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Green Building Design

STEM: Science, Technology, Engineering & Math
Designing for the needs of the current generation must not compromise the needs
of future generations. Green sustainable building aims to reduce the environmental
impact of the construction and renovation processes. School of Engineering
students at Jenkins High School have been given the opportunity to take part in the
building redesign process as the 60 year old building undergoes renovation and may
ultimately be replaced. Architectural design firms are currently participating in the
bid process for certain renovations that will take place at the school in the near
future. School of Engineering teams will take this opportunity to make their voices
heard on the designs to include green building design. Students will use their skills
from Science classes (Physics), Technology, Engineering and Math to complete the
designs. Time constraints have limited the designs to include the following spaces:
roof structure, bathrooms, cafeteria, media center, science classroom and a
technology classroom.

Teams of students (6-7) will be responsible for using the Engineering Design Process
to brainstorm designs and materials, create a detailed sketch of the space, create a
decision matrix for material selection that includes cost analyses and green
analyses, and provide student products demonstrating these concepts.
Introduction Week
Q = What is green design?
List of leading questions for first week of research of green design:
a. What does green mean?
b. When did GREEN arch start?
c. Do you know any areas in Savannah that are GREEN (Fellwood homes, VA
outpatient clinic, baseball stadium, mall, GATech, SCAD)
d. What makes them GREEN?
e. What are the incentives to be GREEN?
f. What is LEED?
g. What are the requirements to be LEED (leadership in energy and
environmental design) certified?
Phase 1: 6 weeks
1. Students brain storm ideas for which space they want to design
2. Students generate the following:
A. Initial floor plan to scale

Paper, Google Sketches or comparable medium

B. Materials list

List at least three options for major options (with sources)

C. Selection justification

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Green Building Design

STEM: Science, Technology, Engineering & Math

Cost benefit analysis of the possible options
Energy efficiency of the possible options
References in APA format for each option

3. Student Product--poster of the process (step 1-2)

A. Assessment Grade - finished poster
B. Class work grade- student assessment of group work (rubric)
Phase 2:
1. Students review the BOE Design Guidelines (BOE-DG)
2. Students generate the following considering the BOE-DG specifications:
A. Revised materials list

Use cost benefit, energy efficiency, level of Green/LEED standard

analyses to select final materials
Samples or picture of the materials selected
References in APA format for each option

B. Revised floor plan to scale

Working in pairs, generate floor plan proposal on computer

Devise a rubric for your selection processes
As group, decide which floor plan proposal will be the final version for
group submission

C. Introductory overview

Working in pairs, write an introductory overview explaining how your

proposal qualifies as green construction
Devise a rubric for your selection process
As group, construct a blended introductory overview that will be the final
version for group submission

3. Student Productposter(s) of the process (step 1-2)

Poster 2a. Computer generated floor plan to scale large poster (Assessment
grade)
Poster 2b. Materials list and references on a separate poster with picture(s) or
physical samples of final fixtures/materials. Think of this as a Swatch board.
See attached photo.
Poster 2c.
In a Persuasive and technical style write an introductory overview
explaining how your proposal qualifies as green construction.
Include your opinion on whether high school classrooms need
more space?argue your case. High school specssmaller than

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Green Building Design

STEM: Science, Technology, Engineering & Math
any other grade but we are bigger and now we want to move
away from lecture to group project problem solving
For the Design Showcase you will need a Green Selling Card. This is a one page
document that explains why the BOE should accept your proposal. This will be
handed out during the poster session. Remember you are representing a design firm
and you want to wind the contract from SCCPSS. On the fact sheet explain why
your project is the best. You may want to use bullets rather than complete
sentences. The document will highlight the major points of your proposal.

Phase 3: Reflection piece document to be submitted as a group.

What slowed your process? How would these issues affect the industry in
real life?
Why is green design more challenging than regular construction. What are
challenges faced by the industry? Why arent all new construction projects green?
How did/could this project tie in with your Math, Science, Engineering and
Technology classes?

Biology Standards:
SB4cRelate environmental conditions to successional changes in ecosystems.
SB4d. Assess and explain human activities that influence and modify the
environment such as global warming, population growth, pesticide use, and
water and power consumption.
SB4e. Relate plant adaptations, including tropisms, to the ability to survive stressful
environmental conditions.
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected
f. Evaluate whether conclusions are reasonable by reviewing the process and
checking against other available information.

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Green Building Design

STEM: Science, Technology, Engineering & Math

Guest speakers and ST SCSh6. Students will communicate scientific investigations

and information clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible
alternative interpretations of the data
c. Use data as evidence to support scientific arguments and claims in written or oral
presentations.
d. Participate in group discussions of scientific investigation and current scientific
issues. EM tie-in for classroom instruction
a.
b.
c.
d.
e.
f.
g.
h.

Air Flow dynamics (Math/Physics) HAVC

Air and Water Quality (Biology/Chemistry)
Electrical Contractor-voltage (Physics)
Corp of Engineers
ADA requirements (Math)
Volatile Organic Compounds and green cleaning products
Room acoustics/sound proofing or enhancing (Physics/Math)
Safety concerns such as eye flush, chemical cleansing apparatuses.
(Biology/Chemistry/Physics)

SP3b. Experimentally determine the behavior of waves in various media in terms of

reflection,
refraction, and diffraction of waves.
SP3e. Determine the location and nature of images formed by the reflection or
refraction of
light.
SC6. Students will understand the effects motion of atoms and molecules in
chemical and
physical processes.
a. Compare and contrast atomic/molecular motion in solids, liquids, gases, and
plasmas.
b. Collect data and calculate the amount of heat given off or taken in by chemical or
physical processes.
c. Analyzing (both conceptually and quantitatively) flow of energy during change of
state

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Green Building Design

STEM: Science, Technology, Engineering & Math
(phase).
MA2A1e Understand and use basic exponential functions as models of real
phenomena.
MA2A5d. Solve a variety of types of equations by appropriate means choosing
among mental
calculation, pencil and paper, or appropriate technology. MA2G1. Students will
identify and use special right triangles.
a. Determine the lengths of sides of 30-60-90 triangles.
b. Determine the lengths of sides of 45-45-90 triangles.
MA2G2. Students will define and apply sine, cosine, and tangent ratios to right
triangles.
c. Solve application problems using the trigonometric ratios.
MA2P1. Students will solve problems (using appropriate technology).
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
MA2P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers,
teachers, and
others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematiMA2P4. Students will
make connections among mathematical ideas and to other
disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to
produce a
coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
MA2P5. Students will represent mathematics in multiple ways.

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Green Building Design

STEM: Science, Technology, Engineering & Math
a. Create and use representations to organize, record, and communicate
mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve
problems.
c. Use representations to model and interpret physical, social, and mathematical
phenomena. cal ideas precisely.

MCI1. Students will apply the rules of integration to functions.

a. Apply the definition of the integral to model problems in physics, economics, etc,
obtaining
results in terms of integrals.