize and address// //variation in learning styles, learning differences,// //and performance modes.//

//This evidence shows my ability to create project based learning opportunities that meet many different learning styles.//

//7.D.2 The teacher believes that plans must// //always be open to adjustment and revision based// //on student needs and changing circumstances.//

//I developed this unit in advance of teaching it. Of course, the unit did not go exactly as I had planned. I found that students needed more time int the testing stages of their solar cookers. This shows my flexibility and ability to adjust lessons based on student needs.//