Service learning is a unique way to bring students and mentors together to improve your community. It is an exciting opportunity to engage students and display the benefits of combining education with real world experience. Getting started is easier than you think! Our team has created a user friendly template for organizations with varying experience to start a project. Our template was constructed based on our own completion of a water collection system for Friendship Gardens of Charlotte, North Carolina. Today, the system helps sustain a garden that provides local residents in need with meals and fresh produce.
To introduce our students to the components of a water collection system, we held two workshop days, one build day, and a reflection day. These days included classroom activities and hands on experiences. Their purpose is to engage students in the engineering process and give them enough knowledge to be active contributors at our community site.
We have developed detailed lesson plans to guide our mentors through the service learning project. The lessons cater to grades (7-12). They describe effective ways of engaging students, and efficiently organize time slots.
Lesson 1
| Sol Project Lesson Plan 2015Subject: Opening Whole Group Lesson | |
| Objectives and Goals:Students will be able to (SWBAT)· SWBAT define the types of engineers | |
| Warm-up (approximate time): | Directions for Instructor(s):Instructor(s) must set up the room before students arrive to session. (1) Instructor should write the warm-up questions on the white board (2) Set-up Power Point lecture to be used during Direct Instruction.(To the Instructor) Greet each student as they enter the learning environment. (Once the whole group is seated in area, The lead Instructor will open the day’s activities).Instructor: Good Morning, We are so happy that all of you have joined us in this four week service learning project. Over the next few Saturdays , you will be learning why engineering is a great career and how the work we do as engineers is helpful to communities locally and internationally.Before we get started with our morning sessions. We are going to play a quick game of drop the ball. The directions for the activity is being passed out by members of the EWB team that you will be working with throughout the day so take a moment to say hello and introduce yourself. The EWB students are here to help and encourage you during this project. Everyone can work with the people sitting around you form groups of(5-6) lets try to keep the groups even.Directions for the Warm up activity:Drop the BallTime: 10–12 minutesPurpose: Cooperation and healthy competition
Participants: Small groups Materials needed: Golf balls, straws, tape Instructions: · Each small group receives 12 straws and 18 inches of masking tape. They get ten minutes to build a container that will catch a golf ball dropped from about ten feet. · Each group selects a ‘ball dropper’ — that person stands on a chair, holds a golf ball at eye level. That group places its container on the floor under where it thinks the ball will land. Each group gets three attempts. · The group that gets a ball to go in and stay in its container wins. Desired outcome: Teams can use their experiences in the game to overcome work problems and relational issues. (Rockhurst University Continuing Education Center, 2008) (EWB students will monitor the room as students work on activity) Allow students to clean up after activity before starting foldable/types of engineering video lesson. |
| Direct Instruction/ Guided PracticeInstructor lead interactive lecture.Instructor will guide students through an interactive lecture. (Students will create the project foldable during the lecture to take notes). | Directions for the instructor (s) Students will create a foldable(https://www.youtube.com/watch?v=R7UZ6Iv8b_Y) This YouTube link contains instructions on how to create a foldable. These instructions are to be used to train the instructor on how to create a foldable prior to the actual lesson.(The instructor will read the following information to the entire group)Instructor: Over the course of today’s instructional sessions we will be using foldable(s) to keep our work and information organized. (The instructor will raise a previously constructed foldable in his/her hand for students to see.)Instructor: Please take three different color sheets of paper and line them up to create your own foldable follow the directions that are your table, if you need any additional help raise your hand. After you have created your foldable, please label it according to the example on your table. The very first sheet/or top flap should contain the title, which is Engineering Service Learning Project. On the second flap label it, Types of engineers. The third flap should be labeled: Solar Power Energy. On the fourth flap entitle it: Rain water collection. On the fifth flap label it: Water Pump. And on the last flap label it: Additional Resources.Instructor: Directions will be given throughout the day on what information to insert under which flap to ensure clarity.Instructor: During this session we will be working on the flap entitled: Types of Engineers. So at this time please lift the title flap of your foldable to take notes on the presentation we have put together for you about the types of engineers we have at our university.(Length of video TBD) |
| Review: | After video the Instructor(s) will review the types of engineers/and work mentioned in the video as a review and assessment of student knowledge. (Instructors may pass out incentives to students who answer review questions) |
| Closure:Students will be sorted into smaller groups for the remaining sessions through a process of counting off numbers. All of the one(s) will a group, all of the two(s) will form a group, and all the three(s) will form a group to attend the three remaining sessions for the day. High school students will be given a copy of the directions about their final culminating poster project to be presented during the last week of the project. | Instructor: Ok students let’s count off numbers 1-3. Now can I get All of the one(s) together to form a group, all of the two(s) to form a group, and all the three(s) to form a group. These will be your group members, you all will attend the three remaining sessions of the day together. Please introduce yourselves to each other.Directions to the Instructors: Pass out the directions about the final culminating poster project to High school students to be presented during the last week of the project. (Directions to Instructors: take a few minutes to explain the final assignment. Read the instructions on the hand out.) |
| Required Materials and Equipment: | Assorted Color paperStaplerGlue sticksPens/pencilsProjector/internet accessExamples of completed foldable(s) |
Lesson 2
Water Collection:
| Sol Project Lesson Plan 2015Subject: Rain Water Collection Lesson | |
| Objectives and Goals:Students will be able to (SWBAT)· SWBAT define· SWBAT define First Flush,· SWBAT explain water quality/quantity requirement for irrigation.· SWBAT to complete unit conversion calculations related to volume, flow rate | |
| Key wordsQuantities/Units:Rainfall intensityRunoffRunoff generationSurface areaVolumeEquipmentFirst flush diverter
Storage tank Collection surface Design Concepts Unit Conversion First flush Water Quality |
|
| Warm-up (approximate time): | Directions for Instructor(s):Instructor(s) must set up the room before students arrive to session. (1) Instructor should write the warm-up questions on the white board (2) Set-up Power Point lecture to be used during Direct Instruction.(To the Instructor) Greet each student as they enter the learning environment. When all students have entered and are seated in the learning environment, The instructor(s) will introduce his/herself.Read the following aloud:Instructor: During this session we will be discussing rainwater collection but before get into the logistics of our lesson. Let begin by introducing ourselves to each other. Tell us your name, age, school, and a interesting detail about yourself. (Allow students and instructors to complete this warm-up/icebreaker activity).Instructor: Its is so nice to meet all of you and hope you enjoy working with us on the project over the next few weeks. As I mentioned before today we will be discussing rainwater collection! What is rainwater collection, you might ask? How about you all grab and pen or pencil and your project foldable and I will tell you about rainwater collection and why it is important for our garden project. |
| Direct Instruction/ Guided PracticeInstructor lead interactive lecture.Instructor will guide students through an interactive lecture. (Students will the project foldable during the lecture to take notes). | Directions for Instructor(s):Turn on screen for Rainwater Power Point lecture.Slide 1Instructor: As I mentioned before today we will be discussing rainwater collection! What is rainwater collection, you might ask? How about you all grab and pen or pencil and your project foldable and I will tell you about rainwater collection and why it is important for our garden project.Slide 2Instructor: Class what do you think rainwater collection is? Do I have any volunteers to answer that question? (Allow 1 or 2 students to answer the question and then click on to slide 3 for additional information).Slide 3Instructor: Rainwater collection is the process of collecting freshwater that falls from the sky and then storing it for later use. That is simple enough, right?(take a short pause)Rainwater is cost-effective and low- maintenance because it is readily available. The Charlotte area receives about 42 inches of rain per year.Slide 4
Now let’s watch a short YouTube clip of the rainwater collection process in action! (23 second YouTube clip) Slide 5 What Are Some Practical uses for Rainwater Harvesting? (Allow 1 or 2 students to answer the question and then click to slide 6 for additional information). Slide 6 Now we will watch a video of some practical everyday uses of rainwater. Some of which we take for granted Watch 5:46 minute YouTube video. Slide 7 Why would harvesting rainwater be beneficial? Slide 8 Capturing water that would have otherwise soaked into the ground. There are low barriers for entry and one initial cost. Rainwater does not contain some of the harmful chemicals as municipal (city) tap water. Another benefit is saving money on your water bill, this is important when you move into your own place. The last benefit of rainwater collection that I want to share is welcome to the “Green Team”. The environment thanks you. Slide 9 Have you asked yourselves, what does rainwater collection have to do with engineering? And what types of engineers work with rainwater collection/and harvesting. Slide 10 The types of engineers that work with Rain Water Collection are civil engineers, and environmental engineers. |
| Collaborative Assignment:Water Collection ExperimentCreate Rain StormStudents will build a roof made out of pile wood.Students will then calculate the pitch. Depending on the pitch of the roof, it will determine the amount of water collected. | (See Collection Activity) The instructor(s) will hand out the directions for this portion to each student. All students will work together as a team to complete this task.Students will clean up work environment before the review assignment. |
| Review:Students will complete a short questionnaire about Rainwater collection. | Instructor: Please take a few minutes to answer the following questions on this handout.Pass out short handout. |
| Closure (approximate time): 5 | Instructor: Thank you, you have been a great group. |
| Required Materials and Equipment: | WhiteboardPower point projector/computerExperiment materials (see direction for project)Review handout |
There are three component activities designed to shadow the real life components of a water collection system. The component activities are most effective when dealing with a small group of students. As described in the lesson plan, we divided the students into groups.
Rooftop Water Activity:
As outlined in the lesson plan, it is important to define some key terms before approaching the first activity. Students should have a basic understanding of:
-Rainfall intensity
-Runoff
-Runoff generation
-Surface area
-Volume
To define these terms, instructors can chose to make a PowerPoint, explain with images, or generate a simple lecture. An example of our PowerPoint is attached below. Because the students vary in age, be careful not to use jargon or lecture for extended amounts of time.
Once the mentors and students are comfortable with the material and language, the fun part can begin! Students will construct their own (miniature) rooftop to collect water. students will be tasked to collect the most water possible with the provided materials.
Materials:
-Bucket
-Tin foil
-Surface (this can be plywood, plastic, or some other material that can provide a flat rooftop surface. We do not recommend cardboard as it will soak easily)
-Gutter (we found a PVC pipe cut in half to be most effective.)
-Duck tape
-Water source
-Hose
-Hose attachment with shower setting
Mentors should give students an explanation of the task. Allow students some time to gather their own ideas on how to start construction.
If students require specific guidance, you can follow these steps.
1.)Start by covering the surface with tin foil. This is so that the water will flow off the surface rather than be absorbed. If using plastic, this step may not be necessary.
2.)Next, attach the gutter to the bottom end of the surface. We found duct tape to work the best here.
3.) Mount the surface somewhere off the ground. We placed the roof on a table. It should be high enough so that water can flow down into the bucket without interference.
4.) Develop an appropriate pitch. This task should be left up to the students. Ask them how the pitch will change the surface area and how much water will be collected. To change the pitch students can stack rocks behind the roof or assign two students to hold it.
5.) Begin collecting water! With one student operating the hose, and another with a stopwatch, collect enough water to be measured from the bucket. Ask students to calculate the average rainfall by considering the amount collected and the time than it rained.
6.) Repeat this process and recalculate under different conditions. Students can:
-Adjust the pitch
-Change the rainfall intensity (adjust hose setting)
-Create construction flaw (perhaps a leaky gutter)
7.) Discuss with students how each of these factors plays an important role in water collection.
Lesson 3
Solar:
| Sol Project Lesson Plan 2015Subject: Solar Lesson | ||
| Objectives and Goals:Students will be able to (SWBAT)· SWBAT define solar power.· SWBAT define the key words related to solar energy.· SWBAT to explain the major purpose of solar energy. | ||
| Key wordsSolar energy: comes from using the sun as fuel to create heat or electricity.Solar panel: a panel designed to absorb the sun’s rays as a source of energy for generating electricity or heating. | ||
| Warm-up In pairs (2) students will answer the following warm-up question on a post-it and place it on the white board.Warm-up questions: What is solar energy? And What are the uses of solar energy? | Directions for Instructor(s):Instructor(s) must set up the room before students arrive to session. (1) Instructor should write the warm-up questions on the white board (2) Place different color post-it(s) on each desk or table. Each pair of students will have different colored post-it(s){this will help to randomly select students for participation}. (3) Set-up Power Point lecture to be used during Direct Instruction.Instructor: Greet each student as they enter the learning environment. When all students have entered and are seated in the learning environment, The instructor(s) will introduce his/herself.Read the following aloud:Instructor: During this session you will be working in pairs to complete a Solar warm-up activity. Please find a partner, you can choose the person beside you or move to a different seat.Instructor: Students before we dive into our discussion of solar power lets see what you already know by answering the two questions on the whiteboard. (1) What is solar energy? And (2) What are the uses of solar energy? Take five minutes to jot down your answers and place your post it(s) on the whiteboard under the appropriate question.Directions for instructor (s): set a timer for five minutes, when the five minutes are over and all pairs have placed their post-it(s) on the whiteboard.Instructor: Will the students with orange post-it please share your answer to question one. (Instructor will reply accordingly to student by stating good job and expound on the answer before moving forward. Call on two more groups before moving on to question two and repeat the same directions. Will the students with pink post-it please share your answer to question two. (Instructor will reply accordingly to student by stating good job and expound on the answer before moving forward. Call on two more groups before wrapping up this activity).
Instructor: Students great work on the warm-up you will be experts by the end of this project. Now I need you to take out your foldable that you made in our morning session to take notes. |
|
| Direct Instruction/Guided PracticeInstructor lead interactive lecture.Instructor will guide students through a interactive lecture. (Students will complete a foldable during the lecture)Instructor will guide students through steps to calculate solar energy.(learning while doing) | Directions for Instructor(s):Turn on screen for Solar Power Point lecture.Slide 1Instructor: I hope you all are have enjoyed the activities and sessions so far. During the time we will be together today we will be discussing solar. Please flip your project foldable to the flap entitled solar, grab a pen or pencil and we can get started on our solar lesson.Slide 2When you hear the word solar what do you think about? What is solar energy? And where does it come from? (allow students to respond to posed questions before moving on to slide 3, elaborate as needed.)Slide 3Solar Energy comes from using the sun as fuel to create heat or electricity. Originates with the thermonuclear fusion reactions occurring in the sun.
Slide 4 An advantage of solar energy is that 30 days of sunshine striking the Earth can have the energy equivalent of the total of all the planets fossil fuels, both used and unused! A disadvantage of solar energy is the sun does not shine consistently. |
|
| Directions for Instructor(s) | ||
| Independent Practice:(approximate time): 15 | Students will complete solar energy calculations in preparation to construct the solar panels for the garden. | |
| Review: | Instructor will ask two review questions based on the lesson | |
| Closure | Instructor:Thank you, you have been a great group. I look forward to working with you over the next few weeks. | |
| Required Materials and Equipment: | FoldableProjectorExperiment materials | |
Solar Power Activity:
Experiment Materials:
-Miniature solar panels
-2 multi-meters
-Adequate sunlight
For this activity, students will use their new knowledge of solar panels to make a few basic calculations.The goal of this activity is to make students familiar with some basic electric terminology like voltage current and power.
1.) Connect a multi-meter to a miniature solar panel.
2.) Using the multi-meter, read off the voltage and current values.
3.) Have students record the measured values and calculate power.
Power= Current x Voltage
(Watts= Amps x Volts)
Lesson 4
Pump:
| Sol Project Lesson Plan 2015Subject: Pumping and Plumbing Lesson | |
| Objectives and Goals: | Students will be able to (SWBAT)· SWBAT define pumping. SWBAT to explain pumping and plumbing for the purpose of constructing a garden.· SWBAT define the key words pumping and plumbing.· SWBAT to propose and assess design requirements.· SWBAT select equipment to meet design requirements.· SWBAT devise simple control systems. |
| Key words | Quantities/Units:Elevational HeadFlow ratePump performance curvePump powerEquipmentPumpPurposes
Equipment selection Energy consumption Control systems |
| Warm-up (approximate time): | Directions for the Instructor(s)Instructor(s) must set up the room before students arrive to session. (1) Instructor should write the warm-up questions on the white board (2) Set-up Power Point lecture to be used during Direct Instruction.The Instructor will greet each student as they enter the learning environment. When all students have entered and are seated in the learning environment, The instructor(s) will introduce his/herself. |
| Direct Instruction /Guided Practice.Instructor will guide students through an interactive lecture. (Students will use the project foldable during the lecture) | Directions for Instructor(s):Turn on screen for Water Pump Powerpoint lecture.Slide 1Instructor: During this session we will be discussing Water Pumps!What is a Water Pump? And why is it important to this project? Please grab and pen or pencil and your project foldable and we can get learning about the importance of the water pump.Slide 2Instructor: So would anyone in the group like to share what they think a water pump is? Do I have any volunteers to answer the question? (Allow 1 or 2 students to answer the question and then click to slide 3 for additional information).Slide 3
Instructor: A water pump is a pump for raising or circulating water. Slide 4 Ok so why do you think we need a water pump? Instructor will elaborate. (Any questions look around the room for students with questions before moving on) Slide 5 How do you all think the pump works? Do I have any volunteers to answer the question? (Allow 1 or 2 students to answer the question and then click to slide 6 for additional information). |
| Pump ExperimentPrepare pump performance curveCalculate energy use for pumping (Worksheet) | |
| Review: | Instructor: Please take a few minutes to answer the following questions on this handout.Pass out short handout. |
| Closure | Instructor: Thank you, you have been a great group. |
| Required Materials and Equipment: | PumpFoldablePen/pencilsDirections for experiment |
Lesson 5
Closing Activities:
| Sol Project Lesson Plan 2015Subject: Closing Whole Group Lesson | |
| Objectives and Goals:Students will be able to (SWBAT)· SWBAT define the types of engineers | |
| Warm-up (approximate time): | Directions for Instructor(s): Help students set up their final visual posters before presentations. Instructor: Good Morning, Thank you all for coming today to celebrate the completion of our community service- learning project. Today you will hear the voices of the high school students that have embarked on momentous step of possibly becoming the next group of future engineers. |
| Direct Instruction/ Review:High School Student Instructor(s) will present their poster presentations as a final/culminating lesson to the service-learning project. | Allow students to present their posters based on the final project directions/handout given during the first week of the project. |
| Campus Tour: | Students and families will be given a tour of the college campus and handouts about the university for possible recruitment purposes. |
| Closure: | Thank everyone for participating in this year’s project. |
| Required Materials and Equipment: | Projector/internet accessUniversity handouts from admissions officeLight refreshments |
An Example of our bill of materials