At the completion of this unit, student will demonstrate their knowledge of energy efficient architectural design by explaining the energy efficient features of past and present dwellings and by designing their own version of a home of the future.
Students will study the history of home design in Iowa from the 1840's to modern times. This look into structural design will take on an energy perspective in that students will constantly be asked to look at and to create designs that capitalize on energy efficiency, given the available resources of the time period being studied. As a culminating experience, students will be asked to design an energy efficient dwelling of the future.
Prior to beginning this module in your class, it may be helpful to look in your school library for a small collection of referenced that may contain excerpts and/or pictures on log homes and homes of the 1900's. Students may want to refer to these periodically as they progress through the activities. Within each of the four activities comprising this module, suggestions are provided for conducting the lessons.
Teacher Notes
Objectives:
1. Describe the log home in early Iowa and list the essential items contained in a log home.
2. Describe how heating and cooling was accomplished in the log home.
3. Explain the significance of locating the door on the south side of a cabin and of having trees located on the north and west side of a log home.
Materials:
Log Home Essentials - One set per student group (see Appendix D)
Scissors
Blank sheets of typing paper (1-2 per student group)
Larger sheets of white paper (roughly 25"x22")
Reference book for background information: "Life in a Log Home" available from the "Explorations in Iowa History Project", Price Laboratory School, UNI
Suggested Teaching Strategies:
In this investigation students compare and contrast the energy efficiency of a student-designed 1850 log home with information on actual structures of that
era. Begin by giving each student a blank sheet of paper. Present the following information to the students.
Log Home Guidelines
a. The period of time is the 1850's.
b. You are an early settler in a section of rural Iowa, (Homesteading).
c. Available resources include:
* tillable soil
* nearby source of water
* large stones can be gathered from a nearby stream
* forested area nearby
* necessary tools of the time period (no saw mills)
* glass is not readily available
d. Using the available resources of the time period, design a dwelling for a family of four.
Have students work in pairs for this activity. Give each pair of students a copy of the "Log Home Essentials", found in Appendix D. The handouts contain drawings of the items typically found in log cabin homes of the 1800's. A sheet of typing paper can be used to represent the relative size of a log cabin home. Ask students to cut out each of the items shown on the handouts. Challenge students to arrange these items in the manner they think best, assuming the cabin is only one room and that all items must be arranged within the one-room cabin. Obviously, the trees and stream can be arranged around the outside of the paper. Each sheet contains a direction indicator. If questions arise as to it's purpose, simply ask students to place it near the cabin in the manner they think most appropriate. Be sure to stress to students that they are to come up with their "best guess" as to how a real log cabin was arranged. For now, they will only be setting the items on and around the sheet of paper, they will not be attaching them in place.
Prior to giving students any additional background information on early log homes in Iowa, allow students time to come up with an initial log cabin design of their own. This will give them a basis on which further discussion may be based.
After students have made their initial arrangements, discuss the student designed log dwellings. Ask students to defend the arrangements of items within and around the cabin. For example, where was the fireplace placed within the cabin? Ask students to give a rationale for the placement of the fireplace. Was there a particular reason behind the placement of doors and windows? How is their home heated? How is it cooled? Is there adequate allowance for light to enter during daytime hours? What reasoning was used in deciding upon the placement of each item within the cabin? Allow students to share their ideas with other members of the class.
Following this discussion, present information on the actual dwellings of the time. An excellent source of background information is "Life in a Log Home" available from the "Explorations in Iowa History Project", Price Laboratory School, UNI. This work is a short (12 page) narrative by Onieta Fisher, a dedicated historian and imaginative poet. This article presents a vivid portrait of the Iowa pioneer home from the details of its physical structure to the mode of living common to its crowded dwellers. Read excerpts from this to students. Ideas from this reading may inspire students in their redesign plans for their log homes.
Challenge students to modify their design based upon the new information presented. What changes would they make in their dwelling to get the most energy efficient design? (This could be started in class and completed as homework). Once students are satisfied with their revised arrangement, choose one or two typical cabins to display as models. Ask students to glue down the items and perhaps add some color. Display the pictures in the classroom. The remainder of the student's models will be rearranged as part of activity 2, and thus, should not be glued into place.
Background:
Early pioneer cabins usually had one room with an overhead loft where the children could sleep during warm weather. The loft was reached by a ladder.
Most cabins were relatively small, perhaps 10 by 12 feet, although some were larger. Focus on the idea that there was no air conditioning and only one source of heat, the fireplace. The door was typically "to the south" to let light in and to mark the passage of time as the sun moved a shadow farther and farther
along the floor. The doorways were made from skins or puncheon slabs. Windows were covered with paper to let light in. The paper was waxed with grease or animal fat to give it a coating for protection against rain and snow.
Pioneer furniture was simple. There were no rugs or curtains. Most furniture was homemade. During winter months, children slept on straw mats next to the fireplace. The spinning wheel held a prominent position in the pioneer home in Iowa. Spinning, weaving, and dying cloth for the necessary clothing kept women and children busy for many hours. Wool and flax (a plant) were also raised for cloth. The lighting was very crude. Most families made their own candles.
The hearth was a very important part of each cabin. It was generally made of flat limestone rocks, found lying along streams. The fire was kept burning day and night. The hearth fire cooked the pioneer meals, consisting of meat, corn meal, salt pork, vegetables, fruits (if in season) and coffee. Wild game was also eaten if the father was a good shot. The fireplace was the central feature of the cabin, providing heat, light, and a place for cooking.
Pioneer cabins were crowded. Most families had 3-4 children and everyone lived in one or two rooms. Not much space was available for furniture. Homes needed to be energy efficient since there was no air conditioning and the only source of heat was from wood. A well-constructed log home would have been relatively comfortable, with its thick walls and its close-to-earth design, although much of the heat from the fireplace escaped up the chimney on windy days.
Most cabins were made of logs, notched at the corners and laid one upon another. The roofs were clapboards with the shingles held down by weights. Floors were heavy wooden slabs or split logs with the smooth sides up and were called puncheon floors. The cracks were filled with dirt. Where timber was scarce, cabins were made from sod.
Extensions:
Teacher Notes
Objectives:
Similar to that of the Log Home Activity
Materials:
Essentials of the 1900's Iowa Home - One set per student group (see Appendix D)
Scissors
Glue
Blank sheets of typing paper (1-2 per student group)
Larger sheets of white paper (roughly 25"x22")
Suggested Teaching Strategies:
In this investigation students will explore the evolution of architectural design from mid 1800's to the early 1900's by modifying their 1850 log dwelling to match the new developments and resources of the time.
In many instances, rather than simply building a new house, additions were made to the original log cabin. Discuss the changes in architectural design and home conveniences that have taken place since the 1850's. For example, in Iowa:
1. stoves have taken the place of the fireplace
2. milled lumber is available
3. porches and summer kitchens are common place
4. two story construction is available
5. there is greater availability of glass and hardware
6. landscaping has become more important (location of windbreaks and shade trees)
7. wells and windmills make water more accessible
Give each student group a scissors and a copy of the handout entitled "Essentials of the 1900's Iowa Home". Following a discussion of the changes listed above, challenge students to modify their log home design to fit the 1900's time period. Students must keep their original log cabin room. They may move items into the new rooms and they may divide the original room into smaller rooms. The original 81/2" x 11" sheet of paper as well as the items present in the log cabin, with the exception of the fireplace, should be used in the design for this activity. Additional rooms, including a porch, kitchen/pantry and upstairs, are provided in the handouts. The size of the cutouts should provide a good indication of the actual relative size of the new additions.
Ask students to share their completed designs with the class. Have students glue their pieces into place once they are satisfied with their arrangement.
Extensions:
Teacher Notes
Objectives:
1. Explain how the location of windows can effect efficient heating and cooling of a home.
2. Describe how landscaping can affect a homes energy efficiency.
Materials:
student page (one copy per student)
rulers or other straight edge
blank typing paper
Suggested Teaching Strategies:
In this investigation students will gather information from their own homes regarding architectural design and energy efficiency. Give each student a copy
of the Energy and Structures Home Survey. Students should be able to complete this assignment during class, although it requires they recall the location of all windows in their home.
Encourage students to share the positives and negatives of the structural and design features found upon competing this assignment. Discuss student answers to the "Summing Up" questions. Be sure to ask students to explain the reasoning behind their answers. Discussion should include home features found that had been present in homes discussed in Activities #1 and #2.
Extensions:
Student Page
In the United States (except Alaska north of the Arctic Circle), the sun is always in the southern half of the sky. This means that windows that face north never let in direct sunlight. In cold weather, north-facing windows are heat-losers. As the prevailing winds tend to be from the northwest in Iowa, much heat can also be lost during windy and cold Iowa winter months from windows on the north and west sides of a house. Any landscaping that can serve as a windbreak for these northwesterly winds will help to have heating energy. Windows facing south can let in direct sunlight and can help heat your home, especially if you cover them with insulation at night.
Let's Investigate:
Make a sketch of your home. Label which sides of your home face north, south, east and west. Make a separate sketch for each story (floor) of your home. Count the number of windows on each side of your home. If your windows are
different sizes, approximate the size of the larger windows in your drawing. Estimate how many smaller windows it would take to equal the size of your large windows. Be sure to count glass patio and other sliding doors as well. On your drawing, label each side of your house/apartment with the correct number of
windows.
During summer months, energy can be saved by shading any windows that let in direct sunlight. What kind of shade (natural or built-in) do your south-facing windows have? Indicate on your drawing where you have awnings, building overhangs, trees or vines which provide shade, or any other shading devices.
During winter months, strong prevailing winds can accentuate heating problems caused by poorly sealed and insulated areas in your home. This means that in Iowa's climate, the north and west sides of the house are considered the "windy" sides of your home. Heating dollars can be saved by using appropriate landscaping. This might include a windbreak consisting of bushes or evergreens. It is also advantageous to have fewer windows on the northwest side of a home. Add to your drawing a sketch of any natural windbreaks present around your home.
Summing Up:
1. Do you think the locations of windows in your home have been well-planned to take advantage of heat from sunlight?
2. Is your home in need of any additional shading? If so, where? Explain your answer.
3. Are the north and west sides of your home designed to save energy during winter months? Explain your answer.
4. Imagine you have a friend whose family is building a new home. Write four suggestions you would give your friend to help ensure the new home has energy efficient design features.
Teacher Notes
Objectives:
Students will be able to incorporate energy efficient window placement and landscaping into the design of a "modern" home.
Materials:
drawing paper
straight edge
Suggested Teaching Strategies:
In this investigation students will design and draw a dwelling of the future, applying the knowledge they have gained about energy efficiency and structures. Challenge students to design and draw a family dwelling of the future. In
preparing their designs, students must adhere to the following building codes:
Students should apply what they have learned about architecture and landscaping design. Ask students to prepare a short presentation for the class in which they will share their futuistic home design, discuss its special features, and point out its energy efficiencies.
Extensions:
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