The "Berry Organic Solar Energy" lesson from the "teachengineering" website will be the STEM lesson plan critiqued with respect to using educational technology to enhance student learning. This high school general science lesson allows student groups to build their own organic solar energy cell using the dye from berries. Students perform this activity in order to analyze the scientific concept of converting light energy into electrical energy. Students will also be required to measure the performance of the solar cells based on the amount of power output each produces. Through this assignment, students become connected to the real-world problem of rocketing energy needs due to overconsumption and how real engineers focus on harvesting solar energy while optimizing its efficiency.
The objectives for this lesson include having students garner the ability to "describe how energy is transferred and converted from sunlight in order to power a device." Also, defining an organic solar cell, listing their drawbacks and benefits, and understanding the concept of renewable energy are other objectives of the lesson. This lesson has some great aspects starting with the hands on experience it provides students. Students are tasked from the very start to perform the duties of professional engineers. Once the lesson subsides, student groups can begin building their organic solar cells. When students have successfully built their organic solar cell, testing of the power output can commence. Students can even join cells with other student groups and test the output of the larger solar cell. Students are required to record their data throughout the activity. If students are recording electronically, they can share notes simultaneously with one another via technology such as Google docs or Google classroom. Using post-activity questions, students are required to analyze their data and report the results.
This activity falls within the substitution and augmentation areas of the SAMR (substitution, augmentation, modification, and redefinition) model. Allowing students to watch videos or record data on a computer is just a substitution for having students watch a video via a television and DVR while taking handwritten notes. If students are required to share their data electronically with each member of the group as well as the teacher, the technology does augment the lesson by functionally improving on the time it takes to share this information. Modifying this lesson to include publishing their findings on the web could serve to better enhance ot through the use of technology. Requiring students to connect with actual engineers or other students around the globe is how I would add a dimension of redefinition to the lesson. In conclusion, without technology entering into the classroom setting, these feats of worldwide connectivity would otherwise be impossible without the enhancement that technology brings into the classroom.
"Converting Berry Organic Solar Energy" https://www.teachengineering.org/activities/view/uoh_organic_activity1
This project looks amazing! I cant wait to see your presentation tomorrow. I am an art teacher but would like to look into more STEM projects for my students, this will be really helpful to me. You can also make paint out of berries when your done with your project.