Standard 01 | Standard 02 | Standard 03 | Standard 04 | Standard 05 | Standard 06 | Standard 07 | Standard 08 | Standard 09 | Standard 10
This artifact satisfies:
- Standard 07
- The instructor includes clear learning outcomes and explains the connection among those outcomes, course content, and assessments;
- The instructor uses a variety of assessments appropriate to the objectives.
- The instructor includes formative feedback and grading rubrics to help students achieve learning objectives.
- The instructor includes opportunities for self-assessment.
Unit # and Title
Learning Objectives - By the end of this unit, students will be able to:
Content - What will be shared with students to orient them to new ideas/concepts? (Lecture, video, external links, etc.).
Lecture:
Learning Activities - What will students do in order to actively engage themselves with the content, meet the learning objectives and promote interaction?
Learning Activity #1 (LA#1):
This activity will assess the students’ competencies of Learning Objective #1 and #2, and requires students to research, discuss, and form opinions of pros and cons of usage of renewable and nonrenewable energy sources.
Learning Activity #2 (LA#2):
This activity will assess the students’ competencies of learning Objective #3, and requires students to perform energy calculation and assessment of energy use of the subject site (classroom).
Training:
Call to Action:
Evaluation Method - Explain how you will evaluate each Learning Activity.
- Learning Unit 5: “Fire” – Energy & Atmosphere
Learning Objectives - By the end of this unit, students will be able to:
- Define and list renewable and nonrenewable energy sources
- Identify the economic, social, and environmental impacts of both renewable and nonrenewable energy sources
- Evaluate pros and cons of different lighting and energy management systems through research
Content - What will be shared with students to orient them to new ideas/concepts? (Lecture, video, external links, etc.).
Lecture:
- Textbook (Reading): Sustainable Commercial Interiors, Chapter 3, “Optimizing Energy Use”, pg. 75-96;
- Autodesk Sustainability Workshop: Energy Use in Design Video Series
- Energy Sources Pros and Cons
- Electricity Flow
- Energy calculation: Lighting, Computer, and TV
- Classroom Lighting audit
- Classroom De-lamping
Learning Activities - What will students do in order to actively engage themselves with the content, meet the learning objectives and promote interaction?
Learning Activity #1 (LA#1):
This activity will assess the students’ competencies of Learning Objective #1 and #2, and requires students to research, discuss, and form opinions of pros and cons of usage of renewable and nonrenewable energy sources.
- Members will be assigned to represent either Aliens (argue for non-renewable energy sources) or Human (argue for renewable energy sources). Each member will prepare a PowerPoint presentation, post on slideshare.com and share the link to the class.
- Members should first define what renewable or non-renewable energy sources are, and form their argument based on the Triple Bottom Line Principles introduced during Unit 1.
- Each member will have to post their rebuttals to at least two opposite members' posts. (human to aliens or aliens to human)
Learning Activity #2 (LA#2):
This activity will assess the students’ competencies of learning Objective #3, and requires students to perform energy calculation and assessment of energy use of the subject site (classroom).
Training:
- Complete Energy calculation worksheets, lighting audit, and de-lamping worksheets.
Call to Action:
- Students will evaluate their existing energy usage at home and come up with at least one energy reduction strategy and post it online. Members will provide feedback to at least two other members. Photos and/ or video post are required.
Evaluation Method - Explain how you will evaluate each Learning Activity.
- LA#1a&b: Rubric
- LA#1c: Rubric
- LA#2a: Answer sheet (or convert this exercise into a quiz so that it can automatically grade it)
- LA#2b: Rubric
- LA#2c: Rubric
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learning_matrix_unit_05_-_fire.pdf | |
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