Lesson Plan: To Heat or Not To Heat: That is the Question

5 Steps in the Project Design:

  • Students will identify and research the overuse of nonrenewable energy sources as it relates to heating homes
  • Students will then research and come up with strategies and designs for a solar heater that will help reduce the reliance on nonrenewable energy resources
  • Work with their groups to come to a consensus on what solar heater design prototype would best fit the needs of the community.
  • Design a  project based on the details and specifications agreed upon by the group
  • Create a product that is fully functional and ready for community leaders and experts to test and judge its reliability and efficiency
AuthorGrade LevelContent Area
Erica Whitt6Science

 

Duration

3 Weeks; 75-minute classes

Standards Taught

Science Standards:

6.P.3 Understand characteristics of energy transfer and interactions of matter and energy.

6.P.3.1 Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection

and the effects that may result.

6.P.3.2 Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature.

6.P.3.3 Explain the suitability of materials for use in technological design based on a response to heat (to include conduction, expansion,

and contraction) and electrical energy (conductors and insulators)

Driving Question

How can we work with community leaders and energy experts to find ways to increase or use renewable resources, such as solar energy?

Entry Event

Energy officials, community leaders, and retail chains will come together to assess the solar-powered heaters created by the different teams of students. The panel of judges will assess each student team’s entry and decide if they are fully functional, energy efficient, cost-efficient, and ready for public use.

Public Product

A fully functional, energy and cost-efficient solar-powered heater that can be used by members of the community.

Resources/Materials Needed

  • Computer
  • Design Materials(Metal, Copper or Aluminum, Glass
  • Insulating Materials
  • Joining & Construction Materials & Tools
  • Materials such as wool to reduce heat loss
  • Research materials
  • Blueprint designs
  • Other things that may be useful as the project proceeds

Formative and Summative Assessments

Assessment 1: Blueprint/Rough Sketch Description of the Design; Group Contract

  • Team
  • Formative
  • Collaborative working skills(ability to work as a team to create a working project)
  • Judge or appraise whether or not the design is appropriate for the identified problem to be addressed

Assessment 2: Solar Heater Prototype or Model

  • Team
  • Formative
  • Identify problems with the prototype
  • Work together to come up with solutions to the problems with the prototype

Assessment 3: Individual/Team Critique & Analysis of Prototype

  • Identify problems with the prototype
  • Individuals identify up with solutions and ideas to rectify problems with the prototype or model
  • Work together to come up with solutions to the problems with the prototype

Assessment 4: Presentation of Finalized Product

  • Team
  • Summative
  • Present & demonstrate final product to the appropriate audience
  • Knowledge of functionality and operation of product
  • Written description or overview of product that is easy for the audience to comprehend and understand

 

Project Calendar

Day 1:Project overview; entry event; assignment of groups;  initial research of the problem
Day 2:Work on the contract and proposal for groups; research information about the proposal; identify resources and materials needed
Day 3:Contract proposal (model ideas due)
Day 4:Return contract with feedback on proposal/model idea. Give additional research resources for model ideas and possible problems that may arise.
Day 5:Solar Heater Prototype Blueprint/Design Due
Day 6:Feedback returned for blueprint of prototype; research continues for the design; work on the overview and description of the prototype to accompany the design itself
Day 7:Build Solar Heater Prototype; Continue Research and Design Improvement Where Necessary; Continue work on Overview and Description
Day 8:Build Solar Heater Prototype; Continue Research and Design Improvement Where Necessary; Continue work on Overview and Description
Day 9:Solar Heater Prototype Due/Overview and Description of Solar Heater Prototype Due
Day 10:Feedback from the initial solar heater prototype is returned to teams.
Day 11:Feedback from the initial solar heater prototype overview and description is returned to teams. Work time is given to make changes and improvements to the model and the overview and description of the model.
Day 12:Finish work and design on solar heat products based on feedback from the teacher and peers.
Day 13:Finish work and design on solar heat products based on feedback from the teacher and peers. Make improvements to the overview & description while making improvements to the model.
Day 14:Finish work and design on solar heat products based on feedback from the teacher and peers. Make improvements to the overview & description while making improvements to the model.
Day 15:Final solar heater model is presented to local business and industry leaders, including energy officials and retail business leaders, for analysis and feedback.

Helpful Resources & Links:

Rubric for Solar Heating Project

Solar Heater PBL Group Contract

Design Tool

Project Calendar

National Geographic Article on Nonrenewable Resources

Active Solar Heating Information by Energy.gov

Solar Heating System Design Framework

DIY Solar Air Heater Youtube Video

Solar Air Heater Examples DIY Youtube Video

Steps for Building a Solar Heater

Build It Solar:  Pop Cans vs. Screen Absorber Solar Heaters

About the Author

Erica Whitt is a 2022-23 STEMwork Scholar.