Engineering Design Integrated Science Unit Plan

Subject: Ecology

Topic: Energy Plus Home

Grade Level: 10th-12th
Duration: 1 Week (3 days of 90 minute long blocks)

PART I: Learning Objectives

List targeted learning objectives and alignment with VA SOLs and NGSS.
Virginia Standards of Learning (SOLs):
BIO.8
d) the effects of natural events and human activities on ecosystems; and
Next Generation Science Standards:
HS-LS2- Design, evaluate, and refine a solution for reducing the impacts of
7. human activities on the environment and biodiversity.

HS-ESS3- Evaluate competing design solutions for developing, managing, and

2. utilizing energy and mineral resources based on cost-benefit ratios.

HS-ESS3- Evaluate or refine a technological solution that reduces impacts of

4. human activities on natural systems.

HS- Use a computer simulation to model the impact of proposed solutions

ETS1-4. to a complex real-world problem with numerous criteria and
constraints on interactions within and between systems relevant to
the problem.

Learning Objectives
 Students will
Test and design a house that requires minimal input of energy.
Meet the constraints of building costs when designing the house.
Create a house that contains windows, a door, roof, and a minimum of four walls.
Utilize a computer simulation to gain data to support redesign.
Evaluate the impact of their design choices on their local environment.
Construct a model of their design.

PART II: Materials/Resources

List all needed materials and resources to be used, along with any safety concerns.
Individual student laptops
Teacher laptop with projector and speaker
Cardboard
Scissors
Computer Paper
Energy 3D program
Tutorial Packet
WISE Module
Access to a printer
Glue, Tape, pencils, markers, pencils

Safety Concerns:
Students that need to charge their laptops should be seated on the sides of the room with cords out of the way to
prevent tripping. Proper charging stations should be utilized to prevent fire risk. Caution should be used when
students are building their physical model when utilizing scissors.

PART III: Engineering Design Overview

Design Guiding Principles Project Description: (with example that meets expectations
Process Delete for your own plan)
Problem - Students should ideally Students will be engineers that will create a house for a local
Definition identify users and needs. developer that is designing a new neighborhood in Lynchburg that
Clarification/ - Challenge should be relevant wants a zero-energy house.
Formulation to students lives
- Offer multiple solutions so Specifications include:
 there is no one right answer Energy efficient: consume no net energy over a year
- Students define specifications Must be a single-family home
and constraints Curb appeal: each side of the house must have at least one window
on each floor.
Constraints include:
Building should be at least 100-200 m 2 and height of
6-10 meters
Total cost cannot exceed $120,000
Trees must be at least 2 meters away from the house
Solar panels cant overhang the roof
Develop -Student-centered approach to Students will develop an understanding of the effect of
Knowledge background concepts, aligned house features upon the energy utilized/saved for the house
Student- with learning objectives Students will develop understanding of the Energy 3D
centered -Offer multiple ways to give program features
research or feedback on student ideas Students will explore the concepts of
investigation Sun path and shadows
into targeted solar energy and solar panels
concepts solar irradiance and incidence angle
solar elevation, azimuth, and zenith
solstices and equinoxes
solar insolation
tilt angle
federal and state initiatives
Generate - Guide students to develop Students will each generate three ideas individually and
Ideas multiple solutions then participate in a group brainstorm session writing out all
Students -Guide students to develop ideas
generate rationales for each solution Students will be prompted to justify each solution and
multiple -Pick and justify optimal design
then pick one design to model
solutions to
problems

Represent - Explore different ideas Students will create a 2D sketch of their design with
ideas/ through multiple important features prior to building
develop representations (sketching, Students will create a model of the house using the
prototype modeling, prototypes) Energy 3D program
 Students will print out their designs to build their own
physical model of their house

Test and -Develop criteria for design Students will test annual energy to determine the
Evaluate evaluation, or have given amount of energy the house requires
Design criteria Students will complete consider all constraints and
Test -Create tests to learn how specifications when evaluating the design
prototypes prototypes behave and to Students will identify strengths and weaknesses of the
ability to meet optimize performance design
project goals -Solicit feedback from others
about design
Revise -Guide students to use Students will revise designs based on data received
Design evaluation and feedback to during testing
Use revise design Students will be prompted to justify each design
evaluation -Guide students to reflect on revision in their portfolio given the information gleaned from
and feedback design and give justifications of
each test
to revise revisions

Reflection - Support reflection on design Guided class discussion to reflect on design process
and process after presentations, including their own design process, the final
Extension - Check how well solution meets solution created, effectiveness of their design, and how this could
project criteria be utilized in the real-world
-Guide students to apply
content in new context

PART IV: Daily Unit Overview

Provide an overview for each day. Copy for as many days needed. Does not need nearly as much detail as lesson
plans, but should provide a brief description of introduction/body/closure for each lesson and specific instructional
strategies to be used for each design process.

Day 1: Passive Solar House and Energy 3D program tutorial

Learning Objectives: Students will develop the skills of using the Energy 3D program. Students will
analyze the effects of overhang length, trees, windows, and direction of the house on the overall
energy. Students will propose three design solutions that they would consider including in a house
design.
Materials/Resources Needed and Preparation Plans: Laptop(one per student), Teacher Laptop,
Projector, Speaker, Tutorial Activity Packets

Lesson
Teacher/Student
Segment & Materials Instructional Sequence
Actions
Time Est.

Introduction Projector General overview of the Energy 3D program Teacher will be playing the
(10 minutes) Teacher and the purpose of learning how to use the video and providing a brief
Laptop program for their design challenge next class verbal overview of the
Speaker Energy Plus Home Example Video: process of Energy 3D
https://www.youtube.com/watch? Students will be listening
v=BXVMTycVDM0 intently to the teacher

Body Student Students will independently complete a Teacher will circulate

(70 minutes) Laptops packet that will guide them through the around the room and
Tutorial process of exploration today. provide support when
Packets Will complete an energy analysis of a needed as well as
selected tutorial out of the four options given encouraging students
Students will summarize and share their data along in the process.
and reasoning with tablemates Students will
Design of their own house given constraints independently complete
and specifications to explore the program the tutorial packet.
uses
Respond to questions throughout the tutorial
to comprehend concepts of passive energy

Closure Google Form Students will complete an exit ticket to be
(10 minutes) submitted to the teacher. This will ensure
that the teacher can get an overview of areas
of weakness to address in the next class if
necessary.
Teacher will display the
google form on the board.
Students will complete the
exit ticket and then shut
down their computers.

Day 2: Design Challenge

Learning Objectives: Students will complete a design cycle of creating their own energy plus home. All
steps of the engineering design process will be followed.
Materials/Resources Needed and Preparation Plans: Laptop(one per student), WISE module, physical
materials from above: paper, pencils, markers, tape, cardboard, etc.

Lesson
Teacher/Student
Segment & Materials Instructional Sequence
Actions
Time Est.

Introduction Teacher will pose the design challenge to the Teacher will give verbal
(10 minutes) students instruction and assign
Students will ask any questions necessary student groups.
before beginning Students will follow
Students will be placed in groups of 3-4 teacher instruction and sit
students selected by the teacher with their group members.

Body Student Students will work through the WISE module Teacher will circulate
(70 minutes) Laptops to complete the following steps of around the room and
WISE module engineering design provide support when
http://wise.b Define a problem needed as well as
erkeley.edu/ Develop Background Knowledge encouraging students
project/1882 Generate Ideas along in the process.
6#/vle/node1 Select an Idea
Build a Prototype Students will collaborate to
Test and Evaluate the Design complete the WISE module
Redesign and design process.
All of this work will be completed
collaboratively in the group following along
with each step of the process.
All ideas will be documented in the module
and submitted to evaluate their design
journal/portfolio.

Closure Teacher will ask students to wrap-up where Teacher will explain the
(10 minutes) they are at 10 minutes before the end of reflection steps for the day
class and save all designs. Students will then and prompt students in
 add a note to their design journal about what
they need to complete next class and
possible redesign ideas.
adding a reflection note
reminder.
Students will create a
reminder in their journal
for next class and reflect
on the design process that
occurred.

Day 3: Finish Design Challenge and Present Solution

Learning Objectives: Students will check constraints and specifications for their design solution.
Presentation of their design process and completion of multiple redesigns.
Materials/Resources Needed and Preparation Plans: Laptop(one per student), WISE module, physical
materials from above: paper, pencils, markers, tape, cardboard, etc.

Lesson
Teacher/Student
Segment & Materials Instructional Sequence
Actions
Time Est.

Introduction Teacher will explain that students should Teacher will encourage
(10 minutes) open up their reflection note and continue in students to refer back to
the process of design and redesign. their note from the
Students will check-in with group members previous class.
to prepare for the continued process of Students will read over
design. their reflection note and
Once students have completed the process of plan with their group
redesign numerous times, the groups will members how they will
summarize their findings into a google slide continue their work today.
to be presented to the class.

Body Student Students will work through the WISE module Teacher will circulate
(70 minutes) Laptops to complete the following steps of around the room and
WISE module engineering design provide support when
http://wise.b Define a problem needed as well as
erkeley.edu/ Develop Background Knowledge encouraging students
 project/1882 Generate Ideas along in the process.
6#/vle/node1 Select an Idea
Build a Prototype Students will collaborate to
Test and Evaluate the Design complete the WISE module
Redesign and design process.
All of this work will be completed Students will present their
collaboratively in the group following along design solution in google
with each step of the process. slides.
All ideas will be documented in the module
and submitted to evaluate their design
journal/portfolio.
Students will represent their final product
after numerous redesigns (minimum of 3) in
a google slide to be presented at the end of
the class period as well as a final reflection
paper to be started in class and completed
after presentations are completed.

Closure Teacher will give students an opportunity to Teacher will explain the
(10 minutes) begin their final reflection paper. Students reflection paper
will either hand this in during class or the assignment.
following class.
Students will submit all
their final
portfolio/journals,
reflection paper,
presentation, and design
solution presentation.

PART V: Student Handouts/Worksheets/Resources (optional)

PART VI: Assessments

Provide assessments and rubrics for design portfolios, presentations, individual/team content
knowledge/contributions, etc.
Exit Ticket: https://goo.gl/forms/JnbqKpHiBzlgmqxi2
Rubric(Attached)
WISE Module
Google Slide Presentation of Solution
Reflection Paper

PART VII: References (if borrowed/adapted materials)

http://energy.concord.org/energy3d/
http://wise.berkeley.edu/project/18826#/vle/node1
http://iportalpilot.weebly.com/how-to-build-the-template.html
https://www.youtube.com/watch?v=BXVMTycVDM0