Lesson Plan – Green Cabin
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S
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- Environmental science
impact on building
- Thermal conductivity
in building materials
- Physics of building
structures
- Chemistry of building
materials and finishes
- Design Visualization
through Revit
- BIM modeling
- Thermal / structural
properties of materials
- Green building
practices
- Design for mass
production
- Structural
engineering
principles
- Form
- Color
- Texture
- Balance
- Material choice
- Architectural styling
- Algebra building
design
- Geometry of buildings
- Trigonometry of roofs
and ramps
- Math of solar
orientation
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- Renewable energy
systems
- Rain diversion systems
Project Overview
As awareness of energy use and pollution increases, environmentally friendly innovations and practices have become the
new standards in building construction and design. From insulated window panes to unorthodox building materials to
alternative sources of power, the issue of sustainability lends itself to potentially limitless exploration. Putting these ideas
and technological advances to use by designing a green cabin is a great way for students to explore the issues and practice
of environmental sustainability, and to hone their design and engineering skills at the same time. By engaging in the seven
design thinking phases for this project, students have the opportunity to develop their competencies in critical thinking,
collaboration, creativity, and communication.
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Software: Autodesk® Revit® Architecture
Time:
1 to 5 hours
Difficulty: 1 Brain
Subject(s): Architecture, Art, Math, Science, Engineering
Concepts Addressed
 User-centered research helps engineers and designers establish a solid foundation for the development of
effective design solutions.
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Engineers and designers use a variety of tools and techniques, ranging from freehand pencil sketches to
sophisticated digital models, to explore ideas and communicate concepts and technical directions to others.
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Principles of green building design, such as the use of recycled or repurposed materials, can be used for projects
of all sizes, from small cabins to large high-rise buildings.
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Building Information Modeling (BIM) software such as Autodesk® Revit® Architecture enables architects and
engineers to quickly explore alternative design solutions and calculate the ramifications of those choices on
major variables that include the building’s performance, structural integrity, material requirements, and cost.
Learning Objectives
After completing this project, you will be able to:
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Explain the basic principles of a user-centered research inquiry.
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Define the seven phases of the design thinking process.
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Explain how physical sketch models, 2D sketches, and digital models can be used as visualization tools for design
ideation.
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Use Autodesk Revit Architecture to refine design concepts into detailed drawings that can be used for
presentation and construction.
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Explain how design changes developed in Revit Architecture generate revisions to critical data such as costs,
materials, structural requirements, and building performance.
Prerequisites
Have the students watch these Digital Study Packet videos to prepare for the project:
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Views
Levels
Walls
Doors
Windows
Components
Roofs and Floors
Annotations
Schedules
Construction Document Sets
Key Terms
User-centered research or using observational methods to study and understand people in both social and physical
settings is a powerful and increasingly widespread technique for uncovering unmet user needs and desires.
Ethnography is a detailed study of a group to describe its behavior, characteristics, cultural mores, and so on.
Building Information Modeling (BIM) is the process of generating and managing building data during its life cycle.
Typically, it uses three-dimensional, real-time, dynamic building modeling software to increase productivity in building
design and construction.
Green building is the practice of creating structures using processes that are environmentally responsible and resourceefficient throughout a building's lifecycle, from determining location to design, construction, operation, maintenance,
renovation, and deconstruction. This practice expands and complements the classic building design concerns of economy,
utility, durability, and comfort. Green building is also known as a sustainable or high-performance building.
Mass production involves the manufacturing of large quantities of standardized products, frequently using assembly
line technology. Mass production refers to the process of creating large numbers of similar products efficiently.
Sketch model refers to a model fabricated quickly with low cost, using easy-to-manipulate materials for the purposes of
exploring multiple ideas.
Prototype is a physical or virtual model used to evaluate the technical or manufacturing feasibility of a particular 3D design
product concept, technology, process, end item, or system.
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Project Discussion Guide
Essential Project Conceptual Questions
 Why do you think there is a growing worldwide interest in the issue of environmental sustainability?
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What are some of the benefits associated with green building practices?
Essential Project Design Questions
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What are some of the important features that should be incorporated into a modified cabin design in order to
assure the health and safety of the occupants?
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What are some of the key differences between designing a cabin for a rural environment versus a home built in a
suburban or urban environment?
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What are the budget constraints of your project?
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What are some of the key structural elements that make a building structure stable and secure against the forces
of nature?
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Where would the cabin you design be located? What are the environmental considerations that must be taken
into account, such as the geology of the land, weather patterns, and access to water and power?
Teacher Preparation
1. Read the Design Thinking Guide.
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Watch all of the videos included in the Project Overview and Project Packet.
3.
Be prepared to partner with your students in learning the new software techniques.
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Show students how to find help in the curriculum and use the software Help feature.
5.
Point out which videos the students need to catch up on if they need reference.
IMPORTANT!
First-Time Users of Autodesk Software and the Autodesk® Digital STEAM Workshop
Use the Level 1 section of the curriculum to familiarize your students with the world of 3D and all of the things you can do
with Autodesk software. Depending on your class time, you may choose to extend this to more than one day.
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Watch: Use the video “What is 3D?” and the interviews on the “Industry and Careers” page to bring the software
to life. This will give you the visual assets to engage your students in a discussion about what learning Autodesk
software can mean to them. There is even a page on sustainability to help students understand whole systems
design as they move into designing their own projects.
Interact: Autodesk has created an interactive application to teach students about visual design and the language
used in design. There is also a hands-on lesson and a short quiz included in the downloadable teacher resources.
This is a great starter project for any age group. It examines visual design in 3D space, which helps students make
that connection with design when they start learning Autodesk software.
Experience: Show students some of the projects in Level 2 and have them listen to the designers talk about their
design process. Seeing how industry professionals approach the design process gives students insight into the
possibilities and adds context to support the early stages of learning new software when students are often
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frustrated. Start the Autodesk software and introduce the interface, using the Skills as a guide. Start by giving
your students a broad, high-level overview of the tool and then let them explore the short procedural Digital
Study Packet videos.
You are now ready to start a project! Once your students have explored the software, they can take the quick
quiz in Level 1 to see what they know and what they need to brush up on.
Day-to-Day Plans
Hour 1
Understand: Watch and Listen
First, have your students review the Green Cabin project brief, and then take the pre-test. Next, have your students
watch the videos that correspond to the Understand, Explore, and Define phases of the design thinking process. In the
videos, Ben Uyeda quickly sets the stage for the project by describing the purpose of the design challenge and the
important criteria that must be considered.
Explore: Develop a Knowledge Base
After viewing the videos, have students break into small groups to review the pre-test and fill in or expand their responses
to clarify their understanding of the project and the important criteria that will be needed to gain experience with the
Ideate, Prototype, Refine, and Solution phases. These experiences will help students develop the confidence and
competencies to take on the advanced projects that will require them to dig more deeply into the seven phases of the
design thinking process. It is critical for students keep track of their findings in a notebook or journal. In some instances,
digital photography and videotaping can serve as an excellent medium for capturing important insights.
Note: It is important to decide whether you will have students develop a green cabin design described in the
videos or if you want your students to follow the design process used by Ben Uyeda as a way of developing a
green cabin design for a site that they or your class determines.
Define: Clarify Requirements
As described by Ben Uyeda in the Define video, this critical stage in the design process involves establishing criteria for the
project; these factors include important variables such as where the cabin will be located, who will use the cabin, and for
what purposes. The criteria must also clarify the functional and aesthetic needs and desires of the people who will
interact with the cabin. The Define phase for an architectural design requires the identification of key requirements
imposed by national, state, or regional codes.
Note: Open up the Design Criteria Worksheet that will help you in completing the Define phase.
Hours 2 – 4
Ideate, Prototype, and Refine
Because this is a beginning-level project, encourage your students to watch the technical learning videos, explore
the datasets from the example project, and refer back to the Digital Study Packets as they learn the skills to
transform their concepts into reality. Encourage students to assist each other in discovering how to take advantage
of the many features embedded in the software.
Ideate: Creativity
This is the time for students to come up with as many ideas as possible for their green cabin addition. Throughout
the Ideate phase, a variety of techniques can be used to visualize a wide range of possibilities; these can include 2D
sketches on paper, quick form studies, or sketch models. The goal is to get students to visually communicate to
themselves and others the essential direction that they will take in the next phase of prototyping.
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Prototype: Test
In this phase, students use key concepts derived from the Ideate phase to create physical models and virtual prototypes
with the software. The technical videos can help students develop their skills in this area. Encourage them to explore how
the software enables a designer to quickly develop and analyze multiple design solutions
Refine: Almost There
In this phase, you want your students to leverage the power of the software to refine aspects of the design. As students
proceed through this phase, remind them to keep referring back to the basic criteria previously established. Encourage
students to engage in the mental practice of asking if the details they are incorporating help to define a design that fulfills
the functional and emotional needs and desires of the cabin residents.
Hour 5
Solution: Final Presentation
Because this is a beginning level project with a relatively short timeframe, there is less emphasis on conducting any sort of
major presentation. However, students should archive their work in some type of digital portfolio. This can be as simple as
organizing the work into a series of PowerPoint slides or on a student website. If possible, make arrangements to enable
electronic sharing of the portfolios as a way of promoting peer-to-peer and teacher-to-student feedback and
encouragement. You may want to have your students complete several beginning level projects. When those are
completed, they can make a class presentation in which they are given an opportunity to describe their understanding of
the seven design phases and how they are either similar or different, depending on the type of project they worked on.
Differentiated Instruction
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Encourage students to review the lesson and skills videos in small groups.
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Have small teams of students collaborate to complete one design criteria matrix by dividing up the work.
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Identify specific websites that students can use for the Define and Explore stages.
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Provide some students with a set of predefined design criteria and background content to modify the Define and
Explore stages.
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Have small groups collaborate on the Ideate, Refine, Prototype, and Presentation phases. Have some students
focus on the development of physical sketches and sketch models while collaborating with team members who
focus on digital prototyping.
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Provide students with self and peer evaluation forms to be filled out at the completion of each phase.
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Provide students with models of successful student presentations with clear examples of each Design phase.
Non-Native Speakers
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Encourage students to tap into their own culture and life experience to discover prior knowledge of the project
topic.
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Provide English/first-language translation dictionaries and/or electronic translation devices.
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Allow the student to prepare materials in their primary language and have it translated later.
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Pair ELL students with native English speakers.
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Provide a translator for viewing of videos.
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Special Needs Students:
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Provide prefabricated modeling components.
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Engage the help of aides to assist in physical sketch modeling and prototypes.
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Accommodate students by allowing additional time and/or reducing the scope of project requirements.
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Provide any necessary accommodations for access to technology such as alternative input devices, larger font
sizes, speech recognition, and so on.
STEAM Connections
Background
The Green Cabin project provides an excellent opportunity for students to extend their learning by investigating a variety
of factors that influence the design, location, and construction techniques associated with a particular structure.
Science
 For many years man has used plants to provide heating and cooling. Deciduous trees provide shade in the
summer and are bare in the winter. Consider plants as a way to help with energy costs. Keep in mind natural
disasters, such as earthquakes, tornadoes, fires, or floods, and consider using indigenous plants when choosing
plants and their placement around the cabin.
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One potential base for the green cabin is a poured concrete slab or cast concrete piers. The chemical reaction
that occurs when water is added to a concrete mix is referred to as an exothermic reaction. In this process,
energy is released in the form of heat. In the case of concrete, what is happening to cause the release of heat
energy? In what ways does this exothermic reaction impact the physical properties of concrete? Why is it
important for concrete to “cure” or set up over time before it reaches maximum strength?
Technology
 In the past several years, a number of intriguing construction technologies have been developed, which enable a
structure to be fabricated in modular components inside a factory. Components such as wall and roof
assemblies are then trucked to a site where they are assembled on top of preinstalled foundations or piers. One
such technology used for wall construction is referred to as Structural Insulated Panels (SIPs). Investigate how
these panels are made, and what materials are used to make them. Conduct research on the benefits of the
panels in term of reducing on-site building construction time, their relative strength, insulating values, and
flexibility with respect to accommodating different types of architectural designs.
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The lesson videos accompanying the Green Cabin project offer a glimpse into the power of BIM software such as
Autodesk Revit. Investigate other more complex building designs that have been created using Revit. Identify
key features of the software and analyze how these features expand and enhance the capabilities of an architect
or building designer. Research how Revit models benefit other professionals involved in the design and
construction of a building; for example, the electrical and HVAC contractors and the people responsible for
purchasing materials and equipment or scheduling the construction workflow.
Engineering
 Technology STEAM connection 1 refers to the growing interest in prefabricated modules that are assembled onsite as an alternative to traditional construction practices for a structure such as a cabin. Many of the
manufacturers who produce pre-manufactured building components use computer numerically controlled (CNC)
production equipment to maximize efficiency, increase precision, and reduce costs. Two of the key CNC
technologies currently employed in the prefab home industry include CNC saws and routers for cutting and
drilling and CNC plasma cutters for metal fabrication. Investigate these technologies and prepare a report or
presentation that summarizes essential questions such as how the equipment operates, the benefits with
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respect to time and cost, and the limitations and safety concerns relative to their operation. An important
dimension of this investigation/presentation involves describing the connection between the software used to
generate a building design (for example, Revit) and the computer code that is needed to operate the CNC
equipment.
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The assembly of prefabricated building components on-site requires engineers to develop specialized assembly
hardware. Even buildings that are completely built on-site use a wide variety of assembly hardware such as
special metal brackets called Simpson (Sim) brackets, joist hangers, and truss braces. Detailed drawings/virtual
models for many construction assembly components are stored in a parts library in Revit. Investigate some of the
key Revit assembly hardware components. Research where they are used and their specifications in terms of
maximum load types that can be applied and methods of installation.
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In many instances, the owner of a cabin may want to select a color scheme that allows the building to blend in
with the natural surroundings. Find some pictures of potential cabin locations where the natural surroundings
vary, for example a mountain location or a beach area location. Analyze the images in terms of the color palette
that makes up the scene. Develop a variety of cabin color schemes rendered in Revit using the selected images as
backgrounds. Do some color schemes work better than others? What colors, used in small amounts, provide a
visually appealing contrast?
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It is quite possible that a picturesque location for a cabin might offer limited access to water. In such a scenario
it may be extremely beneficial to incorporate a system that captures rain water from the roof that is then stored
in an underground cistern. A solar-powered pump could then be used to move the water from the underground
tank in order to drip-irrigate a garden or for recycling for showers or the toilet. The solar-powered water pump
could also be used to operate a water sculpture that might be included in a garden. Investigate a variety of
water fountain designs; include concepts that incorporate kinesthetic motion. Use Inventor to explore some of
your own ideas for a water sculpture using reclaimed water. Challenge yourself to think of sculptural designs
that use recycled materials.
Art
Math
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The Revit program does much of the math for you. Imagine that you only have access to a spreadsheet program.
Create a spreadsheet using your knowledge of area and volume. Then, extend it using the formulas for heat loss
per square foot of exposed wall. Extend it further to calculate the heating/cooling needs based on the volume of
the cabin.
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The sample project shows a flat site for the cabin. Consider the changes needed if the site were on a slope (cut or
fill). Support pillars will increase the cost but may be necessary. Determine how much of the cabin will need extra
support depending on the angle of the slope.
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The solar panels will need to have direct sunlight. Study the angle of the roof and the angle of the sunlight at a
particular latitude. Also consider the orientation of the cabin to maximize solar energy.
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Math Matrix
Grade 7
Grade 8
Algebra I
Area
Ratios and proportions
Systems of linear equations
Volume
Area
Ratios and proportions
Transformations
Volume
Area
Ratios and proportions
Transformations
Volume
Graphing
Systems of linear equations
Transformations
Statistics
Quadratic equations
Geometry
Algebra II
Trigonometry
Area
Systems of linear equations
Use of vectors
Volume
Tessellation
Linear inequalities
Right triangle trigonometry
Transformations
Determine forces acting on
materials and objects
Determine distances
Triangle trigonometry for indirect
measurement
Right triangle trigonometry
Pre-Calculus
Calculus
Linear equations
Area of complex shapes
Inequalities
Volume of complex Shapes
Multivariable equations
Forces
Trigonometry
Vectors
Calculate Indirect measurements
Optimization
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Science Matrix
Chemistry
Physics
Biology
Materials and material finishes
Forces on structures
Biology of humans
Resistance to corrosion
Simple machines
Food and water requirements
Adhesives
Energy conservation
Living space requirements
Interchangeable materials
Heating and cooling systems
Waste requirements
Makeup of organic molecules
Ergonomics
Recyclable and biodegradable
building materials
Laws of Motion
Integration into the surrounding
environment
Impact on surrounding plants and
animals
Physics of light
Build It
When you ask an adult what they remember most about school, the answer often refers to something they
produced―something they built, wrote, performed, or generated through some form of visual media. Such activities can
take extra time but the benefits are worth it. It is hard to engage in the cabin project and not think about the possibility
of taking the best design and building a full-size version. While the costs of building a full-size cabin can be prohibitive,
building physical scale models based on the Revit drawings can be a valuable experience. It would be interesting to have
students develop models with the explicit goal of conducting load tests on the roof structure to simulate the impact of
snow load. Variables, such as pitch and truss or rafter, post, and beam design, can be evaluated through this experiment.
Engage the students in a review of the designs that they developed. Guide them in deciding what criteria should be used
to determine the best design to build. Some key variables will include the level of fabrication complexity, the size relative
to the prospective clients, available space, and, of course, the aesthetics as they relate to the clients design sensibilities.
Another option for the Build It activities is to build a full-size section of the cabin. This can help students get some real-life
understanding of building construction without fabricating an entire structure. While this can be a time-consuming
endeavor, the students can gain a great deal of insight on how design and engineering practices are shaped by the realties
of running a commercial enterprise.
Extension Ideas
 Use Autodesk® Inventor® software to detail a design of a wind turbine or a table for the cabin.
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Use Autodesk® Maya® software to generate an animation of how the cabin will be used; create a walkthrough
tour of the cabin.
Assessment Processes
The assessment process for all of the projects in this curriculum will provide students with formative feedback for each of
the seven essential phases. The rubrics that are included as a separate document will guide students in knowing what is
expected for each phase and the criteria used to evaluate the quality of the work. For each project, students complete a
self and peer evaluation. These include a reflective narration for each phase, accompanied by a point score derived from
the rubric. These evaluations are accompanied by a teacher evaluation that also includes a narrative and numerical score
for each phase along with a cumulative score. The STEAM questions, Extension Ideas, and the optional Build It activity
offer students an opportunity to assess what they have learned and apply that knowledge to improve the quality of their
work and increase their scores.
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