Lesson plan

Introduction to the experiment (5-10 minutes )

1. Explain the lesson content, which is to introduce the aims of the lesson followed by the expected outcomes (assessment).
   
   
2. Have a sample of biodiesel already prepared to show the outcome of the process and give two examples of digital presentations (example: PowerPoint and short video) that you recorded during the process of making the fuel. Perhaps you can show the demonstration video the link below on the data projektor.

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Introduction to digital equipment (5 minutes)

1. Clearly define the assessment criteria to the students, which are to; make a digital audio visual (movie) or just visual (PowerPoint or blogs) presentation. Use the example(s) shown at the introduction as good practice.
   
   
2. Briefly demonstrate how to use the digital equipment such as the camcorder, camera and mobile phone camera (do NOT assume they know how to use them).
   

Note! If you are somewhat unexperienced or feel insecure using ICT tools for teaching you might consider doing an interdisciplinary course with a media class from the school conducting "a documentary" on how to make biodiesel.

If you have a partner school in another country you can consider sharing your presentations on Youtube or elsewhere on the Internet - on a weblog perhaps - where your students can comment on each other's presentations. What kind of oil do they use in the other countries?

Groups and ingredients (15 minutes)

1. Divide the class into groups of two or three and allocate one liter of oil to each group.
   
   
2. Give the students a list of websites where they can access the information on how to make biodiesel; this will encourage them to use the computer from the start of the lesson.
   
   
3. Use the data projector show how to navigate the Internet to one of these pages.

Depending on your preference you can have the additives per measured or chose to let the students do the measuring.

Once the students have the necessary information, materials and resources you can set them to the task of ‘making’ the biodiesel.

Making the biodiesel (20 minutes)

1. Students should be working in their groups and recording the process step-by-step using digital equipment.
   
   
2. Closely monitor each group and question their approach to ensure they understand what is taking place i.e. the separation process of the fat cells. Should any of the groups finish earlier they could proceed to the next task.
   

Label and clearing up (5 minutes)

1. Students clear up, organise and put away any equipment that has been finished with, leaving the biodiesel to settle until the next lesson.
   
   
2. Ensure that all students clearly label their individual containers of biodiesel.

Editing the digital recordings - 60 minutes +

1. Using a data projector, demonstrate to the students how to import pictures and video files onto the computer, step by step with them.
   
   
2. Clearly show them how to create a new document and how to attach pictures to the document creating a slideshow of their work.
   
   
3. Guide them through the process of adding text boxes and bullet points so that they can make their presentation clearer.
   
   
4. Ensure that the students continually save their work and explain the consequences loosing their work in the event of a power failure or similar circumstances! Individually troubleshoot any issues they may have with the documents.

Advanced task for proficient IT students

Work together with the more advanced students on creating a short movie or blogs of their work, which can be added to when they come to testing the biodiesel after the next lesson. You will need to have a basic understanding of this before you teach it to your students! Perhaps they know more on this topic than you do.

Saving thwe work (5 minutes)

Using the data projector show the students where you would like them to save their work. Explain that you will be able to access these files and will be assessing the outcome as part of their overall mark. Trouble shoot where necessary.

Recap (5 minutes)

Recap on the lesson using question and answer session and explain what will happen in the next lesson, which will be the trial of the biodiesel on a diesel engine in the workshop. They will again be recording this as evidence as part of the overall project.

Extension Activities for the Students

Students who perform exceptionally well and complete the task before the rest of their peers could be set a new more challenging assignment. You could supply the students with ‘used’ vegetable oil, where the separation process is much more complicated and time consuming.

Using the research methods applied for the previous task they could find the necessary information on ‘how to’ make biodiesel from used vegetable oil. The recording process could then be added to the digital presentation. This would make the testing phase much more interesting for both the students working on the task and their peer as they would get to performance test their end products for carbon emissions.

Follow Up Lesson

First activity of the next lesson would be for the students to ‘wash’ the biodiesel. It would be advisable for the students to have a running diesel engine where they could test their biodiesel for performance and emissions. This would require you to have a workshop space prepared where they could record the results using digital equipment from this lesson and then enter it to the already created slideshow/movie or blogs.