Learning Focused Lesson Plan
Glynn Middle School – S. Carter
Module: Whitebox Learning Green Car 2.0
Course: Career Exploratory Technology: 8th Technological Systems
Module Essential Question: What factors should be considered when designing a sustainable energy vehicle?
Grades: 8
Standard: MSENGR-EET-1, MSENGR-EET-2, MSENGR-EET-3, MSENGR-EET-4, MSENGR-EET-7, MSENGR-II-3,
MSENGR-II-6, MSENGR-TS-1, MSENGR-TS-2, MSENGR-TS-3, MSENGR-TS-4, MSENGR-TS-6
Activity #1
Activity #2
Activity #3
Activity #4
Activity #5
Key Questions
What elements affect the
performance of a Plug-in
Electric Vehicle? What
benefit is research?
Activating
Strategies
Motivation video:
Electric Dragsters
What are the design
limitations?
What does it mean to be
“In Spec.”?
Output Overview
“Get it IN SPEC”
How do I improve my
vehicle design? How do I
use the Engineering Tree to
adjust the design & systems
How do I build my vehicle
or project using renewable
energy resources?
Why is safety important?
How do I test my project
for performance?
Full Class Simulation
Races with top qualifiers
Orientation to Safety
Classroom Performance
Event
Lab Manual, Text,
Digital/Video Camera, race
track/course, Sunshine,
recording database. KNEX
kits & electricity trainers.
Prompts /
Materials
Lab Manual, Text, Module,
computer station,
instructional technology,
Lab Manual, Text, Module,
computer station,
instructional technology,
Lab Manual, Text, Module,
computer station,
instructional technology,
Instruction Module,
computer station, creative
supplies, Styrofoam, hot
wire, solar panels, motor,
axels, wheels, & gears,
safety equipment & tools.
Teaching
Strategies
Whitebox Learning
Module-Research Section
Whitebox Learning
Module-Output Section
Whitebox Learning
ModuleEngineering/Simulation
Whitebox Learning
Module-Build/Test Section
Whitebox Learning
Module-Build/Test Section
Application
(Extending &
Refining)
Lab Journal notes on
research topics.
Use vocabulary to describe
design specifications and
changes needed for
improvement.
Students will compete
against each other for
fastest times & greatest
distance.
Top designs will be made
into performance vehicles.
Some components can be
made on 3D printer.
Students will take video &
still pictures of
performance. Use KNEX
kits to explore energy.
All specifications met. Car
does not stall.
Students ranked according
to race finishes.
Complete 3D Model
Record finish times &
performance criteria.
Output specifications listed
with red text indicating
“out-of-spec”.
Students use simulations to
show performance
improvement (increased
times-increased speed)
Students will use design
templates to compare to
real world models of cars.
Successful performance
using renewable energy
source
Students utilize Call Light
system for help. Hands-on
cars available for
application. Text uses
color to indicate success.
Students utilize Call Light
system for help. Students
use partners as guides.
Students utilize Call Light
system for help. Students
move at their own pace.
Students utilize Call Light
system for help. Video
walk through & pictures of
build.
As noted in roster for
individual students
As noted in roster for
individual students
As noted in roster for
individual students
As noted in roster for
individual students
Student Summary
Project /
Assessment
Differentiation
Accommodations
Complete Assign. #1
Check-off Sheet, Answer
Lab Journal Key Questions
Vocabulary: Internal
Combustion Engine
Renewable Energy
Grid, Electricity, Circuit
Current, Voltage, Power
Photovoltaic, Gear Ratio
Students utilize Call Light
system for help. Getting
started guide uses pictures
with text. Printed check
sheet.
As noted in roster for
individual students