The following standards, as well as other standards, will be addressed during the lesson plan development using the NJDoE Understanding By Design unit and lesson plan template.

Primary interdisciplinary connections:
Science, Technology, Social Studies, Economics, Mathematics and Language Arts
21st century themes: http://www.p21.org/
Global Awareness; Financial, Economic, Business, and Entrepreneurial Literacy; Civic Literacy; Environmental Literacy

When investigating the systems of a building or the systems of a community, teachers will include other content areas beyond science. The relevance of these standards is for teachers and students to see the connections between science and how it relates to the human designed and built environment.

5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
Content Statement: Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work.
CPI: 5.1.8.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.
Content Statement: Instruments of measurement can be used to safely gather accurate information for making scientific comparisons of objects and events.
CPI: 5.1.8.D.3 Demonstrate how to safely use tools, instruments, and supplies.

5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.
Content Statement: Energy is transferred from place to place. Light energy can be thought of as traveling in rays. Thermal energy travels via conduction and convection.
CPI: 5.2.8.C.2 Model and explain current technologies used to capture solar energy for the purposes of converting it to electrical energy.

5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Content Statement:Various human activities have changed the capacity of the environment to support some life forms.
CPI: 5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments.

5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
Content Statement: Investigations of environmental issues address underlying scientific causes and may inform possible solutions.
CPI: 5.4.8.G.2 Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of alternative solutions.
Curriculum Content Standards Alignment

Other Standards that will be addressed:
6.1 And 6.2 History
8.1 Educational Technology
8.2 Technology Education
9.1 Career and Life


Examples of performance-based authentic assessment for students include:

  • In groups, walk-through and investigate the system of the school building, analyze, discuss and compare to the systems of a green building. Student track their work in a green reflection journal or portfolio. The journal is a formative assessment tool.http://green-construction.wikispaces.com/Student+Documents
  • Conduct energy audits and assess the school building and surrounding site to determine areas of their school that are not sustainable, brainstorm and implement solutions. Students will work in teams, collaborate, document and share information, research materials and resources, calculate, graph, conduct interviews with experts and present findings.
  • Present on green Building system and conservation methods that result in healthier schools at lower cost. (students can choose the type of presentation methods such as; posters, electronic delivery, media such as DVD productions of students greening their school, presentations to board of education, etc.
  • Students post information and discussions on a wiki (example) http://green-construction.wikispaces.com/
  • Student Checklists to track progress (example) http://pbl4teachers.wikispaces.com/Assessment+for+PBL
  • Teacher designed rubrics. http://greenschoolsforteachers.wikispaces.com/PBL+Resources