It's Easy Being Green

by Beth Michael

casagogreen.weebly.com

Lesson # 1 Whats Green Technology?

Lesson #2 Solar Power in Action
Lesson #3 Green Technology Virtual Tour
Lesson #4 Putting it All Together

Can you build a house in four days? Using green technology, we will build a Solar
Electric House that runs on passive and solar energy. Youll learn ways to make your
home more energy efficient. We will talk with a leading expert in energy efficient home
construction and take a virtual tour to see the latest in "green" technology. The future is
set on green.

Why Should We Build Green Homes?

Beth Michael
SPED 6402 Spring 2016
East Carolina University

CONTENT RESEARCH PAPER

Green Home Construction
Beth Michael
Why build an environmentally friendly home? The first and most important
answer affects the world in a form of your carbon footprint. Conservation of energy and
resources will limit carbon dioxide, CO2, a contributing factor to global warming. The use
of alternative and renewable energy sources is a great way to build green. Reducing the
use of fossil fuels to generate electricity for your home will protect the environment and
save you money over the life of your home.
Alternative Energy Sources for Homeowners
The homeowner who wants to go green has two things in mind; what is it going
to cost and which method will show enough energy savings over the shortest number of
years to recoup the cost of the initial expense. Solar panels are a good choice.
Solar energy is perhaps the most popular and most affordable form of renewable
energy. Solar panels can be seen on homes from sunny California to Rota, Spain, to
Tokyo, Japan because they are efficient. They have become affordable to the average
homeowner as increased production has reduced the cost. They are available in many
sizes and are offered in rigid and flexible models designed for installation in size house.
(Commission, 2015). But they were not always the best choice.
In 1954, the first solar cell was introduced by Hoffman Electronics. It was too
Page 2 of 2

much for too little. At a 2% efficiency rate it generated minimal energy. Priced at $25 per
cell, at 14 milliwatts each, or $1,785 per watt, it was cost prohibitive. Today, solar panels
are manufactured in many sizes and are offered in a rigid and flexible model designed
for installation for any size any home.(Commission, 2015). Solar panels have come a
long way.
At the builders or homeowners request, tankless water heaters are being
installed in place of traditional hot water heaters. Although the cost of a tankless water
heater is greater than that of a traditional water heater, the savings from constantly
keeping the large tank at a set temperature can be realized within a year or so. The
tankless water works without a storage tank, it heats water on demand. Through the use
of an electric burner or pilot light, the water is heated as it flows through the pipe so hot
water never runs out. (Energy.gov, 2015).
Passive Building
Passive building is designed to take advantage of energy sources that are easily
and readily available by conserving the heat through the use of specific building
materials, such as the suns radiation and insulation.
Building a house to be energy efficient may cost more initially, 5-10% more than
an equal size house, but it pays for itself in energy cost savings. In passive building, the
main goal is to reduce the heat demand to a level where traditional heating methods are
not required. In a passive house all of the heat is supplied by a mechanical ventilation
system and the sun. Building your house facing the sun and installing large windows will
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help you capture those vital solar rays that will heat your home (Kukreja, 2015).
Building a smaller home that utilizes less space has become more popular in the
green building world. Using Energy Star appliances will cost less in electrical demand
and in most cases when first purchasing these appliances the homeowner is eligible for
income tax breaks. The use of insulated windows helps keep heated air in the house in
the winter and cooled air inside the home in summer. Old windows often have cracks
around the panes or casings. These openings waste energy and increase energy bills.
It also causes unnecessary wear and tear on the heating and air system as it is tries to
maintain a certain temperature inside the home. In the winter, heated air escapes
through the cracks allowing cold air to come in. Conversely, in summer, cooled air
escapes allowing heated air in. In addition to insulated windows, proper insulation in
attic and crawl spaces will also help maintain the temperature inside the home.
(Kukreja, 2015).
The use of environmentally or eco-friendly building materials to help reduce your
impact on the environment is an important decision you can make towards building a
green home. Examples of environmentally friendly materials are roofing, insulation,
counter tops, cabinets, and flooring. Reclaimed lumber or wood, recycled glass, natural
renewable products such as cork and linoleum are others. Kukreja, 2015).
Interview with an Expert
Seeking an expert in green construction, we posted a request on Facebook,
asking for leads. We learned about Mr. Gray Kelly, currently employed with Pace
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Properties in Atlanta, Georgia.( info@pacesproperties.com). He is the former Director of

Sustainable Developments and Communities at Southface, (http://www.southface.org).
This

non-profit organization has promoted sustainability in home and industry since 1978.
The organization also offers green grants to fund energy innovation research,
(http://www.southface.org/green-building-services/programs/grants-to-green-for-nonprofits).
In conjunction with the Affordable Housing Initiative of Atlanta, Mr. Kelly helped
establish the EarthCraft Multifamily and Communities Programs. More about this
initiative and Mr. Kelly can be found on Linkedin, (https://www.linkedin.com/in/gray-kelly6496454).
Mr. Kelly has agreed to talk with our students this summer. (personal
communication, January 25, 2016). He wants to schedule a time when he can take the
students on a virtual tour of Southface, While Mr. Kelly explains green construction
methods, students will see the energy saving materials in the background such as a
green roof, solar panels and low VOC, (volatile organic compound) materials.
In an email he wrote that the main perspective he would like people to
understand is that green homes are based on climate, stating a green home in
Minnesota will (or should) be much different from one in Greenville, NC.
Page 5 of 5

He explained that in addition to green construction, one can implement the

technology on existing homes. He stressed that with pre-existing homes, the most cost
effective construction strategy prior to adding alternative energy sources such as solar
or rainwater capture,green bling as he called it, is to make the home energy and
water efficient as possible, it doesnt make sense to add rooftop solar array if the
house below is wasting the energy that the solar panels produce.
In addition, we contacted a local expert, Mr. Bill Kidd, (personal communication,
January 20, 2016), owner of Kidd Construction Group in Greenville, NC.
(http://www.kcgbuildgreen.com). He explained that he builds green homes in Greenville
and throughout eastern North Carolina as well. (personal communication, 26, 2016.) He
recommended attending the North Carolina Home Builders Association 21st Century
Expo and Conference, build-phoria: A Celebration of Bigger, Brighter and Bolder Ideas,
September 13-15, 2016, in Charlotte. (21buildingexpo.com).
The North Carolina Home Builders Association website, (http://www.nchba.org),
has several links providing useful information about green construction for home and
industry from building codes to information about its political action committee
promoting pro-building candidates.
We have written President Obama regarding his February 3, 2011, press release
from the Office of Media Affairs, Better Buildings Initiative through the US Department of
Energy. (personal communication, January 21, 2016). The focus of this initiative is to
encourage public and private industry sectors to study and develop efficient and cost
Page 6 of 6

effective renewable energy sources. (http://betterbuildingssolutioncenter.energy.gov).

We inquired if he or someone in his administration would speak to our students this
summer. We are awaiting a reply.
The Better Buildings webpage lists many future as well as past webinars
exploring a variety of topics on energy conservation. There will be a webinar, Valuing
Energy Efficiency: Considering Energy Performance in Real Estate Appraisals and
Valuation, Tuesday, March 1, 2016 from 3:00 to 4:00 pm.
(http://betterbuildingssolutioncenter.energy.gov/webinars-list).
Green built neighborhoods are popping up all over the United States and in other
countries. As more people become aware of these alternative building methods and
materials the number of green homes will increase and energy consumption will
decrease providing a healthier environment for humans and conserving natural
resources.

Works Cited
Go Solar California. (2015). Retrieved January 21, 2016,
from http://gosolarcalifornia.org.
Rinkesh Kukreja, (2015, January). Top Fifteen Green Homebuilding Techniques.
Retrieved January 23, 2016, from http://www.conserve-energyfuture.com/top-15-green-home-building-techniques-and-ideas.php.
.
Page 7 of 7

Southface: building now-how for a sustainable future. (n.d.) http://www.southface.org.

U.S. Department of Energy. Better Buildings Initiative
through the US Department of Energy. Retrieved from
http://betterbuildingssolutioncenter.energy.gov.
U.S. Department of Energy. (2105, January). Tankless or Demand-Type Water heaters.
Retrieved January 26, 2016, from
http://energy.gov/energysaver/tankless-or-demand-type-water-heaters
.

Page 8 of 8

CONNECTION TO THE THEME

Horizon
The horizon for humankind is to move from fossil fuel reliance, gas, coal and oil
to renewable sources, such as hydro, solar and wind. Even if scientific evidence about
the dangers of fossil fuel consumption does not affect change, the fact that it is a finite
source of energy will.
Tying in the global concerns about current fossil fuel consumption to the positive
outlook of renewable energy consumption is an aspect of the project, seeking to raise
students awareness about energy use in general, present and future tense.
The students will learn how solar energy sources and fossil fuel energy sources
become electricity. They will learn how the use of coal-produced electricity is and will
continue to be environmentally harmful and a health hazard. Hopefully, they will become
environmental activists as they learn how politics play a role threatening the existence
of renewable energy resources programs and how utility companies attempt discourage
costumers from using alternative energy sources. These forces will exist until public
demand of green technology affects the change necessary to force the reduction of
fossil fuel production. Students can be a part of that change. The two most important
objectives of this unit is to educate students about the effects of fossil fuel use and the
multiple advantages of using renewable energy sources and that they can be part of the
movement to go green.
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The ultimate success would be if this experience sparks their curiosity about
bio-technologies, nano-technologies and materials, as quoted by Paul Cherfka from
BP Statistical Review of World Energy 2007. World Energy to 2050, Forty Years of
Decline.
Teaching energy alternatives for home use through hands-on activities will help
students understand the importance of their actions when it comes to using fewer
nonrenewable resources, such as encouraging their parents to bring bags to the store
to carry groceries rather than using plastic bags which is a petroleum product.
Mr. Gray Kelly, former Director of Sustainability with Southface, a green materials
and construction organization, will be taking our class on a virtual field trip through the
plant. Students will learn about different materials and products used in green
construction.
Green technology is the wave of the future and the students will be part of it.

Page 10 of 10

TECHNOLOGY INTEGRATION
In assembling the Solar Electric House, students will attach two solar panels to
the roof. One will generate electricity to an interior fan and one to an interior light.
Students will use the interactive website, to research the safety of each coal
power plants coal ash disposal site.
Guided by the rubric, students will use chromebooks to make their Green
Technology poster. They will learn how to use the tool, Printing Press, from the
ReadWriteThink.org website to make the poster. They will go online and read an article
about utility companies efforts to deter home solar panel use. The will use an interactive
map of power plants in North Carolina.
Referring to their thinking maps and experiences during the week, students will
write articles for the poster, inserting them in text boxes, choosing fonts, color and size
text. I will take pictures of the students working during the week. These images will be
sent to their Google Drive. Students will gather images from their Google Drive and
upload them to the image boxes of the poster template.
Using a voltage meter, students will experiment with color and music to test their
affects on solar generated power. Using their findings, they will image a green product,
material or method that could be used in the future.
CONTENT OUTLINE
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Green Construction Technology

I. What is Energy?
A. Movement
B. Heat
C. Light
II. Green Technology and Energy
A. How electricity is generated in green technology
1. Solar panels
2. Wind turbines
3. Hydro-electric dams
4. Geothermal systems
5. Bio-Mass power plants
B. Why green technology is called new
1. It is not the most common form of energy producing technology
2. The development of technology is on-going
3. It will be the most use of technology in the future
III. Renewable Sources
A. Can be replaced at pace used
1. Sunlight
2. Wind
3. Water
IV. Non-Renewable Sources
A. Take a long time to renew
B. Used at faster rate than can be replaced
1. Coal
2. Oil
V. Renewable Energy Resources in Home Construction
A. Solar
1. Readily available
2. Cost Analysis
a. 1977 $76.67 per watt
b. 2013 $0.74 per watt
c. Average cost with installation in NC $13,000
d. Payback period is 13 years
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B. Wind
1. Readily available
2. Technological advances in past 10 years
3. Cost effective alternative source of energy
4. Minimal fuel costs
5. Environmentally friendly
6. Convenient unit installation options
a. Clustered turbines for wind farm
b. Single turbine for homeowner use
C. Water
1. Readily available
2. Two types
a. Hydro-energy
b. New technology of ocean energy
i. Tidal energy
ii. Wave energy
3. Lower cost than other renewable energy sources
D. Geothermal
1. Readily available
2. Geothermal heating/cooling systems
a. Underground system
b. Works in all climates
c. Uses 50% less energy than pump
d. Earth absorption of solar energy
e. Renewable energy source
f. Requires tubing insulation
g. Temporarily environmentally disruptive
h. Convection current
E. Biomass
1. Oldest renewable energy source
2. Readily available
a. Plant and animal waste
3. Uses 25% less energy than oil
VI. Passive Renewable Energy Construction Methods
A. Large windows
1. House with southern exposure
B. Cost effective construction
1. Installation of higher thermal rated insulation
2. Installation of triple pane windows
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VII. History of Solar Energy

A. Alexandre Edmond Becquerel
1. Developed principal of solar cell, 1850
a. How sunlight can create electricity
B. Russell Ohl
1. Invented silicon solar cell 1940
VIII. Solar Energy
A. Solar energy to the home
1. Sunlight is photons
2. Photons absorbed by cell
3. Cell converts photons to electrons
4. Group of cells is panel
5. Flow of electrons is electricity
6. Current
a. Controls electron flow
7. Voltage
a. Potential power from current
8. Wires conduct electricity to house
IX. Coal, Fossil Fuel Energy Source-From Ground to Plant
A. Mining
1.Surface mining/Strip mining
a. Removes coal 45-100 ft from surface
b. Requires scraping the land area
2. Deep mining
a. Up to 1000 ft below surface
B. Transportation by truck, train or pipeline to power plant
C. Pulverizer
D. Furnace
E. Boiler
F. Turbine
G. Generator
X. Coal-Produced Energy From Plant to Your House
A. Generator at plant
B. Transformer
C. Substation transformer
D. Transition lines
1.Carry electricity long distances
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E. Substation transformer
F. Distribution Lines
1. Above or below ground
2.Carries electricity into your house
XI. Disadvantages of Coal-Produced Energy
A. Strip Mining
1. Destroys habitat
2.Erosion factor
B. Deep Mining
1. Health hazard for miners
a.Black lung disease
b. Cave-Ins
C. Coal Transportation/Carbon Footprint
1. Pollution from trucks, trains and pipeline
2. Damage to road infrastructure/environment
3. Equipment depletion replacement requirements
D. Power Plants
1. Produce toxic coal ash as by-product
2. 500 tons of coal ash released into atmosphere annually by uncontrolled
plants
3. Coal ash disposal
a. Federal/state environmental protection laws weak or non-existent
i. Proposed NC legislations attempt to weaken laws
ii. Reduces Duke Energys responsibility to clean up spills, 2016
b. Recent major coal ash waste spills
i.
2008, Kingston, TN
ii.
2014, Danville, VA
c. 100 million tons of coal ash in NC sites
i. Concerns about waste sites
E. Transition Lines
1. Damage to environment to build
2. Emit dangerous levels of EMF ( electro-magnetic fields)
a. High EMFs linked to cancers, childhood leukemia.
F. Substations
1. Damage to environment to build
a. Emit dangerous levels of EMF ( electro-magnetic fields)
b. High EMFs linked to cancer, childhood leukemia
2.Lower property values
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3. Unsightly
G. Distribution Lines
1.Installation damage to environment
2.Permanent installation
H. Primary Source of Carbon Dioxide
1. Traps Earths heat in atmosphere
2. Contributes to Global Warming
I. Releases Atmospheric Pollutants/Health Hazards
1. Smog, nitrogen oxide (N20)
a. Causes and/or increases respiratory ailments
2. Acid rain, rain mixed with sulfur dioxide (SO 2)
a. Contributes to respiratory problems and can enter
can enter bloodstream
b. Destroys natural habitats
3. Mercury
a. Causes brain damage and heart problems
b. Destroys natural habitats
i.1/70th teaspoon of mercury in a 25-acre lake
make fish unsafe to eat
XII. Clean-Coal Processing Technologies
A. Clean coal prior to processing
B. Capture 80-90% impurities before released into the atmosphere
C. Burn coal more efficiently to reduce carbon dioxide release
D. Reduce the release of sulfur dioxide from smoke of
coal-burning power plants
E. Activated carbon injection technology reduces mercury 90%
1. 8% of coal-burning power plants use ACI
2. Uncontrolled plants emit 170 lbs of mercury annually
XIII. Ways to Affect Solar Generated Voltage
A. Colored light
B. Music
XIV. Factors to Consider for Green Home Construction
A. Building site/area
1. Determine suitability for certain technology
B. Size of home for greatest energy conservation
1. Small houses cost less to build
2. Fewer construction materials
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3. Less land use

4. Reduced utility use
C. Living Space
1. Reduction of living area
XV. Psychological Effects of Color and Music on Humans
A. Color
1.Cool colors-restful
a. Blue
b. Green
2. White-Clean
3. Black- Authority
4. Orange-Happy
5. Red-Love
6. Yellow-Optimism
B. Music
1. Classical-relax, improves ability to concentrate
2. Benefits of studying to music
a. Students have higher grade point average
b. Students develop faster
XVI. North Carolina Renewable Energy Program
A. Established 2007
B. Fifth-largest developer of solar energy in US
XVII. Opposition to North Carolina Renewables Program
A. American Conservative Union
B. Americans for Tax Reform
C. The Heartland Institute
D. Americans for Prosperity
E. Groups argument
1. Renewable energy programs interfere with free markets
2. Legislators have moral obligation to oppose renewable energy
programs

Page 17 of 17

Page 18 of 18

Monday Lesson # 1 Whats Green Technology?

I. DEFINE
OBJECTIVES
AND CONTENT
LESSON
OBJECTIVE
\

The objective of this lesson is:

-define green technology
- the difference between renewable and non-renewable sources
-to learn about opposition to renewable energy programs
- the process of solar and fossil fuels from source to resource
(electricity) to your home.
- the effects that converting coal and sunlight to electricity has on
health and environment
-to learn the difference between the terms source and resource
- students can make a difference if they become involved in
environmental issues

Page 19 of 19

POINT TO
PONDER

At this time, most homes are built with materials from nonrenewable sources, have appliances that run on non-renewable
energy sources and are decorated with materials made from nonrenewable sources.
A green home is built to be energy-efficient and environmentally
friendly, yet most people still build homes that waste energy made
from fossil fuels. Fossil fuel-based products cause harm to the
environment and human health. The problem is compounded by the
North Carolinas weak laws concerning disposal of coal ash, a byproduct of coal-produced energy.

ESSENTIAL
QUESTION

What do you think it will take for people to prefer building homes
using green housing construction methods and materials rather than
traditional building methods and materials?

Page 20 of 20

CONTENT
Outline the
content you will
teach in this
lesson.

I. What is Energy?
A. Movement
B. Heat
C. Light
II. Green Technology and Energy
A. How electricity is generated in green technology
1.Solar panels
2.Wind turbines
3.Hydro-electric dams
4.Geothermal systems
5.Bio-Mass power plants
B. Why green technology is called new
1. It is not the most common form of energy
producing technology
2. The development of technology is on-going
3. It will be the most use of technology in the future
III. Renewable Sources
A. Can be replaced at pace used
1.Sunlight
2.Wind
3.Water
4.Bamboo
IV. Non-Renewable Sources
A. Take a long time to renew
B. Used at faster than can be replaced
1. Coal
2. Oil
V. Renewable Energy Resources in Home Construction
A. Solar
B. Wind
1. Readily available
2. Technological advances in past 10 years
3. Cost Effective alternative source of energy
4. Minimal fuel costs
5. Environmentally friendly
C. Water
1. Readily available

Page 21 of 21

Lesson
#1

Students will understand the difference between renewable and nonrenewable resources.

What will
students
UNDERST
AND as a
result of
this
lesson?
How does
this
connect
to the
Essential
Question
?

Students will understand that renewable energy sources, such as sunlight, wind
and water are readily available.
They will understand the mining of fossil fuel is environmentally destructive and
the production and use are health hazards.
Students will understand green technology has many advantages over fossil fuel
technology.
Students will understand how a solar panel captures sunlight and converts it into
electricity.
They will understand oppositions to halt or slow down the use of alternative
energy.
Connection to Essential Question
The lesson covers alternative methods of generating electricity from renewable
and readily available energy sources that are environmentally friendly and have
cost benefits. This form of energy does not promote a hazard health by producing
toxic waste as energy from fossil fuel does. The disadvantages of using materials
and methods that rely on fossil fuel ties in with people moving towards building
green to protect the environment and themselves.
The research they will do about coal ash disposal concerns and the regulation of
those sites, could tie in to what will it take to get people to use green technology.
People can demand green and boycott fossil fuel, affecting change.

Page 22 of 22

Lesson #1
What will
students
be able to
DO as a
result of
this
lesson?

III.
PLANNIN
G
Lesson
#1

Students will be able to explain how sunlight is converted to electricity.

Walk-in Handout: Brain Teaser, Renewable Source

Answer provided next class

HOOK
Describe
how you
will grab
students
attention
at the
beginning
of the
lesson.
Lesson #1

TIME: 3minutes
HOOK: Windows will be covered in black plastic sheeting except
for a triangle flap that will be taped back.
While the students are seated in a circle holding an inactivated
glow stick I will ask the definition of energy and what resources
are used to make heat.
When the flap on the window is down, the students will activate
their glow sticks.

BE
CREATIVE
.

Page 23 of 23

Lesson #
1
INSTRUC
TION
Lesson #
1 Explain
Step-bystep what
you will
do in this
lesson.Be
explicit
about ties
to Points
to Ponder,
Essential
Question,
and
Interactio
ns
here.Inclu
de ALL
support
and
teaching
materials
with your
unit.

TIME: 68minutes total

Step 1. Ask students about sunlight.
(Turn on the camp light. )
Place a piece of coal on poster paper in front of me.
Script : Last night, I used coal to cook my food and keep me
warm.
What makes coal a source of energy?
This morning, this is all that was left. (Lay ash beside coal) Can I
use this to keep me warm and cook my food again?
Imagine that coal is the only energy source available in the world.
I have a coal mine in my backyard.
Will my coal mine last forever?
Is coal an example of renewable or non-renewable source of
energy? It takes a million years to make coal.
Turn on lights.
Step 2 . Show Solar Electric House. Point out solar panels, fan
and light. Shine light on solar panels. Point out movement of fan
and light is on.
Step 3. Using solar house, explain the conversion process of
sunlight to electricity in the home.
Show list of steps for coal and sunlight energy conversion. Point
out how many steps are in coal production compared to solar
energy.
(Cover panel. Fan stops/light out.)
Script: If I uncover the lamp will the fan and light operate again?
Why?
Did you use all the sunlight the first time you turned on the Page 24 of 24

Lesson
#1
ASSESSM
ENT
(Performa
nce Task)
What will
the
students
DO to
demonstr
ate that
they have
mastered
the
content?
Be
specific
and
include
actual
assessme
nt with
unit
materials.

TIME: 5 minutes
Oral assessment of renewable and non-renewable energy
sources
Completed bubble map for The Coal Ash Money Train North
Carolinas Poisoned Democracy to use to write article for Green
poster.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? Yes No
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Poster of 5 ways green technology generates electricity
Bubble Map for The Coal Ash Money Train North Carolinas Poisoned Democracy
http://www.huffingtonpost.com/pricey-harrison/the-coal-ash-moneytrain_b_9463948.html
Page 25 of 25

List of Steps for Sunlight to Electricity

List of Steps for Coal to Electricity
Walk-in Handout Brain Teaser- Renewable source of Energy

TUESDAY LESSON #2 Solar Power in Action

I.
DEFINE
OBJECT
IVES
AND
CONTE
NT
Lesson
My objective in this lesson is:
#2
-begin building the house
LESSON
OBJECT
IVE

-the initial cost versus the long-term advantages of using green technology
-learn about a lesser known form of renewable energy method,
geothermal method of heating, convection currents

POINT
TO
PONDE
R

Depending on the size of house, the average installation for solar panels is
approximately $13,000. However, the solar panels will conserve energy as soon
as installed and for the life of the house. The buyer has to consider going green
for the environment before they recoup their investment and begin to save
money.

ESSENT
IAL
QUESTI
ON

The roof of our model is reflective. What do you think would be the result if you
turned the panels toward the roof?

Page 26 of 26

Lesson
#2
CONTE
NT
Outline
the
content
you will
teach in
this
lesson.

V. Renewable Energy Resources in Home Construction

A. Solar
1. Readily available
2. Cost Analysis
a. 1977 $76.67 per watt
b. 2013 $0.74 per watt
c. Average cost with installation in NC $13,000
d. Payback period is 13 years
D. Geothermal
1. Readily available
2. Geothermal heating/cooling systems
a. Underground system
b. Works in all climates
c. Uses 50% less energy than pump
d. Earth absorption of solar energy
e. Renewable energy source
f. Requires tubing insulation
g. Temporarily environmentally disruptive
h. Convection current

II. PREPLANNIN
G

Page 27 of 27

Lesson #
2
What will
students
UNDERST
AND as a
result of
this
lesson?
Lesson
#2
How does
this
connect
to the
Essential
Question
?
What will
students
be able to
DO as a
result of
this
lesson?

Students will understand the difference between an energy

source and an energy resource.
Students will understand the cost benefit of using solar panels.
Essential Question.
The roof of the solar house model is reflective. If students shine a
light on the roof, (the Sun), the reflective light will provide
additional solar energy directed towards the panel, increasing the
amount of light that is directed towards the panel. This can
increase the output from the panel up to 75%.

Students will begin assembling Solar House.

III.
PLANNIN
G

Page 28 of 28

Lesson #
2
HOOK
Describe
how you
will grab
students
attention
at the
beginning
of the
lesson.
BE
CREATIVE
.

Walk-in Handout: Brain Teaser,

Non-renewable Source of Energy (John and his renewable energy
project
Answer provided next class
TIME: 3 Minutes
HOOK Tea bag Rocket (principles of convection current)
Empty unused tea bag. Straighten and sit upright like a cylinder.
Light the top of it.
Purpose: This experiment demonstrates the principle of convection
currents. The tea bag burns, creating hot air within. Under the bag a
thermal, or convection current, is created. When the tea bag burns
down the convection current underneath forces the bag up in the
air.

Page 29 of 29

Lesson# 2

TIME: 68 Minutes Total

INSTRUC
TION

Construction of Solar Electric House

Explain
Step-bystep what
you will do
in this
lesson.Be
explicit
about ties
to Points
to Ponder,
Essential
Question,
and
Interaction
s
here.Inclu
de ALL
support
and
teaching
materials
with your
unit.

Step 1. Get material box. Working in pairs. students lay out

materials.
Step.2. Find three lattice strips are labeled "R." Three lattice strips
are labeled "L." Put lattice strips labeled "L," aside.
Step.3. Lay "R" strips down in graduated order. Mark 7 inches on
longest strip.
Step.4. Align 8" brace with ends of strips. Glue brace to strips to
make the wall.
Step 5 Glue wall to floor.
Step.6. Lay "L" strips down in graduated order. Mark 7 inches on
longest strip.
Step.7. Align 8" brace with ends of strips. Glue brace to strips to
make the wall. .
Step 8 Glue wall to floor.
Step 9. 5 min Wrap Up, put materials up
Step 10 Time 5 min Insulation Preparation for Wednesday's
hook.
Wearing gloves, students will handle two types of insulation.
Determine which insulation is better and why.
Have two gallon jugs of ice. One wrapped in cheap insulation and
the other with R-rated insulation. In the morning, unwrap jugs to
see the degree of melt based on quality of insulation.
Step 11. Answer to Monday's Lesson #1 Brain Teaser Answer
Non-Renewable
Ties to Point to Ponder.

Page 30 of 30

Lesson #
2
ASSESSM
ENT

TIME: 5 min
Students will begin the Solar Electric House

(Performa
nce Task)
What will
the
students
DO to
demonstra
te that
they have
mastered
the
content?
Be specific
and
include
actual
assessme
nt with unit
materials.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Solar Electric House Material Box
Brain Teaser Walk-in Hand-out: For Lesson #2 Non-renewable Source of Energy (John
and his renewable energy project www.braingle.com/brainteasers/teaser.php
Answer Lesson #1 Brain Teaser Hardwood/Evergreens
Page 31 of 31

gloves
insulation
jugs of ice
LESSON #3 Green Technology Virtual Tour
I.
DEFINE
OBJECT
IVES
AND
CONTE
NT
Lesson
#3
LESSON
OBJECT
IVE

The objective is:

- learn about manufacturing of green products
- interaction with expert by asking questions
-complete Solar Electric House
- use Printing Press tool from the ReadWriteThink website

POINT
TO
PONDE
R

When selecting the best green technology to use when building your
home it is important to compare traditional materials to green
technology options. It is also important to do environmental research of
the area. For example, if the building site is too shady, solar panels are
not a good option.

Page 32 of 32

Lesson
#3

Would the same green building methods and materials be used in

Asheville as in Greenville?

ESSENT
IAL
QUESTI
ON

Lesson
#3
CONTE
NT
Outline
the
content
you will
teach in
this
lesson.

VI. Passive Renewable Energy Construction Methods

A. Large windows
1. House with southern exposure
B. Cost effective construction
1. Installation of higher thermal rated insulation
2. Installation of triple pane windows
XIV. Factors to Consider for Green Home Construction
A. Building site/area
1. Determine suitability for certain technology
B. Size of home for greatest energy conservation
1. Small houses cost less to build
2. Fewer construction materials
3. Less land use
4. Reduced utility use
C. Living Space
1. Reduction of living area

II. PREPLANNIN
G

Page 33 of 33

Lesson#
3
What will
students
UNDERST
AND as a
result of
this
lesson?
How does
this
connect
to the
Essential
Question
?
What will
students
be able to
DO as a
result of
this
lesson?

Students will understand how green materials and products are

manufactured by going on a virtual tour of Southface, a green
construction company.
Ties to Essential Question
Mr. Kellys presentation will cover how environment determines
which green building material and method to use.

Students will complete the Solar Electric House construction

Students will write a Bubble Thinking map based on their virtual
tour.

III.
PLANNIN
G

Page 34 of 34

Lesson #
3
HOOK
Describe
how you
will grab
students
attention
at the
beginning
of the
lesson.

Walk-in Handout: Brain Teaser Sometimes I Get Stronger With the

Sun
Answer provided next class
TIME: 2 minutes
Unwrap liter bottles. Discuss the difference in materials used in the
insulation.
Purpose: how quality of building materials, insulation example,
makes a difference in energy conservation.

BE
CREATIVE
.

Page 35 of 35

Lesson#3
INSTRUC
TION
Explain
Step-bystep what
you will
do in this
lesson.Be
explicit
about ties
to Points
to Ponder,
Essential
Question,
and
Interactio
ns
here.Inclu
de ALL
support
and
teaching
materials
with your
unit.

TIME: 65 min
25minutes-Tour
Step 1.Review questions for Mr. Kelly.
Step 2.Virtual tour of Southface with Mr. Gray Kelly
Step 3. Students will write notes of tour using Bubble Map.
Step 4 Class discussion after tour.
Which product do you think showed the greatest and efficient use of
solar energy?
Did anyone see a product or material that is in your house?
What is one thing you would definitely have in a house and why?
Step 5 Lay drop floor between walls and rest on top of braces.
Step 6. Hold roof. Place fan motor on top of drop floor with
connector inserted through the hole in drop floor.
Step.7 Holding roof, insert solar panel upward through slit and rest
on top of roof. Handle with care. Panels are delicate.
Step 8. Hold plastic fan below drop ceiling and insert motor
connector in center of fan. Twist tie excess wire and keep on top of
drop floor.
Step 9 Center roof flat on top of walls. Place light solar panel on
top of roof. Thread light and wires through the middle hole.(Solar
energy is a renewable source)
Step 10. Insert light through middle hole in drop ceiling. Push light
so that it dangles to inch from ceiling.
Step 11. To keep light stationary, apply bead of glue on top of drop
ceiling slightly to the side of middle hole.
Step 12. Estimate one inch of wire from bulb which will on top of
drop ceiling. Place that part of wire in glue bead. Twist tie any
excess wire and tuck on top of the drop ceiling.
Page 36 of 36

Lesson #
3
ASSESSM
ENT
(Performa
nce Task)
What will
the
students
DO to
demonstr
ate that
they have
mastered
the
content?
Be
specific
and
include
actual
assessme
nt with
unit
materials.

TIME: 5 min
Students will complete Solar Electric House.
Students will write articles for poster based on Thinking Maps..
Students will be able to use the interactive website,
ReadWriteThink and the tool, Printing Press, to make poster which
will include articles about green technology and the unit's activities.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Tour Bubble Map
Material Box
Rubric/Instructions for Green Poster
Instructions for House
Page 37 of 37

Chromebooks
Brain Teaser Answer from Lesson #2 Non-renewable Source of Energy (John and his
renewable energy project www.braingle.com/brainteasers/teaser.php
LESSON #4
Putting it Altogether
I.
DEFINE
OBJECT
IVES
AND
CONTE
NT
Lesson
#4
LESSON
OBJECT
IVE
POINT
TO
PONDE
R
ESSENT
IAL
QUESTI
ON

The objective is:

-complete articles using poster rubric
-complete the Green Technology poster
- use voltage meter
-to experiment with color and music effects on solar power.
Green technology advancements continue to develop rapidly. It is
certain that green home construction methods will find new and
inventive ways to implement health and well-being to homeowners.
In the year 2066, what do you think will be one new green
technological advancement in home construction and how would it
be implemented?

Page 38 of 38

CONTE
NT
Outline
the
content
you will
teach in
this
lesson.

XIV. Ways to Affect Solar Generated Voltage

A. Colored light
B. Music
XV. Psychological Effects of Color and Music on Humans
A. Color
1.Cool colors-restful
a. Blue
b. Green
2. White-Clean
3. Black- Authority
4. Orange-Happy
5. Red-Love
6. Yellow-Optimism
B. Music
1. Classical-relax, improves ability to concentrate
2. Benefits of studying to music
a. Students have higher grade point average
b. Students develop faster
XVI. Factors to Consider for Green Home Construction
A. Building site/area
1. Determine suitability for certain technology
B. Size of home for greatest energy conservation
1. Small houses cost less to build
2. Fewer construction materials
3. Less land use
4. Reduced utility use
C. Living Space
1. Reduction of living area

II. PREPLANNIN
G
Page 39 of 39

Lesson #
4

Students will understand there are many things to consider when

choosing which green technology to use when building a home.

What will
students
UNDERST
AND as a
result of
this
lesson?
How does
this
connect
to the
Essential
What will
students
be able to
DO as a
result of
this
lesson?

Students will understand how color/music affects solar voltage

readings.
Essential Question. Experimenting with the effects color and music
have on solar voltage ties in with possible inventive ways to use green
technology to promote health and well-being of the homeowners.

Students will be able to use the interactive website, ReadWriteThink

and the tool, Printing Press, to make poster which will include articles
about green technology and the unit's activities.
Students will be able to use a voltage meter.

III.
PLANNIN
G

Page 40 of 40

Lesson #
4
HOOK
Describe
how you
will grab
students
attention
at the
beginning
of the
lesson.

TIME: 2 minutes
Step. Show Future Homes Powerpoint of how homes
might look in the future using new technology set to the
theme track of "The Day the Earth Stood Still."

BE
CREATIVE
.

Page 41 of 41

Lesson #
4
ASSESSM
ENT
(Performa
nce Task)
What will
the
students
DO to
demonstr
ate that
they have
mastered
the
content?
Be
specific
and
include
actual
assessme
nt with
unit
materials.

TIME: 5 minutes
Students will have tree maps with results of color/music on
voltage generated by solar power.
They will create the Green poster using Printing Press.

_______________________________________

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS
Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Rubric for Green Poster
Powerpoint Future Homes
Page 42 of 42

Printer
Two Tree Thinking Maps, Colored Cellophane/Music
Answer From Lesson #3 Sometimes I Get Stronger From the Sun
Chromebooks
Smartboard
Laptop

Page 43 of 43