Lesson Plan
Course Title:
Principles of Architecture and Construction
Session Title:
Introduction to Sustainable Green Design
Performance Objective:
According to the TEKS, “The student identifies the relationship between available resources and
requirements of a problem to accomplish realistic planning. The student is expected to
determine alternative solutions for a specific problem and implement appropriate alternatives.”
5 Specific Objectives: (Refer to Outline below for further information)
· What is “Green”?
· Recognizing the benefits to “going green”
· Asking the “green” questions
· What is our impact
· How we can change our impact
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS:
130.42.c.10.H
130.42.c.10.J
These are stated above in quotation marks in the performance objective.
Any changes/alterations to the activities may result in the elimination of any or all of the TEKS
listed.
Interdisciplinary Correlations:
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Construction Trades, Landscape Architecture,
Engineering, Construction Management, Real Estate, Property Development, Parks and
Wildlife, Environmental Systems, Zoning and Regulations, Building Codes, among others.
Relevant Core Curriculum Concepts:
· Science: Life sciences, biology, physics, chemistry, renewable energy, recycling, life
cycle, waste, environmental stewardship, sustainability, among others
· English Language Arts: reading and writing skills
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Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
·
… to read
·
… to follow written and verbal instructions
·
… to access the internet and navigate a website
·
… to identify basic residential design components
·
… to form a hypothesis
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
·
… sustainable design
·
… alternative building materials and applications
·
… carbon foot printing
·
… appropriate verbal and written instructional communication
·
… Socratic seminar group discussion facilitation
References:
William P. Spence. Architecture. California, Glencoe/McGraw-Hill. 1991. ISBN 0-02-677123-3
National Association of Home Builders. What is Green? 2008.
www.nahbgreen.org/Resources/Homeowners/whatisgreen.aspx. November 12, 2010.
National Association of Home Builders. Benefits for Homeowners. 2008.
www.nahbgreen.org/Resources/Homeowners/benefits.aspx . November 12, 2010.
Green Building Advisor. Getting Started in Green Building - A Primer for Beginners. 2010.
http://www.greenbuildingadvisor.com/content/getting-started-green-building-primer-beginners .
November 12, 2010.
Low Impact Living. What’s your LILI? Impact Calculator. 2010.
http://www.lowimpactliving.com/scores . November 12, 2010.
National Association of Home Builders. Energy Innovation: How homes become green.
http://www.nahb.org/fileUpload_details.aspx?contentID=62120&fromGSA=1 . November 12,
2010.
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Instructional Aids:
1. The form which will allow you to pair partners. Please refer to the Microsoft Word
document found alongside this Lesson titled: “Intro to Sustainable Green Design
Student PARTNER match up”
2. The Student Activity sheet, which is the form students use to complete the exercise and
the students will turn it in for the grade. Please refer to the Microsoft Word document
found alongside this Lesson titled: “Intro to Sustainable Green Design HANDOUT”
3. The “How Homes Become Green” PDF, which is accessible at the last website listed
above in the References section. All students should have access to view this document.
4. Teacher PowerPoint Presentation, please refer to PowerPoint document found
alongside this Lesson entitled: “Intro to Sustainable Green Design PRESENTATION”
Materials Needed:
1. 1 copy of the “Intro to Sustainable Green Design Student PARTNER match up”
printed for each class period, cut into strips, following the instructions as typed at the
bottom of the “match up” form
2. Pencils or pens- 1 per student
3. 8 ½” x 11” plain printer paper
Equipment Needed:
1. Teacher computer workstation
2. Printer, black and white with the capacity to print single sided on size 8 ½” x 11” paper
3. Overhead projection screen that can exhibit the teacher’s monitor
4. A minimum of 1 computer for every 2 students - they are working in pairs and need to
share a computer
5. Student access to Microsoft Word
6. Student access to the internet
7. Adobe Reader installed on the computers to read a PDF
Learner Preparation:
· Each Student is placed into pairs of 2. Preferably these pairs are balanced with students
of varied skill levels and learning styles. Also, if there is a group of students with much
slower learning processes or difficulty with English proficiency, you would place them
accordingly.
·
Refer to “Teacher Preparation” above for list of specific items students should already be
familiar with.
·
Each pair of students receives the proper materials: the “Intro to Sustainable Green
Design HANDOUT,” a writing utensil, and access to the proper equipment and internet
access.
·
Definitions* of various vocabulary words should be prominently placed in a visible
location in the room:
Copyright Texas Education Agency (TEA)
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Sustainable: to keep up or keep going, as an action or process
Energy: the capacity to do work
Environmental: the aggregate of surrounding things, conditions, or influences
Conservation: the act of conserving; prevention of injury, decay, waste, or loss;
preservation
Toxic: acting as or having the effect of a poison
Renewable: able to be renewed
Depleted: to decrease seriously or exhaust the abundance or supply of
Waste: anything unused, unproductive, or not properly utilized
Alternative: one of the things, propositions, or courses of action that can be chosen
Recycle: to treat or process (used or waste materials) so as to make suitable for reuse
* NOTE: These words were defined online using www.dictionary.com as a reference.
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Introduction
Introduction (LSI Quadrant I):
Students enter and receive the slip of paper with their name written on one side and a common
term from the industry of architecture found on the opposite side. Students are instructed to find
the other person in the room with the same vocabulary word, as this will be their partner for
today’s exercise.
SAY: Everyone should have found their partner by finding their matching word.
ASK: Has everyone found their partner? Are we ready to begin being green?
SHOW: Green is a term used in the building industry when saying that something or some
process is friendly to the environment, or a less wasteful way of doing something we’ve already
done before.
ASK: Who can tell me what do all these words have in common? (Exhibit the new vocabulary
words as listed on page 4 from of this lesson and on page 2 of the “Intro to Sustainable Green
Design PRESENTATION”.) (Pause and wait for an appropriate amount of time to allow the
students to think about the words first. Direct the discussion as needed.)
SAY: One of the building industry’s biggest areas of growth is in what we call Green, or
Sustainable Design. People want their old homes to be more energy efficient and other folks
want to build new homes that don’t waste valuable resources.
ASK: Why do you think we are going green? (Pause and wait for an appropriate amount of time
to allow the students to think about their responses. Direct the discussion as needed.)
SHOW: Hold up a copy of the PDF document titled: “Energy Innovation: How Homes Become
Green.” (This is a copyrighted document generated by the NAHB. This document can be
located online as listed above in the References portion of this lesson.) This is a great way to
see all the things we can do to make positive changes to our homes - both newly built and older
homes alike. (Pass the document around the room, let all students see it, and post it up in the
room so they can reference back to it.)
SAY: There is a lot we can do to help reduce our impact on the environment. Let’s take a look at
what the experts say “green” is all about, then we can take a look at an example of a typical
family who might live in this area and what their impact is.
ASK: Ok, I need one person from each pair to come get your activity sheet where you will
document your work today with your partner. Let’s get started.
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Outline
Outline (LSI Quadrant II):
· Instructor uses the PowerPoint presentation (Intro to Sustainable Green Design
PRESENTATION) to help with the activities pace and sequencing.
· Instructor will ensure that all Student Partner pairs receive the required materials:
· Printed copies of the Activity sheet. (Intro to Sustainable Green Design
HANDOUT) This is what they will turn in for a grade. Give one copy to each pair of
students.
· Writing utensils
MI
·
·
·
·
·
·
·
·
·
·
·
·
Outline
What is “Green”?
Students learn the key components to “green
design,” using this website resource:
www.nahbgreen.org/Resources/Homeowners/wha
tisgreen.aspx
Each student pair explores the basic
fundamentals of Green Design as explained by
the NAHB.
Collaborative joint effort with their peer to use the
internet to navigate successfully to this website.
Notes to Instructor
· Students will read
and discuss with
their partner the
components to
green design as
explained by the
NAHB.
· Students will
follow the
handout.
Recognizing the benefits to “going green”
Students learn the essential benefits for
homeowners, using this website resource:
www.nahbgreen.org/Resources/Homeowners/ben
efits.aspx
Each student pair continues to explore the
possibilities within this content area.
Collaborative peer efforts with their partners
· Students continue
to read and
discuss with their
partner the basic
benefits to
homeowners for
going green, as
explained by the
NAHB.
· Students will
follow the
handout.
· Students will follow
Asking the “green” questions
the handout.
Students will take ownership of digging deeper
into specific areas, there are 20 altogether, using · Students “count off”
this website for research:
1-20, and each
http://www.greenbuildingadvisor.com/content/getti
student will take
ng-started-green-building-primer-beginners
some time to
explore their
Student partner pairs will share their further
assigned topic.
exploration with the larger group.
·
Students will
Students follow the Socratic seminar method of
paraphrase and
sharing, asking questions, and discussing the
summarize their
information they obtain.
findings to the class
as a whole.
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· Students will be
given a chance to
ask questions with
their peers. The
teacher models this
expected behavior
for the class.
·
·
·
·
·
·
·
Verbal
Linguis
tic
Logical
Mathemati
cal
What is our impact
Using the Low Impact Living “Impact Calculator”
at the following web resource:
http://www.lowimpactliving.com/scores, students
will investigate the results of a hypothetical family
called the Typicals.
Students will follow the appropriate steps to
complete the data entry to obtain the desired end
result.
Students will work with their partner to make sure
they complete everything correctly.
· Students will refer
to the Handout to
obtain the correct
table of data for
this part of the
exercise.
· Students will work
with their partner.
· Students should
obtain the
required results
per the data entry
from the table.
How we can change our impact
Students will, as a class, determine what steps
could make an improvement.
Students will deduce appropriate modifications to
the lifestyle of the Typicals, in order to obtain a
desirable lower impact result.
· Students will
follow the
handout.
· Teacher will
facilitate a group
discussion.
· Teacher will follow
the Presentation
to keep the pace
of the class
moving with the
prompts as listed
on the last slide of
the Presentation.
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interperson
al
Naturali
st
Existential
ist
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Application
Guided Practice (LSI Quadrant III): Students work with a partner and as members of the
larger discussion group as described and explained above in the Outline. Refer to all related
documents for completion of this activity.
Independent Practice (LSI Quadrant III): Students take time to read and comprehend the
information they are reading on their own first before discussing it with their partner and with the
larger group as a whole, allowing them to digest the information on their own first before probing
for further comprehension through peer to peer collaborative efforts.
Summary
Review (LSI Quadrants I and IV): Students participate in teacher-led discussions and share
their own observations about how we can all make an impact on being “green.”
Evaluation
Informal Assessment (LSI Quadrant III):
During the 30 minutes or so of group activity when Students are working together with their
partners and with the group as a whole, the teacher practices active classroom monitoring and
regular checking for understanding by individuals while moving around from team to team.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently - with both spoken and written
words - the completeness of their understanding of sustainable/green design components and
their impact.
Refer to the “Intro to Sustainable Green HANDOUT” document for assessment of the
partnerships, as well as the individuals, observations logged on the activity sheet
Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their comprehension of sustainable/green design by
using the Low Impact Living impact calculator and filling it in with their actual household data to
determine their own results.
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Elevation
Elevation
Section
Section
Plan
Plan
Roofline
Roofline
Perimeter
Perimeter
Foundation
Foundation
Axonometric
Axonometric
Orthographic
Orthographic
Scale factor
Scale factor
Perspective
Perspective
Tension
Tension
Compression
Compression
Parallel
Parallel
Perpendicular
Perpendicular
Use these words to help students find their assigned partner. It’s a “matching” game - their
partner for today’s exercise is the other person in the room with the same term as theirs.
Print off one copy. Cut each word out. Write their name on one side of the slip of paper, and
hand their assigned slip of paper to them when they come into class.
Copyright Texas Education Agency (TEA)
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Handout 1
Student #1:
___________________________________________________________________________
Student #2:
___________________________________________________________________________
Class period: __________________ Today’s Date: ___________________________________
1. What is Green?
a. With your partner, access the internet and go to this website: Type it EXACTLY
like you see it here!
www.nahbgreen.org/Resources/Homeowners/whatisgreen.aspx
b. Read the article. Discuss it with your partner. In the space below on the left, write
down a paraphrased summary of what the article is talking about. Also write
down in the space below on the right any words that you think you might not
understand.
c.
2. Recognize the benefits for homeowners.
a. With your partner, go to this new website: Type it EXACTLY like you see it here!
www.nahbgreen.org/Resources/Homeowners/benefits.aspx
b. Read the article. Discuss it with your partner. In the space below on the left, write
down a paraphrased summary of what the article is talking about. Also write
down in the space below on the right any words that you think you might not
understand.
Copyright Texas Education Agency (TEA)
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3. Asking the “green” questions.
a. With your partner, go to this new website: Type it EXACTLY like you see it here!
http://www.greenbuildingadvisor.com/content/getting-started-green-buildingprimer-beginners
b. You will each be assigned a number, 1-20. Take turns accessing the topic that
goes with your assigned number.
c. In the spaces below, paraphrase your own assigned reading. Be prepared to
share this with the whole class- so be ready!
Student #1:
Student #2:
Your Topics # and title:
Your Topics # and title:
Write your summary here:
Write your summary here:
4. What is the average impact of a home in our area?
a. Access this new website now. Remember to type it EXACTLY like you see it
typed here! http://www.lowimpactliving.com/scores
b. This is a handy way to calculate the impact a household has on the environment.
On the next page is a table of data. Enter ALL the data as prompted.
c. We will go through a few together as a class, and then with your partner you will
finish the rest.
d. When you reach the end of the Calculator, STOP and wait for the teacher.
This is a hypothetical local family, they are called the Typicals.
Calculate the impact of their household and life style.
Copyright Texas Education Agency (TEA)
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Question the Calculator is asking you.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Enter your ZIP code to get started
How big is your home?
Number of people in household
Type of housing unit
Number of floors in home or unit
Lot size
Approximate year your home was built
Heating fuel
Hot water fuel
Type of heating system
Is your heater > 10 years old?
Type of cooling system
Is your air conditioner > 10 years old?
How often do you use your cooling system?
How much of your home is cooled?
Level of insulation
Percentage of fluorescent bulbs
Do you have a dishwasher?
Loads per week?
Age & Efficiency
21
22
23
24
25
26
27
28
Do you have a stove?
Hours used per week
Do you have an oven?
Hours used per week
Cooking fuel
Do you have a clothes washer?
Loads per week
Age & Efficiency
29
30
31
32
33
34
35
Do you have a clothes dryer?
Loads per week
Dryer fuel
How many refrigerators do you have?
Refrigerator 1: Age & Efficiency
Size (cubic feet)
Do you have a standalone freezer?
Response you need to
give
76133
2,200 sq ft
4
Single family
1
7,940 sq ft
1975
Electricity
Electricity
Furnace
No
Central AC
No
Almost all summer
90%
Fair
10%
Yes
4
Standard, < 10 Years
old
Yes
3
Yes
2
Natural Gas
Yes
8
Standard, < 10 years
old
Yes
8
Electricity
1
Energy Star
Large (19-21 cu ft)
No
Copyright Texas Education Agency (TEA)
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36 Age (years)
37 Size (cubic feet)
38 What percentage of trash is recycled in your
home?
39 Do you water your lawn or use irrigation?
40 What percentage of your overall yard do you
water?
41 What percentage of your yard is grass?
42 What percentage of your yard is covered by
pavement (driveway, paths, etc)?
43 How many vehicles do you have?
44 Vehicle 1 Year, Make, and Model
45 Annual Mileage
46 Vehicle 2 Year, Make, and Model
47 Annual Mileage
48 Number of short flights/year
49 Number of medium flights/year
50 Number of long flights/year
Let’s Get you Registered!
1 Username
2 Password
3 Email
4 Zip Code
Review the Results! STOP here for the
teacher to come and check your work.
NO RESPONSE! Leave
it blank.
NO RESPONSE! Leave
it blank.
I recycle sometimes
Yes
50%
50%
20%
2
2001, JEEP, Grand
Cherokee 4WD Auto
22,000
2008, VOLKSWAGEN,
Passat Wagon Auto
(Gas)
26,000
8
8
0
Your Initials_Student
ID#
Your student ID#
76133
Teacher Initials
for Completion:
5. How can we change the Typical’s impact?
a. Turn in this handout.
b. Discuss with the class some of the options available at the end of the Calculator
that would improve the Typical’s impact.
Copyright Texas Education Agency (TEA)
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Rubric
Student Handout to be turned in for a daily work activity. This is a graded assignment.
Student #1:
Students wrote their names, class
___________________________________________________________________________
period, and today’s date.
Student #2:
___________________________________________________________________________
Not at all = 0 points
Class period: __________________ Today’s Date: __________________________________
Partially = 5 points
Completely = 10 points
1. What is Green?
a. With your partner, access the internet and go to this website: Type it EXACTLY
like you see it here!
www.nahbgreen.org/Resources/Homeowners/whatisgreen.aspx
b. Read the article. Discuss it with your partner. In the space below on the left, write
down a paraphrased summary of what the article is talking about. Also write
down in the space below on the right 2-3 words that you think you might not
understand.
c.
Students wrote a summary about
the reading on the 1st web article.
Students both contributed to the
process.
Not at all = 0 points
Somewhat, but incomplete = 5
points
Summarized in complete sentences
= 10 points
Students wrote
down 2-3 words
that they felt they
need to look up
definitions for.
Not at all = 0 points
Only 1 word = 5
points
2 or more words =
10 points
2. Recognize the benefits for homeowners.
a. With your partner, go to this new website: Type it EXACTLY like you see it here!
www.nahbgreen.org/Resources/Homeowners/benefits.aspx
b. Read the article. Discuss it with your partner. In the space below on the left, write
down a paraphrased summary of what the article is talking about. Also write
down in the space below on the right 2-3 words that you think you might not
understand.
Students wrote a summary about
the reading on the 2nd web article.
Students both contributed to the
process.
Not at all = 0 points
Somewhat, but incomplete = 5
points
Summarized in complete sentences
= 10 points
Students wrote
down 2-3 words
that they felt they
need to look up
definitions for.
Not at all = 0 points
Only 1 word = 5
points
2 or more words =
Copyright Texas Education Agency (TEA)
14
3. Asking the “green” questions.
a. With your partner, go to this new website: Type it EXACTLY like you see it here!
http://www.greenbuildingadvisor.com/content/getting-started-green-buildingprimer-beginners
b. You will each be assigned a number, 1-20. Take turns accessing the topic that
goes with your assigned number.
c. In the spaces below, paraphrase your own assigned reading. Be prepared to
share this with the whole class- so be ready!
Student #1:
Student #2:
Your Topics # and title:
Your Topics # and title:
Write your summary here:
Write your summary here:
Student wrote his/her name, topic #
and title, and summarized in
complete sentences their assigned
reading. They took turns with their
partner accessing the correct
articles to read.
Not at all = 0 points
Somewhat, but incomplete = 5
points
Fully completed all the
Student wrote his/her name, topic #
and title, and summarized in
complete sentences their assigned
reading. They took turns with their
partner accessing the correct
articles to read.
Not at all = 0 points
Somewhat, but incomplete = 5
points
Fully completed all the
4. What is the average impact of a home in our area?
a. Access this new website now. Remember to type it EXACTLY like you see it
typed here! http://www.lowimpactliving.com/scores
b. This is a handy way to calculate the impact a household has on the environment.
On the next page is a table of data. Enter ALL the data as prompted.
c. We will go through a few together as a class, and then with your partner you will
finish the rest.
d. When you reach the end of the Calculator, STOP and wait for the teacher.
This is a hypothetical local family, they are called the Typicals.
Calculate the impact of their household and life style.
Copyright Texas Education Agency (TEA)
15
Question the Calculator is asking you.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Enter your ZIP code to get started
How big is your home?
Number of people in household
Type of housing unit
Number of floors in home or unit
Lot size
Approximate year your home was built
Heating fuel
Hot water fuel
Type of heating system
Is your heater > 10 years old?
Type of cooling system
Is your air conditioner > 10 years old?
How often do you use your cooling system?
How much of your home is cooled?
Level of insulation
Percentage of fluorescent bulbs
Do you have a dishwasher?
Loads per week?
Age & Efficiency
21
22
23
24
25
26
27
28
Do you have a stove?
Hours used per week
Do you have an oven?
Hours used per week
Cooking fuel
Do you have a clothes washer?
Loads per week
Age & Efficiency
29
30
31
32
33
34
Do you have a clothes dryer?
Loads per week
Dryer fuel
How many refrigerators do you have?
Refrigerator 1: Age & Efficiency
Size (cubic feet)
Response you need to
give
76133
2,200 sq ft
4
Single family
1
7,940 sq ft
1975
Electricity
Electricity
Furnace
No
Central AC
No
Almost all summer
90%
Fair
10%
Yes
4
Standard, < 10 Years
old
Yes
3
Yes
2
Natural Gas
Yes
8
Standard, < 10 years
old
Yes
8
Electricity
1
Energy Star
Large (19-21 cu ft)
Copyright Texas Education Agency (TEA)
16
35 Do you have a standalone freezer?
36 Age (years)
37 Size (cubic feet)
38 What percentage of trash is recycled in your
home?
39 Do you water your lawn or use irrigation?
40 What percentage of your overall yard do you
water?
41 What percentage of your yard is grass?
42 What percentage of your yard is covered by
pavement (driveway, paths, etc)?
43 How many vehicles do you have?
44 Vehicle 1 Year, Make, and Model
45 Annual Mileage
46 Vehicle 2 Year, Make, and Model
47 Annual Mileage
48 Number of short flights/year
49 Number of medium flights/year
50 Number of long flights/year
Let’s Get you Registered!
1 Username
2 Password
3 Email
4 Zip Code
Review the Results! STOP here for the
teacher to come and check your work.
No
NO RESPONSE! Leave
it blank.
NO RESPONSE! Leave
it blank.
I recycle sometimes
Yes
50%
50%
20%
2
2001, JEEP, Grand
Cherokee 4WD Auto
22,000
2008, VOLKSWAGEN,
Passat Wagon Auto
(Gas)
26,000
8
8
0
Your Initials_Student
ID#
Your student ID#
76133
Teacher Initials Initial here
for Completion: that they
finished
Students filled in all the correct data into the calculator, they registered, and obtained the
correct final impact estimation (The correct answer is 134… which is too high! We will need
to see what we can do to reduce it. Under the “saved projects” tab, there is a checklist to
make choices about improvements.)
Not at all = 0 points They got most of it done correctly = 15 points Completely = 30 points
Copyright Texas Education Agency (TEA)
17