Unit Title: Eco-Friendly Week: 2 weeks
Engineering
Lesson Plan
Teacher: Related Arts Teacher
Grade: 6-8
Lesson Title: Eco-Friendly
STRANDS
Standards for Technological Literacy
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
LESSON OVERVIEW
Eco-friendly literally means earth-friendly or not harmful to the environment. This term most commonly refers to products that contribute to green living or practices
that help conserve resources like water and energy. Eco-friendly products also prevent contributions to air, water and land pollution. You can engage in eco-friendly
habits or practices by being more conscious of how you use resources.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Students will take a heat transfer Pre-Assessment to determine misconceptions about heat. Teacher demonstrations will explain the concepts of insulation, conduction,
radiation and convection.
DAY
Objectives
(I can….)
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
1
2
I can explain how
an individual
person can make
an impact on the
environment.
I can explain how
reusable shopping
bags not only
make a positive
impact on the
environment but
also save money.
Needle,
thread,
scissors,
recycled tshirt, a
medium bowl,
and
permanent
markers.
Needle,
thread,
scissors,
recycled tshirt, a
medium bowl,
and
permanent
markers.
Essential? How does an individual person make an impact on the environment?
DI: Students will
create a reusable
shopping bag to
Title: Make An Impact On The Environment: Reduce Trash In The Landfill
reduce the
Hook:
number of plastic
 Vocabulary – biodegradable = Items that can easily degrade by natural
bags going to the
processes such as exposure to sun and water or the action of bacteria or landfill. One on
fungi.
one conferencing
and discussion
Teaching Strategy
prompting to
 The teacher will ask students about the number of plastic bags going to show
the landfill. How long does it take for a bag to decompose in a landfill?
understanding.
 Students will create a reusable shopping bag using recycled t-shirts.
Chunking of
Using needle and thread students will sew the bottom hem of a t-shirt
smaller parts of
closed, remove the sleeves, and use a medium bowl to draw and cut a
activity so that
larger hole at the neck for easier transfer of items in to and out of the
student(s)
shopping bag.
completes
 Students may decorate the shopping bag using permanent markers.
portion of
activity, then
Summarizing Strategy
another portion
until whole is
 Students will write a journal entry or reflection citing evidence of
completed.
learning about how to make an impact on the environment by creating
products that are reusable and minimizing trash in the landfill.
 Exit ticket – Students will explain the positive affects a reusable
shopping bag can have on the environment.
Essential? Explain how reusable shopping bags not only make a positive
DI: Students will
impact on the environment but also save money.
create a reusable
shopping bag to
reduce the
Title: Do Your Part And Reduce Plastic Bags Going To The Landfill
number of plastic
bags going to the
Hook:
landfill. One on
one conferencing
 Vocabulary - heat conductor = The way in which heat travels through
and discussion
materials or from one material to another through contact.
prompting to
show
Teaching Strategy
 Students will finish their reusable shopping bag created from recycled t- understanding.
Chunking of
shirts.
Performance
Assessment
Application:
Completion of
assignment,
creating reusable
shopping bag.
Formative
Assessment:
One on one
conferencing and
daily journal entry.
Performance
Assessment
Application:
Completion of
assignment,
creating reusable
shopping bag.
Formative
Assessment: One
on one
Summarizing Strategy


3
I can explain what
impact climate
change has on us
and how we can
reduce the
amount of energy
we consume.
Appendix A
Heat Transfer
PreAssessment.
Students will write a journal entry or reflection citing evidence of
learning about how to reduce the amount of trash going to a landfill
that is not biodegradable.
Exit ticket – Students will explain ways to save money from reusable
shopping bags.
Essential? What impact does climate change have on us and how can you and
your family reduce the amount of energy that you consume?
Title: Heat Transfer
Plastic cups,
Hook:
felt, foam,
 Vocabulary – convection = Warmer masses of fluid (gases or liquids)
construction
paper, bubble
usually rise while cooler masses usually sink.
wrap,
aluminum foil,
cotton balls,
Teaching Strategy
craft sticks,
 The teacher will present demonstrations to determine misconceptions
glue, penguin
about heat transfer. Students will take a heat transfer Pre-Assessment
ice cubes, soda
before demonstrations to determine misconceptions.
can, cotton
 Demonstration 1: Students will touch both metal and plastic tray and
and wool sock,
tell which one they believe is colder. The teacher will explain that the
plastic wrap,
temperatures of both trays are the same. However the metal seems
paper towel,
colder due to the heat leaving the student’s hand or cheek.
permanent
 Demonstration 2: Students will hold a metal and plastic spoon and
markers,
predict which will allow an ice cube to melt faster. The teacher will
cardboard
explain that even though the temperature of both items are the same,
cooker and
the metal spoon is a better conductor and will allow heat transfer from
house, metal
the student’s hand to the spoon causing the ice cube to melt quicker.
and plastic
 Demonstration 3: Using a cardboard house with a roof painted black,
tray, metal
the teacher will use thermometers to monitor heat transfer from a shop
and plastic
light held above the house. Two thermometers will be inserted at the
spoon, and
attic and the first floor of the house. The teacher will explain that
thermometers.
convection occurs when warmer masses rise and cooler masses sink.
smaller parts of
activity so that
student(s)
completes
portion of
activity, then
another portion
until whole is
completed.
DI: Students will
be in small
groups studying
collaboratively
how to build a
penguin dwelling.
Students will test
the ability of
materials to
reduce the
amount of heat
transfer. One on
one conferencing
and
discussion
prompting to
show
understanding.
Chunking of
smaller parts of
activity so that
student(s)
completes
portion of
activity, then
another portion
until whole is
completed.
conferencing and
daily journal entry.
Performance
Assessment
Application:
Completion of
materials testing in
order to plan the
best design for a
“penguin”
dwelling.
Formative
Assessment:
One on one
conferencing and
daily journal entry.
.

Students will test various materials given to build a “penguin dwelling”.
Students will need to choose materials that will prevent heat transfer
from the shop lights to the penguin shaped ice cube.
 Students will plan a design for their group’s penguin dwelling that will
reduce the amount of heat transfer by choosing the best heat insulators
from the materials given.
Summarizing Strategy

4
I can explain how
heat insulators can
prevent heat
transfer.
Students will write a journal entry or reflection citing evidence of
learning about heat insulators and conductors and explain how they
help to conserve energy.
 Exit ticket – Students will explain how conduction, convection, and
radiation play a part in heat transfer.
Essential? Explain how conduction, convection, and radiation play an important
part in heat transfer. Explain how heat insulators can prevent heat transfer from
occurring.
Plastic cups,
felt, foam,
construction
paper, bubble
Title: “Penguin Dwelling”
wrap,
aluminum foil,
Hook:
cotton balls,
craft sticks,
glue, penguin
 Vocabulary - radiation = The transfer of energy in the form of
ice cubes, soda
electromagnetic waves including visible light and infrared light that
can, cotton
transfer heat.
and wool sock,
plastic wrap,
paper towel,
Teaching Strategy
permanent
 The teacher will remind students to test as many materials as possible
markers,
before planning their group’s penguin dwelling.
cardboard
 The students will be in small groups building a “penguin dwelling” that
cooker and
will prevent their penguin shaped ice cube from melting.
house, metal
 After all groups finish their dwelling, the teacher will give each group
and plastic
their “penguin”. Students will quickly place the ice cube inside their
tray, metal
dwelling, and take it to the “cooker”. Once all dwellings are placed
and plastic
inside the cooker the teacher will attach the shop lights and time the
spoon, and
cooking for 20 minutes. When the time is up the teacher will measure
thermometers.
the ice or water remaining for each group.

Students will share winning design structures.
DI: Students will
be in small
groups working
collaboratively to
build their
group’s “penguin
dwelling”. One
on one
conferencing and
discussion
prompting to
show
understanding.
Chunking of
smaller parts of
activity so that
student(s)
completes
portion of
activity, then
another portion
until whole is
completed.
Performance
Assessment
Application:
Completion of
creating and
testing of “penguin
dwelling”.
Formative
Assessment:
One on one
conferencing and
daily journal entry.
Appendix B
Heat Transfer
PostAssessment

Summarizing Strategy


STANDARDS
Students will take a Heat Transfer Post-Assessment.
Students will write a journal entry or reflection citing evidence of
learning about heat insulators preventing or reducing heat transfer.
Exit ticket – Students will explain how conduction, convection, and
radiation contribute to heat transfer.
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Standards for Technological Literacy
Standard 1
Students will develop an understanding of the characteristics and scope of technology.
Standard 2
Students will develop an understanding of the core concepts of technology.
Standard 3
Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
Standard 8
Students will develop an understanding of the attributes of design.
Standard 9
Students will develop an understanding of engineering design.
Standard 10
Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Standard 11
Students will develop abilities to apply the design process.
Standard 20
Students will develop an understanding of and be able to select and use construction technologies.