SOLAR EDUCATION PROJECT

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SOLAR EDUCATION PROJECT

Promoting the use of SOLAR COOKERS as instructional tools for all ages

7 Days of Solar Cooking

WORKBOOK

Developing global citizens through real world problem solving

GDSNonprofit.org

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7 DAYS OF SOLAR COOKING

Online lessons @ GDSNonprofit.org

GENERAL SOLAR COOKING AND OVEN INFORMATION and SAFETY

Session One:

Cook Day 1.

INTRODUCTION to Solar Cooking and Copenhagen with the D.A.R.E. Method.

Session Two: Cook Day 2. The SCIENCE of Solar Cooking and Types of Solar Ovens and Safety Procedures

SOLAR COOKING SHOW ACTIVITY

Session Three:

Cook Day 3.

Using TECHNOLOGY to Advance Solar Cooker Awareness: THE COOKING

SHOW ACTIVITY

ENGINEERING DESIGN CHALLENGE

Session Four:

Cook Day 4. Solar Oven ENGINEERING DESIGN CHALLENGE (Part 1)

Session Five:

Cook Day 5. ART Is Everywhere, Form vs Function of Solar Oven (EDC Part 2)

Session Six: Cook Day 6. Do the MATH, Solar Oven Testing, Costing and Evaluation (EDC Part 3)

WRAP UP AND GLOBAL CONNECTIONS

Session Seven:

Cook Day 7. Start Local, Grow Global! What Comes Next? THE END IS ONLY THE

BEGINNING.

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FREQUENTLY ASKED QUESTIONS

Do I have to make a solar oven? No. Solar cooker awareness is important. Learning about solar ovens and

their social impacts is a great start, try sessions 1 & 7 without cooking. Share the information with a family,

friends or neighbors. Perhaps they will want to solar cook with you. Take it one step at a time.

What prior knowledge is required to participate in the program? None. Bring your curiosity and creativity!

Our goal is to have your group solar cook for seven days and eat and enjoy the results! It doesn’t have to be 7

days in a row. That said, the constraints of the cost, available materials, time and weather can alter the best

formulated plan. A virtual solar cooking exercise will work too or create a small-scale model solar oven for

demonstration purposes.

Can I solar cook with clouds or rain? No. The Copenhagen BEAST requires full sun for 2 hours or more to cook

food.

What if I don’t have enough time to complete all 7 sessions? The WORKBOOK is designed to utilize solar

cookers at educational tools, no matter the subject, be creative. Try sessions 1 &2 to develop a basic

understanding of solar cooking. Start small and add lessons when you have the time. Awareness is an

important prerequisite to action. Sessions do not have to be fully completed to understand the learning

concepts. If you can make the BEAST Copenhagen solar oven, you can work on the sensory journey and soft

skills. If you cook for 7 days, then the desired impact of the workbook has been fulfilled! Share the fun with

others and D.A.R.E. them to solar cook! Skype with your friends. Post pictures on your social media and tag

@solareducationproject! ENJOY the JOURNEY!

Will we need access to the internet, computers or smartphones? Yes, if you do the research portion of the

extended learning activities and videos, internet access is helpful. The Solar Cookers International Solar

Cooking Manual can be printed to use as a resource.

What is the intended format/setting of the program? Informal, hands on, interactive and participant driven.

It helps to have a room with comfortable seating and enough space for small group, however, any setting is

great. Outdoor access is helpful and don’t forget to bring the SUN!

What resources are available? We have listed a few website resources to get the program started, however,

participant input is suggested to allow for individual interest and contribution. The following websites have

valuable resources and videos: www.gdsnonprofit.org, www.solarcooker.org,

www.solarcooker-at-cantinawest.com, https://youtu.be/QFbCPM1izaM, www.steamedu.com,

www.k12.wa.us/EnvironmentSustainability/Curriculum, www.un.org/sustainabledevelopment,

www.howstuffworks.com, www.CONSOLFOOD.org, www.sunpod.de,

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Unleash your STEAM curiosity and individual creativity using solar cookers

ABOUT THE EXTENDED EDUCATION PROGRAM

Learn to embrace solar cookers and enjoy being a creative problem-solver. Brainstorm with a group and apply

creative thinking by using the engineering design process. Take participants on a unique sensory journey using

solar cookers and the SUN! The EEP offers a customizable format, while the 7 Days of STEAM Activities

encourages full participation in small group settings. Solar cookers take center stage and are the primary

instructional tools.

SESSIONS AND ACTIVITY DURATION

Each session is designed in a workshop/maker space format with real world learning extensions. Learners

participate in a variety of creative projects designed to enhance appreciation for the environment, sharpen

critical reflective and thinking skills and develop a deeper sense of global citizenship through context and

relevance using real world examples.

Time for each session is approximately 1 – 2 hours. The extended education activities can be included each

day, or as assigned as research before the next session.

The framework of the sessions is intentionally broad. Keeping the sessions flexible is an important feature of

the EEP, allowing for the inclusion of learner directed areas of interest. Some groups may want to cook each

session, while others may decide to focus on the challenges and extensions. Other considerations are

participant availability and program schedule.

JOURNALS and PORTFOLIOS

Composition books are suggested for journaling (personal notes, designs, projects and highlights) to create a

portfolio for future use. All forms of media (low and high tech) are encouraged as individual expressions of

one’s voice. Each session has outlined content only, suggestions and ideas to begin using solar cookers to

share STEAM subjects with groups of all ages. The uses are only limited by imagination. Active brainstorming

is encouraged, and sessions include learner input.

MATERIALS

Materials for the Copenhagen cooker are cardboard, foil and glue, 2 Pyrex bowls, black pot with lid,

thermometer and food. Small mirrors, with a base, target and block for the game. Composition book for

journaling, computer and printer. The challenges require Pencils/pens, Marker Pens. Sticky notes, Projector,

Blank paper, Masking tape, Large sheets of paper, Large construction paper (e.g., 12” x 18”) Recording device

(e.g.tablets or smartphones).

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ESTABLISHING THE CORE LEARNING ENVIRONMENT FOR THE EXTENDED EDUCATION PROJECT (EEP)

Reflection is an important part of learning. The Solar Cooker Extended Education Sessions are designed for a

memorable sensory experience to create a learning journey that builds with each session. Breaking down

larger concepts into smaller pieces in small groups allows for learner guided discovery and reflection.

Continuous feedback and new information discovery in the form of sentence starters or prompts is

incorporated. Vocabulary and key word recognition on the word wall adds another dimension to the fully

supportive learning environment. An open learning environment with room for small group work is ideal. The

adaptable CORE structure allows for an ever-changing environment and global landscape. By incorporating

CORE FEATURES, participants get out of their comfort zone and try something new. The group acts in a

considerate and respectful manner to share information, ideas and creations to develop energy and

excitement and a SOLAR COOKER MINDSET!

The EEP works as a supplement to in-school STEAM programs or as a unique and engaging stand-alone

program for afterschool, summer programs, library centers, scouting activities, club or organizational meetings

and mission programs. EEP works well as a self-paced program, OR with guidance and instruction. It is your

choice! Once you make you solar cooker, share it with another person. The social impact potential is

powerful. Look for opportunities to support regions in need around the globe. Each one, reach one. Let’s

begin a solar cooking revolution!

CORE SOLAR COOKER MINDSET

1.Curiosity 2. Growth Mindset 3.Courage 4.Persistence and Grit 5.Problem Solving 6.Redefining Impact

8.Resourcefulness 9.Adaptability 10.Empathy

SOFT SKILLS PRACTICED

1. Creativity 2. Teamwork 3. Idea Generation 4. Communication 5.Problem Solving 6. Design Thinking

7. Flexibility 8. Time Management 9. Collaboration 10. Public-Speaking

CORE INSTRUCTIONAL CONCEPTS

D.A.R.E METHOD – Learn how to direct sunlight, align the solar cooker, retain heat, and EAT and enjoy

food

EDGE METHOD OF INSTRUCTION CONCEPT – The BSA Model of Instruction - Explain, Demonstrate,

Guide and Enable

ENGINEERING DESIGN PROCESS – Ask, Imagine, Plan, Create, Evaluate, Improve and Repeat/Redesign

SENSORY LEARNING CONCEPTS – Learning by engaging Sight, Sound, Taste, Smell and Touch

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INSTRUCTOR MINDSET: Session Planning

Learning Objective(s)

clearly state what you expect participants will be able to do by the end of the session

express what the participants will do (rather than what you, the mentor, will do)

explain to participants what “good” looks like

Review and Intro

create relevance and interest in the topic/subject of instruction

make links between previous instruction and the current focus of learning

draw on what learners are aware of and what they already know about the topic

Instruction Points/Concepts

clearly convey the main points

share how to successfully achieve the learning objectives

Learning Activities

share step by step opportunities to learn and practice the content

reinforce the learning activities to achieve the objectives

learn in a safe environment with adequate supplies, tools and resources

Review and Assessment

provide feedback to the participants on the learning that has occurred

measure achievement of the objectives

focus participants on the learning that they will be responsible for demonstrating.

reinforce the key elements of learning

Closing, Questions and Next Class Intro

question and answer

link learning to course outcomes

introduce the next class topic and extended learning opportunities

bridge the classes with relevance and connectivity

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FOR THE INSTRUCTOR/LEADER/VOLUNTEER

Review the online resources and related tools prior to each session. Session review and

preparation should include materials, technology and supplies necessary for all activities to

ensure each person has the necessary tools for learning. Review the need for assistive devices

in advance (speaker, projector, etc). Review materials and timing. Encourage questions and

comments throughout the session. Have a time for the group to share “ah-ha” moments.

Timing is up to the group. If the time is important, set a timer. If time permits, continue the

learning directed at group interest, but, SOLAR COOK as much as possible (use your oven)!

Cooking is the best way to share knowledge and practice. The more you cook, the better the

participants will enjoy the session.

RESOURCES:

www.gdsnonprofit.org, www.solarcooker.org,

www.solarcooker-at-cantinawest.com, https://youtu.be/QFbCPM1izaM, www.steamedu.com,

www.k12.wa.us/EnvironmentSustainability/Curriculum,

www.un.org/sustainabledevelopment, www.howstuffworks.com, www.CONSOLFOOD.org,

www.sunpod.de,

EXPECTATIONS:

Creativity, Curiosity and Participation

PREPARATION SUGGESTIONS:

Ice breaker activity.

Review the rules of the site and host expectations for program outcomes.

Discuss partner and small group divisions

Review all suggested resources and add your own to the list.

Be sure there is a computer, screen and projector available for viewing.

Establish computer/cell phone rules with site host.

Obtain a media release form with approval for photo sharing.

Share your story and include unexpected detours. A compelling story is captivating.

Discuss extended education activities and opportunities to continue the learning.

Discuss a signal to celebrate successes throughout the sessions.

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SESSION ONE

TIME: 1 hour

Introduction to Solar Cooking with the Copenhagen BEAST panel solar cooker with the D.A. R. E Method

LEARNING OBJECTIVE: Learners will be able to state the D.A.R.E. Method and identify key vocabulary words

using the Copenhagen reflective panel oven. Learner will align the oven and track the sun.

VOCABULARLY: light energy, thermal energy, conduction, reflection, retention, insulation, absorption,

transparency

MATERIALS: Copenhagen reflective panel cooker, (4) small mirrors with base, wooden block, target, laser

light, timer, tablet paper, poster, pens, computer or phone with internet service.

***Solar Cook Day 1 boil water

Personal Intro: 15 minutes

Introduction of name, title and one sentence job/career/expertise. Learner introduction, first and last name

and favorite color. Distribute composition notebook, page one, write a personal FUN FACT. Teacher and

instructor reveal their favorite color and fun fact first, then learners.

Mirror Challenge: Teams of two (easy), three (medium) or four (challenge). See the video on Solar**

Education Project Facebook Page at Carnegie Science Center. Materials: 4 pc small mirror with base, target,

laser pointer and block. https://www.facebook.com/1850561941893972/posts/2606381456312013/

Learner Research: Teams of two. Using the vocabulary words, concepts or global concerns, assign each group

two topics for research (5 minutes). Each team reports on information and answers the question “How does

this relate to solar cooking?”

Tell a short story about one of your early experiences that interested you in the subject of solar ovens. Identify

a problem that you had and tell how you overcame the difficulty. Share your passion.

Solar Cooker Intro: 30 minutes

Explain the Copenhagen Panel oven using the D.A.R.E. Method:(Direct, Absorb, Retain and Eat). Have learners

hold vocabulary cards in front of the group and read the definition from on back side. Create a word wall.

Show video

https://video.nationalgeographic.com/video/00000144-0a44-d3cb-a96c-7b4df2370000

Explain

and demonstrate proper alignment and tracking. Ask for volunteers to model the same. Add 2 pyrex bowls,

black pot with lid and thermometer. Make ovens with mylar and patterns. See next page.

Using the composition book, have learners draw what they see (Copenhagen Reflective Panel Solar Cooker)

and label the key areas (vocabulary words). Working in teams or as a class, create a definition for the

reflective panel oven based upon information learned today.

Wrap Up: 15 minutes

Review two research questions and discuss how the solar oven relates to the questions. Share with the group.

Introduce the next session, connect with today’s lesson. General question and answer time. Introduce

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MAKE THE BEAST SOLAR PANEL OVEN

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COOKING WITH THE PANEL OVEN:

Place the food into the black pot and cover with lid

Place the pot in the Pyrex bowl, flip the second Pyrex bowl on the top to create a heat trap – greenhouse

Place the bowls in the center of the Copenhagen Solar Cooker and align the panels to concentrate the sun

onto the black pot.

Clip reflective panels in place – check to see that the solar cooker is well aligned with no shadows

Track the sun – adjust every half hour for maximum concentration of the suns rays

Cooking and Egg in the Copenhagen Video:

https://www.youtube.com/watch?v=hE7hVhFGqCc&feature=youtu.be

Extension Activities:

S Investigate electromagnetic radiation. Research and experiment with absorption, black v

white.

T Use the internet to research different types of solar ovens for next class.

E Name two world problems solar cooking can help solve.

A Create a word search with the vocabulary words (include definitions).

M Create a story problem to find the cost of a Copenhagen Solar Cooker. Create a materials

list with cost and total

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SESSION 1:

FUN FACTS: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ FAVORITE COLOR: __________________________________________________________________________________________________ __________________________________________________________________________________________________ MIRROR CHALLENGE GROUP:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ TIMES: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ RESEARCH: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ DRAW COPENHAGEN: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

DISCUSS WHY THE COPENHAGEN SOLAR COOKER

WORKS:______________________________________________________________________

_____________________________________________________________________________

Take about the

Extensions:____________________________________________________________________

___________________________________________________________________________

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SESSION TWO

TIME: 1.5 hours Explain and demonstrate (model) the Science of Solar Cooking and the Primary Types of Solar Ovens (Copenhagen Reflective Panel Oven Cooking activity with food prep and oven safety *early set up).

LEARNING OBJECTIVE: Learners will be able to identify the reflective panel cooker, box oven, evacuated air tube cooker

and parabolic burner. Learners will participate in food preparation and oven safety.

VOCABULARLY: box oven, evacuated air tube cooker, parabolic burner, align, track the sun, cooking and food prep

safety

MATERIALS: Copenhagen reflective pane oven, box, evacuated tube, parabolic solar cookers. Flashlight, reflective mylar,

foil, peeler, gloves, sunglasses, food supplies, potholders, long dry stick, bowls and timer. 4 small mirrors with base, wooden block, target, laser light, timer, tablet paper, poster, pens, computer or phone with internet service.

***Solar Cook Day two cake or brownie

Introduction: 15 minutes Watch https://gdsnonprofit.org/lessons-experiments-more A1 and

https://youtu.be/bPlmnEJ9CHc OR food cultures animation https://youtu.be/Coyqe2jYEIQ AND

https://youtu.be/KBvU4Bmu500 and https://www.solarcooker-at-cantinawest.com/solarcookers-types.html OR

https://insteading.com/blog/solarcooker/. Have learners play the mirror game as the group enters. Record new times.

Review the key information from previous lesson and connect to this or other sessions. Tell one fun fact each. Preview cooking and food preparation activity. Pay attention to everything today, next week YOU will be the instructor and we will record a cooking show! Tell a quick story of how one person made a difference. Determine groups and food prep. The goal of the cooking show is to instruct others how to safely prep food and cook in a solar oven. Organization is key.

Solar Cooking Activity: 60 minutes minimum

Discuss culture and food relationships. Discuss the cooking sensory journey. Relate food preparation and cooking safety prior to activity. Introduce new solar cookers: box oven, evacuated tube, and parabolic. Have learners make observations using the DARE method to compare ovens. Discuss solar oven safety and tell a story from your experience. Learners do the work today, align, check and plate food. Journal food observations and notes. Taste test foods and rate. Clean up.

Wrap Up: 15 minutes

How did the food taste? Get ready for next week. The learners are in charge of creating the cooking show. Discuss how your group wants to celebrate curiosity and creativity moments. Introduce the next session, TECHNOLOGY and the COOKING SHOW. Ask for questions, concerns or problems. Introduce jobs for consideration (videographer, director, editor, food preparation, solar cooker) Everyone cleans up! Ask about the media release forms and limitations or concerns.

Extension Activity:

S Answer the question – How do the sun’s rays convert light energy to heat energy?”

T Look at solar cooking sites to determine the top three sites on Facebook and Instagram. Find a SC blog.

E Draw one of the solar ovens with complete dimensions. List 5 steps that must be completed to recreate the oven. A Food art. Make the plate match the magazine. OR create a colorful line of accessories for solar cooking

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The sensory journey begins…

Divide the job list. Determine the Videographer, director, Editor, food prep, cook, narrator, script. This session

is to explain and demonstrate solar cooking to share with others. When students become the instructor, they

are more likely to remember the information. The solar cooking show will then educate others.

The script should be natural, and each member of the group must say a sentence or two. Have the director

assign tasks. The Instructor will model the best practices and learners will repeat. Create a timeline.

TYPE OF FOOD SHOW: Demonstration (Intro to solar cooking: A sensory journey)

TYPE OF FOOD COOKED: Instructor selected (cake or dessert)

VIDEO SEGMENT TIME: 3 minutes

DISCUSS HOW THE SOLAR OVEN WORKS - It is not the heat from the sun that cooks the food, or the outside

temperature. It is the sun’s rays (UV rays get into the cook space and convert to a longer infrared light wave)

converted to heat energy, retained for cooking that cooks the food.

SHOW HOW TO SET THE OVEN UP OUTDOORS – Discuss concentration of sunlight DARE Method and tracking

the sun for maximum efficiency.

DISPLAY SAFE FOOD PREP AND CLEANLINESS – Food prep cleanliness.

USING A RECIPE – Measure, mix and blend

TEMPERATURE: Approximately 300 degrees in full sun for One hour

SAFE USE OF THE SOLAR OVEN - Track the sun and share the hazards of not directing your solar cooker

correctly.

Finished – Taste food and comment, wrap up and share.

FOOD PREP AND SAFETY

Clean – Wash hands and surfaces well. Rinse and clean produce.

Safety in using Knives and kitchen tools. Watch the kitchen https://youtu.be/KBvU4Bmu500 food safety

video. The USDA website has great resources to extend education http://fsis.usda.gov

Separate – Don’t cross contaminate. Use utensils and bowls once. Clean the counter after each food is

prepared.

Cook – Use a thermometer. The minimum cooking temperature is

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SESSION 2: FUN FACTS:

_____________________________________________________________________________

FOOD SAFETY NOTES:

_____________________________________________________________________________

FOODPREP JOB:

_____________________________________________________________________________

NOTES FOR COOKING SHOW:

_____________________________________________________________________________

VOTE FOR FAVORITE SOLAR COOKER:

_____________________________________________________________________________

TASTE FOODS AND COMMENT:

_____________________________________________________________________________

COOKING SHOW JOB ASSIGNMENT:

_____________________________________________________________________________

HOMEWORK:__________________________________________________________________

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SESSION THREE

TIME: 1.5 hours Guide and Enable learners to use Technology to Advance Solar Cooker Awareness

LEARNING OBJECTIVE: Guide and Enable learners to demonstrate the safe care and use of a solar cooker and

demonstrate basic food preparation skill. The learners will create a food cooking show to educate others to the benefits of solar cooking, keeping notes and jobs in their journal.

VOCABULARLY: explain, demonstrate, guide, enable, teamwork, engineering design, listen, communicate, time manage,

media, publicity, marketing, public service, awareness.

MATERIALS: Copenhagen reflective panel solar oven, 4 small mirrors with base, wooden block, target, laser light, timer,

tablet paper, poster, pens, computer or phone with internet service. *Prior to session, determine special needs of

camera, microphone, projector and media release form/restrictions ***Solar Cook Day 3 Your Choice

Bridge Session: 10 minutes

Determine the small groups and jobs immediately. Video tape the planning and preparation. Using the mirror game for information, tell the viewers about how the game helped you learn about solar cooking. Encourage this for the COOKING SHOW introduction. Vote on a name for the show. Introduce the types of solar ovens and the “expert”.

Solar Cooking Activity: 60 minutes +

Everyone has a job (videographer, editor, director, food prep, cook). Learners demonstrate safety procedures while explaining preparing food and using the solar cooker. Practice once, then video. Allow time during cleanup for production crew to edit and air the cooking show. Use tools available (green screen, introduction, instruction, photos, etc). The instructor/host and group vote on how to utilize the video with input from (post to social media, solar cooking site, TV, radio, newspaper, etc). Optional: taste test and judge foods. ALTERNATE: Facebook live or SKYPE with a local chef.

Determine what can be completed before the next class and divide responsibility withing the group. The activities can be completed in the following sessions, if time permits.

Learners write each activity. Keep it simple and creative. S

T E A M

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SESSION THREE

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Vocabularly: __________________________________________________________________________________________________ __________________________________________________________________________________________________ COOKING SHOW TITLE:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ GUIDE:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ EXPLAIN THE HOW THE MIRROR GAME PREPARED YOU TO COLAR COOK

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ FOOD PREP ANDSAFETY:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ SOLAR OVEN SAFETY:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ MULTIMEDIA SOURCES TO POST VIDEO?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________________________________________________________ WHAT WENT RIGHT?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ WHAT WENT WRONG?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

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SESSION FOUR

TIME: 1 hour Solar Oven ENGINEERING DESIGN CHALLENGE #1 for Water Purification

*see https://gdsnonprofit.org/lessons-experiments-more

LEARNING OBJECTIVE: Learners will be able to identify the 5 steps in the design process. Learners will select a problem

to solve using a solar cooker and keep all notes and drawings in the journal.

VOCABULARLY: Problem solving, Peer Review, Flexibility, Ask, Imagine, Research, Plan, Create, Evaluate, Improve, Test MATERIALS: Cardboard, foil, glue, tape, tape measure, scissors, protractor. Sample solar ovens, thermometers, string,

Small mirrors with base, wooden block, target, laser light, timer, tablet paper, poster, pens, computer or phone with internet service.

Bridge Session: 10 minutes

Identify the shift in process from learning to doing, explain the EDGE METHOD. Unpack and identify the top two or three problems from the COOKING SHOW CHALLENGE. What can we learn from the session? Make a list of what remains unfinished. Use time from upcoming classes to complete. How can we make changes for the ENGINEERING

DESIGN PROCESS CHALLENGE? Discuss. Introduce the process for the next three sessions. ***Solar Cook Day 4 Your Choice

Solar Cooking Activity: 50 minutes

Explain the ENGINEERING DESIGN PROCESS with words, poster and other visual. Watch bridge building video or related challenges. Question and Answer. Assign groups and give the learners a problem to solve. KEEP IT Visible.

Have the learners get into groups and begin discussing the organization of the project. Categories must include

1. Research, 2. Planning 3. Steps/Stages, 4. Design Drawing with Dimensions 5. Build Model or Prototype, 6. Test and 7. Redesign. Oh yes, and 8. Cost (the ongoing factor that should be included in each stage). Team coordination,

listening, flexibility and communication is essential. Questions? Concerns?

A small store will be run by the expert with additional supplies. Each group has a $40.00 project budget and three classes to complete the project. Each group will receive a small kit of materials at no cost. They may purchase as many additional supplies as they want/need, however, they cannot return supplies (once purchased). Cost is always a project factor. Print a copy of the lesson plan and cost sheet for each group from GDSNonprofit.org

Begin steps 1, 2 and 3.

Have teams report on progress. Ask how they used problem solving skills? What was the biggest challenge? Introduce next class steps 4, 5, 6. All information should be recorded in the journals. Groups make their own structural, cost and time management decisions.

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Engineering Design Challenge – Water Pasteurization

Created by Solar Education Project, GDS

GDSnonprofit.org

Cost sheet

Use this list of materials and costs to help you plan the most feasible design for your group.

Material Cost per unit Total Cost

Large piece of cardboard $5.00 $_______

One sheet of 22’ x 28’ poster board $2.00 $_______

Small box of aluminum foil $3.00 $_______

Bottle of glue $2.00 $_______

Roll of masking tape $2.00 $_______

Roll of duct tape $3.00 $_______

8 x 22” self-adhesive reflective vinyl $1.00 $_______

Set of 4 clips $1.00 $_______

String – per yard $1.00 $_______

Small dowel rod $1.00 $_______

Jar in Jar $5.00 $_______

Oven bag $2.00 $_______

Tool rental – scissors, rulers,

Marker, squeegee, etc $10.00 $_______

How much did you spend to create your oven? $_______

What would you do differently next time?

What went right?

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SESSION FOUR

ENGINEERING DESIGN CHALLENGE: Part 1

_____________________________________________________________________________

Vocabulary:

_____________________________________________________________________________

REVIEW COOKING SHOW CHALLENGES?

_____________________________________________________________________________

ENGINEERING DESIGN PROCESS

_____________________________________________________________________________

FREE MATERIALS: DRAW SOLAR COOKER > Label supplies used

_____________________________________________________________________________

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SESSION FIVE

TIME: 1 hour

Art Is Everywhere, Form vs Function ENGINEERING DESIGN CHALLENGE #2 of Solar Ovens

LEARNING OBJECTIVE: Learners will be able to describe the value and impact of art on products. Learners will

understand how form impacts function and cost of products.

VOCABULARLY: form, function, art, design, creativity, visual arts,

MATERIALS: Markers, crayons, colored paper, decorations, cardboard, boxes, glue, tape, printer, magazine clip art,

wrapping paper. Copenhagen reflective panel solar oven, 4 small mirrors with base, wooden block, target, laser light, timer, tablet paper, poster, pens, computer or phone with internet service.

Bridge Introduction: 10 minutes

Today, everyone is an artist. Use the visual arts and the engineering design process to examine art and solar cooking. Open the session with an abstract piece of art, photo or drawing. What do you see? Art is perspective and interpretive. Introduction to creativity. Art is everywhere. Use local examples. Introduce steps 4 and 5 of the Engineering Design Process. Discuss how art could impact cost, sales, acceptance and most importantly – the function of the solar cooker. Make art a FEATURE of the solar cooker. Think small change with a big impact.

Solar Cooking Activity: 30 minutes ***Solar Cook Day 5 Vegetables

There are four different kinds of art: visual, literary, performing, and multi-disciplinary art. For today, have learners concentrate on the visual arts: painting, sculpture, photographs, ceramics, repurposing materials and sculpture. Learners can research form and function. The two terms must work together to produce a unique addition to the solar oven. Research.

Step 4. Design with dimensions Step 5. Build a model, approval and begin the test oven with visual art as a consideration.

All changes must be included on the final solar oven created with the supplies and time allotted. Hint: research, talk and plan before making changes. Look at existing solar ovens. What could easily be changed to accommodate the visual arts? Size, shape, color, texture. The art can be drawn, painted, printed or attached as a sample piece to the oven.

Video and photograph models. Groups present models and briefly explain one major change that was made to the form based on the visual arts. Introduce the next session and prepare for steps 6, 7 and 8 of the Engineering Design Process and testing, cost and evaluate the ovens using temperature. Check supplies and needs inventory.

S What is your favorite color? How does color influence your emotion? How does light affect your favorite color? T Write a three-sentence poem about solar cooking using at least five colors and record yourself reading it. E Draw a solar cooker outside that blends into the landscape in color and shape, it must still function.

A Pair learners. One has a photo and the other a plain piece of paper and pencil. Sit back to back and have one instruct

the other to draw the picture. 5 minutes. Switch. How does this exercise relate to solar cooking?

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SESSION FIVE

ENGINEERING DESIGN CHALLENGE Part 2

ART

_____________________________________________________________________________

FORMS OR ART

_____________________________________________________________________________

IDEAS FOR SOLAR COOKER IMPROVEMENT:

_____________________________________________________________________________

FORM VS FUNCTION RESEARCH

_____________________________________________________________________________

WHAT IS THE COST?

_____________________________________________________________________________

FAVORITE COLOR?

_____________________________________________________________________________

WHAT IS THE INVESTMENT?

_____________________________________________________________________________

IS THE INVESTMENT WORTH THE RETURN?

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SESSION SIX

1 Hour

Do the Math! Solar oven Testing, Costing and Evaluation ENGINEERING DESIGN CHALLENGE #3(boil water)

LEARNING OBJECTIVE: Learners will be able to chart graph and interpret numbers to gain information. VOCABULARLY: chart, graph, evaluation, product cost, solar cooker testing

MATERIALS: 2 clear same size Pyrex bowls, black pot with lid, water, thermometers, poster board, projector, calculator.

Copenhagen reflective panel solar oven, 4 small mirrors with base, wooden block, target, laser light, timer, tablet paper, poster, pens, computer or excel or word, computer or phone with internet service.

***Solar Cook Day 6 Your Choice Bridge Introduction: 10 minutes

Discuss the art project and the favorite color. How can color continue to impact the solar oven (accessories, design, publicity, logo) Introduce the Engineering Design Process steps 6, 7, and 8. This is the last class to test and work with the solar ovens. All ovens must be completed and tested before the end of the session.

Complete the construction of the solar cooker. Put the pot inside the bowl with the thermometer on the top of the pot, add the second Pyrex bowl.

Using a timer, take reading every 5 minutes for 30 minutes total. Be precise with readings. Record on a chart and graph. Add all material costs and place with Name, Oven Name, Cost and temperature chart beside the oven. Take a selfie with the solar cooker.

Create a one-minute wrap up presentation to share your group’s biggest challenge and success.

Discuss the process of the engineering design process for everyday problem solving and the last session. The class will be a session organized by the learners. The session must include cooking a food in three ovens and a global social

connectivity. The student become the instructor (EDGE Method) and takes charge of the organization, materials, timing and flow of the session. The session must include the use of all 5 senses and a plan for solar cooking.

S Research Haiti and the weather patterns of the past 10 years. What are the key problem areas? T Design a weather alert system for Haiti.

E Engineer solar ovens to become a part of the emergency recovery solution in Haiti.

A Have a Slow Art Day. Look at 3 pieces of Haitian art for 10 minutes each. List a color and feeling for each piece. M Develop a monopoly style game based on cultural information found about Haitian culture, include actual facts and

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SESSION SIX

ENGINEERING DESIGN CHALLENGE Part 3 MATH

VOCABULARY WORDS:

_____________________________________________________________________________

Favoritecolor:New Products

_____________________________________________________________________________

____________________________________________________________________________

FINISH OVEN ASSEMBLY AND TEST:

_____________________________________________________________________________

RECORD KEEPING

_____________________________________________________________________________

5 min

10 min

15 min

20 min

25 min

30 min

_____________________________________________________________________________

BOiL WATER? YES

NO WAPI

_____________________________________________________________________________

Chart and GRAPH:

_____________________________________________________________________________

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SESSION SEVEN

TIME: 1 hour

Start Local, Grow Global! What Comes Next? The End is JUST the Beginning. Learners Choice (Cooking)

LEARNING OBJECTIVE: Learners will be able to discuss the benefits of solar cooking in sun rich regions of the world and

name one way to participate. Learners will examine the course for content, processes and outcomes and complete a evaluation (one per group). Learners will find at least one way to share solar cooking with one other group – each one reach one – exponential growth in awareness in solar cooking.

VOCABULARLY: exponential growth, grassroots, social enterprises, corporate social responsibility, ecosystem recovery,

economic empowerment, entrepreneurship,

MATERIALS: Copenhagen reflective panel solar oven, 4 small mirrors with base, wooden block, target, laser light, timer,

tablet paper, poster, pens, computer or phone with internet service. *solar cookers need to be set up early to cook food.

***Solar Cook Day 7 Cookies Bridge Introduction: 10 minutes

Show the video with Dr. Alan Bigelow, Science Director and Physicist of Solar Cookers International CARES Collect light, Absorption, Retain Heat ,Efficient, Sun, Safe, and Sustainable! https://news.un.org/en/audio/2018/07/1015262 and the United Nations Sustainable Development Goals GPS Series https://www.gpstheseries.com/en-us/. Play the mirror game and record final times. Each person writes one word describing the class, list

Social and global impact of solar cooking. Look at the United Nations Sustainable Development Goals and Solar Cookers International website and wiki. Address water pasteurization with a solar cooker.

Survey and Action plan. The end is just the beginning. Start local and GROW GLOBAL. Discuss food security issues, solar drying and water purification. Add topics for further research.

S Longitude and latitude for solar cooking. What areas in the world are considered SUN RICH?

T Email Solar Education Project and we will help you Skype with a class from another country to discuss solar cooking. E Redesign and refine your solar oven. Make changes and retest.

A Create a color print ad for your new solar cooker for a specific sun rich area of the world.

M Devise a formula to represent exponential growth. If each person in the session told one person about one session,

how many people would be reached each day? After 7 sessions? What if each of their friends told one more friend? How many more people would learn about solar cooking?

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SESSION SEVEN LEARNERS CHOICE: WRAP UP

_____________________________________________________________________________

SOLAR COOKING REFLECTIONS:

_____________________________________________________________________________

MIRROR GAME FINALS:

_____________________________________________________________________________

WORLDVIEW:

_____________________________________________________________________________

FOOD AND CULTURE:

_____________________________________________________________________________

ACTION PLAN:

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ADD ONs AND SUBSTITUTIONS:

Elementary

WRITE A POEM ABOUT A SOLAR COOKER

STORY TIME: Create a Compelling Story Involving a Sun Rich Region of the World and Solar Cooking HAVE YOU EVER THROWN FOOD AWAY? Investigate Biogas and composting

DO THE MARSHMALL DESIGN CHALLENGE AS A FAMILY DESIGN A SOLAR COOKER FOR A DOLL, MAKE A MODEL

MAKE A COPENHAGEN BEAST SOLAR OVEN AND COOK APPLESAUCE DRAW A PICTURE OF YOUR FAMILY SOLAR COOKING

BAKE A CAKE IN THE COPENHAGEN SOLAR COOKER.

Middle

LEARN PERSONAL FINANCIAL LITERACY THROUGH SOLAR COOKING FROM MAKER SPACE TO MANUFACTURING USING SOLAR OVENS EXPRESSING CULTURE AND IDENTITY THROUGH FOOD in Solar Cooking MAKE SOME NOISE: USE SOCIAL MEDIA TO SPREAD THE WORD

INVESTIGATE THE SUSTAINABLE DEVELOPMENT GOALS AND FIND 3 THAT CAN BENEFIT FROM SOLAR COOKERS CREATE A NEW GAME (like the mirror game) FOR STUDENTS TO PLAY. WRITE INSTRUCTIONS.

MAKE A POPSICLE STICK JAR WITH SOLAR COOKING ACTIVITIES FOR ELEMENTARY STUDENTS

WRITE A LETTER TO THE MAYOR OF YOUR TOWN SUGGESTING A COMMUNITY SOLAR COOKER FOR ALL TO USE

High School

SOCIAL CORPORATE RESPONSIBILITY: A GIVE BACK PROGRAM USING SOLAR COOKING

CREATING ENTREPRENEURSHIP OPPORTUNITIES USING SOLAR COOKERS (swim with the sharks) SOLAR COOKERS AS TOOLS FOR MICRO FUNDING AND MUTUAL SOLIDARITY PROJECTS

DEVELOP A SOLAR COOKING BUSINESS PLAN, COMPLETE WITH LOGO< SLOGAN AND BUSINESS CARDS PROGRAM REPLICATION IN SOLAR COOKER EDUCATION: Continue the Learning

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FAVORITE QUOTES:

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

WHAT WILL YOU REMEMBER MOST ABOUT SOLAR COOKING?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

WHAT WAS YOUR FAVORITE FOOD?

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

EXPONENTIAL GROWTH: each one reach one/ HOW?

__________________________________________________________________________________________________ ____________

SOLAR EDUCATION PROJECT

SOLAR EDUCATION PROJECT

Promoting the use of SOLAR COOKERS as instructional tools for all ages

7 Days of Solar Cooking

WORKBOOK

Developing global citizens through real world problem solving

GDSNonprofit.org

7 DAYS OF SOLAR COOKING

Online lessons @ GDSNonprofit.org

TABLE OF CONTENTS

GENERAL SOLAR COOKING AND OVEN INFORMATION and SAFETY

Session One:

Cook Day 1.

INTRODUCTION to Solar Cooking and Copenhagen with the D.A.R.E. Method.

Session Two: Cook Day 2. The SCIENCE of Solar Cooking and Types of Solar Ovens and Safety Procedures

SOLAR COOKING SHOW ACTIVITY

Session Three:

Cook Day 3.

Using TECHNOLOGY to Advance Solar Cooker Awareness: THE COOKING

SHOW ACTIVITY

ENGINEERING DESIGN CHALLENGE

Session Four:

Cook Day 4. Solar Oven ENGINEERING DESIGN CHALLENGE (Part 1)

Session Five:

Cook Day 5. ART Is Everywhere, Form vs Function of Solar Oven (EDC Part 2)

Session Six: Cook Day 6. Do the MATH, Solar Oven Testing, Costing and Evaluation (EDC Part 3)

WRAP UP AND GLOBAL CONNECTIONS

Session Seven:

Cook Day 7. Start Local, Grow Global! What Comes Next? THE END IS ONLY THE

BEGINNING.

FREQUENTLY ASKED QUESTIONS

Do I have to make a solar oven? No. Solar cooker awareness is important. Learning about solar ovens and

their social impacts is a great start, try sessions 1 & 7 without cooking. Share the information with a family,

friends or neighbors. Perhaps they will want to solar cook with you. Take it one step at a time.

What prior knowledge is required to participate in the program? None. Bring your curiosity and creativity!

Our goal is to have your group solar cook for seven days and eat and enjoy the results! It doesn’t have to be 7

days in a row. That said, the constraints of the cost, available materials, time and weather can alter the best

formulated plan. A virtual solar cooking exercise will work too or create a small-scale model solar oven for

demonstration purposes.

Can I solar cook with clouds or rain? No. The Copenhagen BEAST requires full sun for 2 hours or more to cook

food.

What if I don’t have enough time to complete all 7 sessions? The WORKBOOK is designed to utilize solar

cookers at educational tools, no matter the subject, be creative. Try sessions 1 &2 to develop a basic

understanding of solar cooking. Start small and add lessons when you have the time. Awareness is an

important prerequisite to action. Sessions do not have to be fully completed to understand the learning

concepts. If you can make the BEAST Copenhagen solar oven, you can work on the sensory journey and soft

skills. If you cook for 7 days, then the desired impact of the workbook has been fulfilled! Share the fun with

others and D.A.R.E. them to solar cook! Skype with your friends. Post pictures on your social media and tag

@solareducationproject! ENJOY the JOURNEY!

Will we need access to the internet, computers or smartphones? Yes, if you do the research portion of the

extended learning activities and videos, internet access is helpful. The Solar Cookers International Solar

Cooking Manual can be printed to use as a resource.

What is the intended format/setting of the program? Informal, hands on, interactive and participant driven.

It helps to have a room with comfortable seating and enough space for small group, however, any setting is

great. Outdoor access is helpful and don’t forget to bring the SUN!

What resources are available? We have listed a few website resources to get the program started, however,

participant input is suggested to allow for individual interest and contribution. The following websites have

valuable resources and videos: www.gdsnonprofit.org, www.solarcooker.org,

www.solarcooker-at-cantinawest.com, https://youtu.be/QFbCPM1izaM, www.steamedu.com,

www.k12.wa.us/EnvironmentSustainability/Curriculum, www.un.org/sustainabledevelopment,

www.howstuffworks.com, www.CONSOLFOOD.org, www.sunpod.de,

Unleash your STEAM curiosity and individual creativity using solar cookers

ABOUT THE EXTENDED EDUCATION PROGRAM

Learn to embrace solar cookers and enjoy being a creative problem-solver. Brainstorm with a group and apply

creative thinking by using the engineering design process. Take participants on a unique sensory journey using

solar cookers and the SUN! The EEP offers a customizable format, while the 7 Days of STEAM Activities

encourages full participation in small group settings. Solar cookers take center stage and are the primary

instructional tools.

SESSIONS AND ACTIVITY DURATION

Each session is designed in a workshop/maker space format with real world learning extensions. Learners

participate in a variety of creative projects designed to enhance appreciation for the environment, sharpen

critical reflective and thinking skills and develop a deeper sense of global citizenship through context and

relevance using real world examples.

Time for each session is approximately 1 – 2 hours. The extended education activities can be included each

day, or as assigned as research before the next session.

The framework of the sessions is intentionally broad. Keeping the sessions flexible is an important feature of

the EEP, allowing for the inclusion of learner directed areas of interest. Some groups may want to cook each

session, while others may decide to focus on the challenges and extensions. Other considerations are

participant availability and program schedule.

JOURNALS and PORTFOLIOS