Teacher s guide. My Ecofriendly House

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1 Teacher s guide My Ecofriendly House Target: Grade 8 students. Duration: At least 6 periods of 75 minutes. Broad Area of Learning: Environmental awareness and consumer rights and responsibilities. Subject-Specific Program: Science and Technology. Competency 1: Seeks answers or solutions to scientific or technological problems. Competency 2: Makes the most of his/her knowledge of science and technology. Competency 3: Communicates in the languages used in science and technology. Cross-Curricular Competency 8: Cooperates with others. Visual Arts Competency 1 (in part): Creates personal images. Main compulsory concepts: The Earth and Space: Natural energy sources Winds Water cycle Renewable and nonrenewable energy resources The Technological World: Specifications Design plan Technical drawing Material Components of a system Energy transformations Mechanisms that transmit motion Pedagogical intention: At the end of this learning situation the student understands how technological systems transform natural energy sources into useful energies.

2 Expectations and evaluation This learning situation aims at developing specific abilities and attitudes. This section summarizes what to expect from students and provides evaluation guidelines. Competency 1: Seeks solutions to technological problems. C1.1 Appropriate representation of the situation. The student must demonstrate a clear understanding of the problem. C1.2 Development of a suitable procedure for the situation. The student must be able to plan carefully all aspects of the work to be done and to respect specifications. C1.3 Appropriate implementation of the procedure. The student must be able to follow his/her procedure step by step, to make adjustments, to justify them and to work safely. C1.4 Development of relevant conclusions. The student must be able to test his/her solution, to find its strengths and weaknesses and to suggest improvements. Competency 2: Makes the most of his/her knowledge of science and technology. C2.1 Formulation of appropriate questions. The student must think of questions that will lead to developing original and efficient solutions. C2.2 Appropriate use of technical concepts. An accurate technical drawing is expected. C2.3 Relevant explanations. The student must demonstrate that he/she understands how his/her solution works. C2.4 Suitable justifications of solutions. The student is expected to explain how his/her solution affects individuals, society, the economy and the environment. Competency 3: Communicates in the languages used in science and technology. C3.1 Appropriate interpretation of scientific and technological messages. It is expected that the student understands and uses correctly relevant information. C3.2 Messages produced using vocabulary and in accordance with related rules and conventions. The student must respect vocabulary, rules and conventions. Cross-Curricular Competency 8: Cooperates with others. CC8.1 - Recognition of needs of others. The student must show he/she can listen to others, respect their views and accept others as they are. CC8.2 - Appropriate attitudes and behaviors. The student must demonstrate an ability to participate in the exchange of ideas and to manage conflicts. CC8.3 - Active participation in the work of the team. The student must demonstrate the ability to be an active member of the team and to respect team decisions. 2

3 CC8.4 - Contribution to improving the way the team works together. The student must be able to recognize everyone s work and to propose ways to improve teamwork. Visual Arts Competency 1 (in part): Creates personal images. C1.2 Effective use of transforming gestures. The student must demonstrate the ability to transform raw materials into a quality product. C1.3 Appropriate use of the properties of materials. Materials should be put to creative and innovative uses. C1.4 Coherent organization of the images components. The project must demonstrate coherence between colors, form and function. C1.6 Authentic production that integrates original and expressive elements. Expression of personal preferences must be obvious in the design, the student must create the house of his/her dreams! Universal scale Rating Outstanding (exceeds expectations) 5 Very good (meets expectations) 4 Acceptable (meets minimal requirements) 3 Insufficient (presents serious flaws) 2 Unacceptable (unable to accomplish task) 1 3

4 Problem Your Engineering Firm has received a request for proposal from the Ministry of Sustainable Development. You are invited to: Propose an environmental house prototype using 3 of the 4 following renewable energy sources: sun, wind, water, or geothermal. This innovative house should use and conserve energy efficiently as well as minimize damage to the environment and to residents. In teams of 4, students must: - Produce a scale model of the house integrating the 3 energy modules. - Provide design plans and technical drawings for each part of the project (they must complete the appropriate section of the Activity book). - Create a brochure explaining in simple terms how the modules function and promoting the numerous advantages of their Ecofriendly house concept. The project should include some of the following elements: House orientation (sun, shade, wind, seasonal changes) Natural landscaping (trees, hedges, grass, garden, green roof, etc.) Heating (thermal and photovoltaic solar panels, passive heat, window types, geothermal energy, fireplace, insulation, wind bloc, etc.) Wind turbine Air quality (conditioning, fans, exchanger, filter, humidity, etc.) Water (wastewater management, water reclamation, rain, pond, plant transpiration, etc.) Ecological building materials (wood, stone, ceramic, brick, etc.) Natural pigments (mineral, organic) Sustainable interior design (floors, walls, carpets, appliances, furniture, lights, etc.) LEED certification In this learning situation students are invited to seek solutions to a technological problem in a cooperative spirit. 4

5 Resources Useful documents: Student s Activity book, reference books on ecological houses (available at the school s library), newspaper clips (some newspapers dedicate entire sections to environmental homes), access to Internet. Building equipment, tools and supplies: Drill and bits, ruler, glue gun and glue sticks, scissors, cutters, exacto knife, cutting mat, cardboard, wood rods, choroplast sheets, polystyrene tiles and spheres, paper, tissue paper, sand paper, felt, interior decoration magazine, glue, string, coffee sticks, straight and flexible straws, plastic bags, containers and utensils, scotch tape, heavy duty tape, elastics, gears, wallpaper and floor prints, etc. Experimental material (to test energy modules): Thermometer, container, water, water sprayer, bloc heater, lamp, light bulb, magnifying glass, small motor, fan, galvanometer, electrical wires, electrical outlet, sink, etc. Evaluation equipment: Camera to take photos of each project to facilitate evaluation. Cultural references A class discussion on the energy crisis is a good starting point for this learning situation. Green constructions are becoming more of a reality due to population increase coupled to decrease in world fuel reserves and resources. Students should be exposed to this fact and realize that looking into environmental houses will benefit them directly as future home owners. Global warming should also be addressed as part of the Broad Area of Learning Environmental awareness and consumer rights and responsibilities. This project aims at encouraging students to discover the numerous ecological solutions proposed by cleaver thinkers worldwide and to realize the importance of rational use of resources and conservation of the environment. 5

6 Task management PREPARATION PHASE Activities Duration: 2 periods Resources Period 1 (Activity book, pages 1 to 7): 1. Present a sample project (house model, cardboard wind turbine with a gear and brochure) and explain the learning situation in broad terms (duration, teamwork, educational goal, expected production, etc.). 2. Hand out Activity book (AB) to students. Explain what is expected from them in terms of competencies and how they will be evaluated (p. 2 and 3). 3. Ask students to group in teams of Present the problem and specifications (AB p. 4 and 5). 5. Demonstrate how to produce electricity with a simple set-up: disassemble a small motor, add electrical wires and use the galvanometer to measure electricity created by mechanical turning of the magnet. Then, assemble the motor and create electricity with the wind turbine and its gear touching the motor with a connecting gear. 6. Explain the pages to complete. Page 6 Define the problem. Page 7 Plan your work for the next 6 periods. If some time is left, student s can complete questions p Recover AB at the end of the period and evaluate p. 6 and 7. A sample project (house model, wind turbine and brochure) Activity book (AB) Small motor, electrical wires, galvanometer, gears Period 2 (Activity book, pages 8 to 11): 2. Ask students to begin or continue their documentary research p. 8 and to produce 10 questions that will help them to build their object and explain how it works (AB p. 9). 3. With the information found, students can sketch a rough draft of their project (AB p. 10). 4. A few minutes before the end of the period, ask students to fill the self-evaluation p Recover AB and evaluate p. 9. Books, newspaper clips, Internet 6

7 REALIZATION PHASE Activities Duration: 3 periods Resources Period 3 (Activity book, page 12): 2. Indicate that p. 12 must be completed. 3. The technician distributes material and supplies to teams of 4. It is essential to provide safety instructions and rules of operation. 4. Students work on their projects and fill AB p Recover AB and evaluate p. 12. Period 4 (Activity book, page 13): Materiel and various supplies 2. Indicate that p. 13 must be completed. 3. The technician distributes material and supplies. Materiel and various supplies 4. Students work on their projects and fill AB p Recover AB and evaluate p. 13. Period 5 (Activity book, pages 14 to 16): 2. Indicate students must complete p. 14 and 15 (technical drawing and brochure). The brochure may be handed in at a later date as some students will prefer to complete it at home. 3. The technician distributes material and supplies. Materiel and various supplies 4. Students work on their projects, drawings and brochures. 5. A few minutes before the end of the period, ask students to fill the self-evaluation p Recover AB and evaluate p. 14 (and brochure p. 15 when complete). 7

8 INTEGRATION PHASE Activities Duration: 1 period Resources Period 6 (Activity book, pages 17 to 20): 2. Indicate that the projects will be evaluated during the entire Camera period. The teacher takes photos of each object. The students demonstrate how their systems work. 3. Students must analyze their projects and complete pages 17, 18 and Recover AB and evaluate p. 17. Complete global evaluation p. 20. Comments 1. This learning situation can easily accommodate teams of 2 to 5 students. 2. Showing a sample project (house model, energy module and brochure) is important so that students have a clear idea of what is expected from them. In addition, the samples will guide their research and be a source of inspiration (see appendix, fig. 1 and 2). 3. It is easy to demonstrate the production of electricity. A small motor can be disassembled to show the magnet and conducting wires. Moving the magnet sets the electrons in motion in the wire. The current can be measured with a galvanometer using connecting electrical wires. Adding gears to a motor and a cardboard wind turbine also produces electricity. Students are mesmerized by such demonstrations (see appendix, fig. 3, 4 and 5). 4. Tools can be controlled more easily when distributed in numbered baskets. Each team is responsible for the content of the basket corresponding to his/her table number. 5. Foldable brochures are fun. In this type of brochure, windows and doors can be opened to reveal information. The entire brochure can unfold into a house with a roof. 6. Al Gore s documentary on global warming An Inconvenient Truth, can serve to initiate a debate on this issue. 8

9 Planning a learning situation in Science and Technology Appendix Fig. 1: House model. Fig. 2: Inside view of 2nd floor with wind turbine. Fig. 3: Set-up to produce electricity using a small motor. Fig. 4: Set-up to produce electricity using a cardboard wind turbine. Fig. 5: Closer view of gear system (see fig. 4). 9

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