This document outlines a project-based learning lesson on designing fuel efficient stoves. The purpose is for students to learn about fuel efficient design in stoves and its importance for displaced communities. Students will work in teams to research stove designs, develop their own design, and test the efficiency of their stove. They will track their progress through blog posts. The lesson incorporates key elements of project-based learning like addressing a real world issue, being student-driven, and involving structured collaboration.

1. Fuel Efficient Stove
Design

2. 1.
Elements of PBL
5 elements that are essential to Project
Based Learning

3. ELEMENTS of PBL
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4. Project
Research, Construction, and Use of Fuel
Efficient Stoves and their Application

5. Overall
To look at,
understand, and
practice fuel
efficient design
in stoves in the
context of heat
and conduction.
Purpose
In-depth
Look at the overall in the context of the
displaced community of Darfur. The
importance of a fuel efficient stove:
1. Safety: not having to leave camp as
often to collect fuel
2. Health: less smoke and emissions
when operated properly
3. Environmental: smaller impact on
environment through taking of fuel
sources
4. Light and heat for user: improved
quality of life.

6. “What stove design is the most fuel
efficient?

7. 2.
Standards for Project
5 standards based on elements that
are essential to Project Based Learning

8. STANDARDS
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9. 3.
Overview of Project
Teacher facilitated learning through
project based group work

10. STANDARDS
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11. Scope?
4 Days with blog
postings for each
day and major
decision/result

12. 4.
Incorporation of PBL
How this lesson incorporates the
elements of Project Based Learning

13. Real World Application
Students learn why fuel efficient stoves are a real world
issue and are often a major issue for various communities,
namely refugee and displacement camps.

14. Core to Learning
Students learn the ins
and outs of what makes
a stove fuel efficient
through the research
and creation of their
own unique version of a
stove.

15. Green
Structured Collaboration
Blue Yellow
Students will work in teams to formulate a stove
design based on collaborative research and then
implement their findings to a conclusion.

16. Student Driven
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17. Multifaceted Assessment
Students will test how
efficient their stove is at
the end of the unit where
they will measure the time,
amount of wood, and heat
produced by the stove.
▧ Recording of results
and checkpoints
through blog

18. Thanks!
Any questions?
You can find me at:
schortgenr@ics.edu.hk

19. References
Special thanks to the following for increased
knowledge on the subject of project based
learning and how it can relate to science:
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