Lesson Plan
Course Title: Construction Technology
Session Title: Energy Conservation (for the home)
Time:
Two days
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Demonstrate the basic knowledge of how to determine the energy conservation
methods that should be used during new home construction as well as energy
conservation techniques that may be utilized to improve an existing home.
Specific Objectives:
Upon completion of this lesson, the learner will be able to:
Demonstrate energy conservation knowledge by "hands-on" demonstrations of
practical application of each related conservation method.
Develop specific "right & wrong" solutions of installing each product .
Apply specific approaches to step by step installation of each type of product.
Create their own basic house plan design portraying proposed energy
conservation techniques .
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
130.54. Building Maintenance Technology
(a) Recommended for students in grades 10-12 with the recommended
prerequisite of Principles of Architecture and Construction.
(b) Students will gain knowledge and in plumbing, electrical, and Heating,
Ventilation, and Air Conditioning (HVAC) systems. Additionally, students learn
methods for repair and installation of drywall, roof, and insulation systems.
(8) Students will:
(a) explain the principles of HVAC;
(b) describe what the Clean Air Act means to the HVAC systems industry.
Interdisciplinary Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Copyright © Texas Education Agency, 2011. All rights reserved.
1
125.22 xx - Heating, Ventilation, Air-Conditioning, and Refrigeration
125.22(c)(4)(C)
demonstrate knowledge of new and emerging technologies that may affect the
installation and service of air-conditioning, refrigeration, ventilation, and heating
systems.
125.75 xx - Power Technology
125.75(c)(1)(D)
apply the competencies related to resources, information, systems, and
technology in appropriate settings and situations;
125.75(a)(3)(C)
demonstrate knowledge of the function of power generating equipment,
systems, and components.
110.xx(6) - Reading/vocabulary development
110.xx(6)(A)
...expand vocabulary through wide reading, listening, and discussing...
Instructor/Trainer
References:
There are numerous websites and publications for information.
Personal experiences in designing residential solutions.
Samples of residential plans taken from various sources .
Guest speakers from local construction trades .
Instructional Aids:
Energy Conservation (for the home) PowerPoint Presentation
Energy Conservation (for the home) PowerPoint Slides Energy Conservation (for
the home) PowerPoint Notes
Energy Conservation (for the home) PowerPoint Handouts
Energy Conservation Presentation Rubric
Materials Needed:
Pencils
Ink Pens
Notebook/drafting Paper
Research Information
Drafting guides
White boards
White board markers
Symbol guides/samples
House plan examples
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2
Equipment Needed:
Computer & Multi-media Projector
Internet Access
Printer
Videos (instructor choice)
Drafting boards
Engineering and Architect Scales
Learner
Drafting supplies including engineering scale.
Knowledge of how to conduct an Internet search .
Self control and discipline for design solutions.
Ability to work well in a group assignment, communicate orally and in writing,
demonstrate knowledge of design, read and comprehend all related drafting tools
Ability to create clean, neat and well organized drawings.
Introduction
Introduction (LSI Quadrant I):
It is Important that students recognize and relate to the need for energy conservative
homes and that they recognize their responsibilities as problem solvers for creating
multiple solutions.
Relation of energy conservation education to real world scenarios: for example, you
could equate how much savings could impact the students.
"If you made an effort to save on home energy costs by not just shutting off, but
unplugging various appliances, when not in use, how much could you save?
TV's + 3-months = 1 new pair of sneakers"
If you put new tile on your roof that is energy efficient. At the minimum, you might save
20-30%. So if you pay 200.00 a month in heating and cooling bills, that would be $2,400
per year. Do you have any idea how you could use that money? (Most students know
exactly how they would use that).
Outline
Outline (LSI Quadrant II):
Instructor Notes:
I.
Introduction
i. Discuss energy conservation
ii. Ask students what they think it is and how they can
accomplish it .
II.
List objectives on the board
Show students pictures
of various houses and
compare them. Which
house do they feel is
most efficient? Explain
why
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III.
Show PowerPoint
IV.
Guided practice:
Students research residential design techniques
Students gather information of related facts: IE:
Problem solving techniques, application of materials,
climate influences, symbols, notations, legends, etc.
V.
Independent practice
Students will work in individual settings and as teams
of two.
Students will utilize their knowledge to comprehend
and relate energy conservation materials.
Students will utilize their knowledge to solve actual
residential planning needs through application and
knowledge of energy conservation techniques.
VI.
Review
VII.
Informal Assessment
VIII.
Formal Assessment
IX.
Enrichment
Application
Guided Practice (LSI Quadrant III):
The instructor assists students whenever needed, but allows for individual expression.
Students assist each other as well.
Team Planning.
Information gathering from internet and guest speakers.
Development of scenarios by students.
Freedom of students to apply their own solutions.
Creation of scenarios and presentation of design solutions.
Independent Practice (LSI Quadrant III):
Students perform the following independently.
Detailed presentation of step by step approach to developing energy
conservation solutions .
Drawings of scenarios presented on whiteboard.
Selection of various information to be presented to class.
Utilization of Presentation media: Multi-media projector, computer, whiteboard,
handouts.
Creation of presentation materials.
Instructor guided scenarios with direct group and individual critique.
Instructor check of proper use of grammar, spelling, and projection.
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Controlled techniques and focus during scenarios.
Professionalism in scenario creation and presentation .
Summary
Review (LSI Quadrants I and IV):
Instructor presentation of basic energy conservation tools, products and techniques.
Students review and complete research.
Evaluation
Informal Assessment (LSI Quadrant III):
Individual and Team selection of problem scenarios.
Variability of presentations.
Direction and input from instructor during learning process and scenario
presentations as needed. Correction given.
Formal Assessment (LSI Quadrant III, IV):
Individual and Team performance in final presentations Group and individual
assessment of final presentations
Rubric presents a basis for grading student work and performance.
Extension/Enrichment (LSI Quadrant IV):
Offer re-learning opportunities.
Repeat scenarios with varying circumstances to portray influence in design
solutions.
Allow extra time for performance and testing.
Project awareness of the student's future involvement in residential energy
conservation solutions.
Learners can apply what they have learned to their home environment.
Copyright © Texas Education Agency, 2011. All rights reserved.
5
Home Energy Conservation Rubric
↓CRITERIA
NO
ATTEMPT
MINIMUM
REQUIREMENTS
AVERAGE
REQUIREMENTS
ADVANCED
REQUIREMENTS
POINTS →
0-8
9-14
15-18
18-20
INVESTIGATION
NONEVERY
LITTLE
EFFORT
NONE-1
LITTLE
EFFORT
AVERAGE
RESEARCH
EXTENSIVE
RESEARCH
1-2
3-6
>6
NONE TO
MINIMAL
AVERAGE
W/ROOM
FOR
IMPROVEME
NT
BASIC
KNOWLEDG
E
W/AVERAGE
INPUT
VERY ACTIVE
GREAT IDEAS
OBVIOUS
PLANNING
GOOD
RESULTS
EXCELLENT
RESULTS
GRAPHIS /
PICTURES
GROUP
PARTICIPATION
& GROUP
SCENARIO
INSTRUCTOR
TEST
SCENARIO
NONE TO
MIMINAL
NO
CREATIVITY
& BASIC
PARTICIPAT
-ION
LITTLE
RESPONSE
FINAL TESTING
NONE
MINIMAL
T
O
T
A
L
S
EXTENSIVE
DISPLAY OF
KNOWLEDGE
& CREATIVE
INPUT
TOTAL SCORES
100
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