LESSON PLAN TEMPLATE

Your Name:Allison Gross

Title of Lesson: Designing hydro powered buildings
Grade: 6
STANDARDS
NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State Standards
(math and language arts), Next Generation Science Standards (science), Arizona State Social Studies
Standards (social studies)].
7. Integrate information presented in different media or formats (e.g., visually quantitatively) as well as in
words to develop a coherent understanding of a topic or issue. (6.RI.7)
Produce clear and coherent functional writing (e.g., formal letters, recipes, experiments, notes/messages,
labels, timelines, graphs/ tables procedures, invitations, envelopes, maps, captions) in which the development
and organization are appropriate to the task, purpose, and audience. (AZ.6W.4.)
Conduct short research projects to answer question, drawing on several sources and refocusing the inquiry
when appropriate. (6.W.7)
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
(6.SL.4)
Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in
presentations to clarify information. (6.SL.5)
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks. (6-8.RST.3)
Compare and contrast the information gained from experiments, simulations, video or multimedia sources
with that gained from reading a text on the same topic. (6-8.RST.9)
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes. (6-8.WHST.2)
Ngss:
MS PS3 energy
MS-L S2 Ecostystems : interactions, energy, and dynamics
MS-ESS3 Earth and Human activity
MS ET S1 Engineering Design
MS-L-S2-1. Analyze and interpret data to provide evidence for the effects of resource availability on
organisms and populations of organisms in an ecosystem.
***MS-L-S2-5. Evaluate competin design solutions for maintaining biodiversity and ecosystems services.
***MS-ES S3-3. Apply scientific principles to design a methods for monitoring and minimizing a human
impact on the environment.
WHST.68.7

6.RP.A.1

Conduct short research projects to answer a question (including a self-generated question), drawing
on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration. (
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two

quantities. (MS

**MS-ES S3-4 Construct an argument supported by evidence for how increases in human population and
per-captia consumption of natural resources impact Earths systems.
MS ET S1 -1 Define the criteria and constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles and potential impacts on people and the
natural environment that may limit possible solutions.
MS ET S1-2 Evaluate competing design solutions using a systematic process to determine how well they
meet the criteria and constraints of the problem.
MS ET S1 3 Analyze data from tests to determine similarities and differences among several design
solutions to identify the best characteristics of each that can be combined into a new solution to better meet
the criteria for success.
LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Make sure to provide a reason
why you selected this to be relevant for a unit on sustainability?

In this lesson, students will incorporate concepts they learned about how different hydro
power systems work in their own design of a future building. Here students will be grouped
and allowed the opportunity to choose the building they wish to design. However, if time
doesnt permit this choice teachers can put students in a groups to create a future school,
home, public building like a library or gym, or business. Along with their design they will
include captions for the systems illustrated in their design, detailing how the systems will
work. After designing their future building they will present their ideas to the class. After all
groups have presented, students will independently evaluate the groups illustrations and
choose the systems that they feel can best meet the energy needs of society. Then students will
use their individual thoughts to contribute to a class discussion on how to change the current
systems of today to be more hydro power compatible. Class will have the opportunity to view
examples of how people both locally and around the world implement hydro power in their
daily lives. They will be sure to include the effects of the hydro power systems that they use in
their design, make note of how much maintenance their systems will needs, and specify where
their building will be located in order to maximize the efficiency of their hydro power systems.
This topic is relevant to sustainability because it creates an opportunity for students to come
up with new solutions to current building designs that they feel need improvement, whether at
home, in the community or even on a global scale. Sustainability includes the ability to come
up with solutions to issues that impede current society to only use the amount of resources
necessary to live life on Earth while leaving enough resources to allow future generations to
meet their energy needs as well.

OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, Students will be able to

Students will be able to design a future building of their choice and implement hydro power systems to power
it.
Students will be able to apply what they learned about how hydro power works and include an explanation in
their captions.
Students will be able to identify the effects their building has on the surrounding environment in the captions.
Students will be able to present their illustration to the class.
Students will be able to evaluate their peers ideas to choose which design would be most compatible with
current systems to transition daily life to be more sustainable.
ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
Students will present a completed illustration of a building powered by hydroelectricity. This illustration will
include at least three captions explaining the location of the building, the maintenance needs of the systems,
and the effects of the systems and building on the surrounding environment. At the ends students will
participate in a class discussion on how to transition to a more hydro power friendly sustainable life.
PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access their prior
knowledge?
Students will need to know how different hydro power systems work in order to design a building that uses
hydro power. They will demonstrate correct knowledge of this by illustrating in their design the generation
process of the system they choose to implement.
MATERIALS
List of required materials.
Students sketches of how different hydro power systems work
Paper
Markers, crayons, colored pencils
Journals
Video example of hydro power in the home and around the globe
VOCABULARY/KEY WORDS
List of key vocabulary terms.
Hydro power
TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
RESOURCES
List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note
them here. Use APA format.
WAYS OF THINKING CONNECTION
Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values
thinking. Define the way of thinking you selected and used in this lesson plan. Remember, this should be
included meaningfully in the lesson plan.

This lesson plan connects to futures thinking primarily. At the same time it connect to strategic and values thinking.
The reason for connecting to future thinking is because the students are using their knowledge to create a building
that has not yet been built. They will have to predict what the society will need and account for the needs in their
design. Strategic thinking is also incorporated into this lesson plan because the students are choosing which method
or strategy to use in order to power their building. The student will have explored several strategies for generating

hydro power and have the choice of which strategies to include in their future design. This lesson also connects with
values thinking because at the end they will examine ways in which people with other values incorporate hydro
power in their community buildings.