Lesson Plan. Specific Objectives: Using the criteria for the various areas of their home found in previous lessons, the students will be able to:

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1 Course Title: Architectural Design Session Title: The Floor Plan Lesson Plan Performance Objective: After completing this lesson, the students will be able to design and draw a plan that will show the location and dimensions of exterior and interior walls, windows, doors, major appliances, cabinets, fireplaces and other fixtures of their dream house by meeting the guidelines of the textbook Architecture Residential Drawing and Design by Clois E. Kicklighter. Specific Objectives: Using the criteria for the various areas of their home found in previous lessons, the students will be able to: Determine the style and shape of the house based on the property that it is located and on specific personal likes. Determine the total square footage of the house. Identify the various areas of their home based on the specifics outlined in most textbooks. Show how traffic flow is crucial in the design of the house. Justify their plan by explaining why certain portions of the plan are located where they are; and, why certain dimensions are what they are. Dimension and label the drawing. Define the various terms used in the construction industry used to identify the various parts of the construction. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Architectural Design: (c)(3)(a)(b)(c)...demonstrate knowledge of architectural design principles;...determine building code and zoning requirements for building types in a selected area;...demonstrate knowledge of the various grades and types of construction materials (c)(4)(a)(b)(c)...safely use the tools, materials, and equipment commonly employed in the field of architectural computer-aided drafting;...properly handle and dispose of environmentally hazardous materials;...demonstrate knowledge of new and emerging technologies that may affect the field of architecture. UNT in partnership with TEA. Copyright. All rights reserved. 1

2 (c)(5)(a)(b)(c)(d)(e)(f)(g)(h)(j)(n)(q)(r)(s)...use problem-solving skills to analyze a situation to identify a problem to be solved;...break a complex problem into component parts that can be analyzed and solved separately;...strive for accuracy and precision;...work independently;...work collaboratively;...research an architectural project;...design and present an effective architectural product;...present a final architectural product for critique;...develop preliminary sketches of a commercial or residential architectural design;...develop building designs to ensure compatibility between interior and exterior to enhance overall appearance;...develop details of floor and wall sections as required;...demonstrate knowledge of the Americans with Disabilities Act; and...assemble an architectural design in three dimensions (c)(13)(a)(b)(c)(d)(e)(f)...identify the nature of energy;...relate potential energy, kinetic energy, and heat energy to conservation;...create an energy model;...evaluate different methods of energy transfer;...recognize sustainable design as it relates to architectural design;...define green architecture as related to the field of architecture. Interdisciplinary Correlations: English: (b)(6)(a)(b) expand vocabulary through wide reading, listening, and discussing; rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary; (b)(7)(a)(i)(j) establish a purpose for reading such as to discover, interpret, and enjoy; use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts; read silently with comprehension for a sustained period of time; Teacher Preparation: Teacher should have several complete sets of residential blueprints for the students to view. It is also very beneficial to have several scale models of the various homes for the students to view. This will help them understand and visualize spatial relationships as used in the construction trades. References: Textbook Architecture Residential Drawing and Design by Clois E. Kicklighter, The UNT in partnership with TEA. Copyright. All rights reserved. 2

3 Goodheart - Willcox Company, Inc., Publishers April Instructional Aids: 1. CADD Program 2. Various illustrations of floor plans found in magazines, books, and professional journals 3. Residential blueprints 4. Scale models of homes 5. Overhead slides or PowerPoints provided with many textbooks in the teacher editions 6. Textbook Architecture Residential Drawing and Design by Clois E. Kicklighter Materials Needed: Paper and pencil (pens are not acceptable for drafting and sketching) Sketch pad (optional) Notebook/folder to keep sketches, drawings, examples, hand-outs, and other class related materials Architect s scale Handout of terms to define in the construction industry Pop Quiz handout Rubric for Floor Plan Equipment Needed: Computer with appropriate CADD software Computer projection unit if available Learner Preparation: The student should have a working understanding of what a Floor Plan is, and why it is probably the most important portion of a set of blueprints. Introduction Introduction (LSI Quadrant I): SAY: Today we are going to discuss how to design and draw the floor plan of your dream home, including the square footage; then, you will draw the floor plan. SHOW: Some examples of floor plans, blueprints and scale models for you to see. ASK: What would you like in your dream home? Why do you want this in your home? ASK: How large do you want your home? ASK: How will the property accommodate the style and shape of your home? SAY: Consider the geographical location of the property upon which your home will be located. ASK: Why would certain elements of your dream home work, and why would some be impractical? SHOW: Examples of various areas included in a floor plan - exterior and interior walls, UNT in partnership with TEA. Copyright. All rights reserved. 3

4 using PowerPoints in textbook or examples from trade magazines. SAY: Traffic flow is crucial to the design. SHOW: Examples of circulation from textbook, and explain why it is crucial. ASK: Why are certain portions of the plan located where they are (based on guidelines in textbook)? ASK: Why are there certain dimensions, what and where they are (based on guidelines in textbook)? SAY: Make a rough sketch of the house you want to build using pencil and paper. Then, using CADD, complete the Floor Plan of your home, showing the locations and dimensions of exterior and interior walls, windows, doors, major appliances, cabinets, fireplaces and other fixtures, meeting guidelines in your textbook. Then, dimension and label your drawing. SAY: Referring to your textbook, define the various terms used in the construction industry listed on the handout. SAY: We will have a Pop Quiz over the elements of the floor plan. Outline Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline.. MI Outline Notes to Instructor I. Determine the style and the shape of your Based on the house. illustrations from A. Consider the geographical location of the magazines, textbook, property it will be located on. and discussion about B. Consider your personal likes. reasons why certain styles are acceptable in certain areas of the country and not in others, students can determine the appropriate style and shape. II. Determine the total square footage of the house. A. How large do you want your house? B. How will the property accommodate the style and shape selected? PowerPoints from textbook can be used to help with understanding. The teacher guides the discussion. UNT in partnership with TEA. Copyright. All rights reserved. 4

5 III. Identify the various areas of the home based on the specifics outlined in most textbooks. A. Exterior Walls B. Interior Walls C. Windows D. Doors E. Major Appliances F. Cabinets G. Fireplaces IV. Show how traffic circulation is crucial in the design of the home. A. Define/describe traffic circulation the route that people follow as they move from one area of the house to another. B. Explain why it is crucial it is planned for maximum efficiency in moving through the house. Teacher has students refer to textbook and examples from magazines to discover the various areas that are normally included in a floor plan of a house. Teacher shows examples of circulation by using illustrations from textbook and examples from magazines. V. Justify the plan. A. Explain why parts of the plan are located where they are based on the guidelines listed in the textbook. B. Explain why dimensions are what and where they are based on the guidelines listed in the textbook. Teacher has students refer to textbook and then justify their plan through discussion. VI. Dimension and label the drawing. A. Walls B. Closets & Cabinets C. Doors & Windows Students use CADD Program to dimension and label drawing. A notebook or folder is maintained to keep sketches, drawings, examples, and handouts. VII. Define the various terms used in the construction industry to identify the various parts of the construction. A. Ceiling Joist B. Headers C. Foundation D. Fascia Board E. Eaves F. Firestops Students refer to textbook to complete definitions of terms used in the construction industry on the handout. UNT in partnership with TEA. Copyright. All rights reserved. 5

6 G. Hanger H. Rafter I. Insulation J. Load Bearing Wall K. Millwork L. Pier M. Riser N. Retaining Wall O. Siding Copy and paste Multiple Intelligences Graphic in appropriate place in left column. Verbal Linguistic Logical Mathematical Visual Spatial Musical Rhythmic Bodily Kinesthetic Intrapersonal Interpersonal Naturalist Existentialist Application Guided Practice (LSI Quadrant III): The students will make a rough sketch of the house they want to build using pencil and paper. As the student is doing the sketch, the teacher will be checking to question the various aspects of design. This is a very good place where critical thinking comes in to play. The WHY is discussed and examined to make sure that all aspects of the drawing/design are functional. Teacher will say: Explain why parts of the plan are located where they based on the guidelines listed in the textbook. Teacher will say: Explain why dimensions are what and are base on the guidelines listed in the textbook. Independent Practice (LSI Quadrant III): The student is to refine and polish the work into a detailed sketch showing the basic dimensions and the location of major fixtures and appliances. Several trial and error drawings may be needed before one has a completed an acceptable design. Next, the student will use CADD program to draw the floor plan they have sketched, dimension, and label the drawing. They will show traffic flow in the drawing. Summary Review (LSI Quadrants I and IV): The students will review by answering the questions at the end of the chapter on Floor Plan from the textbook, and/or by completing the definitions of terms listed on the handout. Evaluation UNT in partnership with TEA. Copyright. All rights reserved. 6

7 Informal Assessment (LSI Quadrant III): The students will be given a Pop Quiz on the elements that constitute a Floor Plan. Pop Quiz: 1) What is a Floor Plan? 2) Why is the Floor Plan considered to be the heart of a set of construction drawings? 3) List what information is necessary to have on a Floor Plan. 4) Why is it important to show where permanent appliances and cabinets are to be located? 5) Why is dimensioning so critical in the drawing of the Floor Plan? 6) Sketch the symbols for the following: Concrete, Brick, Wood, Tile, Glass, Insulation, Steel, & Tile on Concrete. Formal Assessment (LSI Quadrant III, IV): The students will complete the Floor Plan of the house they have been working on, showing the locations and dimensions of exterior and interior walls, windows, doors, major appliances, cabinets, fireplaces and other fixtures of the house by meeting the guidelines in their textbook. Extension Extension/Enrichment (LSI Quadrant IV): A. Have contractors/architects come and visit the class to explain and answer questions the students might have about floor plans and construction in general. This is a good place to introduce your students to the construction trades as a profession. B. Field trips to construction sites are invaluable when it comes to actually showing real life applications for this area of employment. C. Once all guidelines are met and the plan is complete, the student can use this plan to take to any architect or contractor, and they will be able to build their home from their plans. They can go to the various contractors and receive bids as to what the cost of their home should be, all based on their plan. UNT in partnership with TEA. Copyright. All rights reserved. 7

8 Vocabulary Terms Used in the Construction Industry Using textbook, define the following terms used in the construction industry to identify the various parts of the construction: 1. Ceiling joist 2. Header 3. Foundation 4. Fascia 5. Eave 6. Fire-stop 7. Hanger 8. Rafter 9. Insulation 10. Load bearing wall 11. Millwork 12. Pier 13. Riser 14. Retaining wall 15. Siding UNT in partnership with TEA. Copyright. All rights reserved. 8

9 The Floor Plan Terms Used in Construction Industry Answers to Vocabulary Words 1. Ceiling joist: The horizontal member of the roof that is used to resist the outward spread of the rafters, and to provide a surface upon which to mount the finished ceiling. 2. Header: A horizontal structural member used to support other structural members over openings, such as doors and windows. 3. Foundation: The system used to support a building s loads and made up to stem wall, footings, and piers. The term is used in many areas to refer to the footing. 4. Fascia: A horizontal board nailed to the end of rafters or trusses to conceal their ends. 5. Eave: The lower part of the roof that projects from the wall. 6. Fire-stop: Blocking placed between studs, or other structural members, to resist the spread of fire. 7. Hanger: A metal support bracket used to attach a structural member to a larger member. 8. Rafter: The inclined structural member of a roof system designed to support roof loads. 9. Insulation: Material used to restrict the flow of heat, cold, or sound from one surface to another. 10. Load bearing wall: A support wall that holds floor, or roof loads, in addition to its own weight. 11. Millwork: Finished woodwork that has been manufactured in a milling plant. Examples are windows and door frames, mantels, moldings, and stairway components. 12. Pier: A concrete or masonry foundation support. 13. Riser: The vertical member of stairs between the treads. 14. Retaining wall: A masonry wall supported at the top and bottom, designed to resist soil loads. 15. Siding: Material, such as boards or shingles, used for surfacing the outside walls of a frame building. UNT in partnership with TEA. Copyright. All rights reserved. 9

10 Pop Quiz on the elements that constitute a Floor Plan 1) What is a Floor Plan? 2) Why is the Floor Plan considered to be the heart of a set of construction drawings? 3) List what information is necessary to have on a Floor Plan. 4) Why is it important to show where permanent appliances and cabinets are to be located? 5) Why is dimensioning so critical in the drawing of the Floor Plan? 6) Sketch the symbols for the following: Concrete, Brick, Wood, Tile, Glass, Insulation, Steel, and Tile on Concrete. UNT in partnership with TEA. Copyright. All rights reserved. 10

11 Pop Quiz on the elements that constitute a Floor Plan 1) What is a Floor Plan? The floor plan is actually a section drawing. An imaginary cutting plane is passed through the structure about four feet above the floor, and parallel to it. The purpose of the floor plan is to show the location and dimensions of exterior and interior walls, windows, doors, major appliances, cabinets, fireplace, and other fixed features of the house. 2) Why is the Floor Plan considered to be the heart of a set of construction drawings? It is considered to be at the heart of a set of construction drawings because it shows where all major items in the house are located. 3) List what information is necessary to have on a Floor Plan. The necessary information to have on a Floor Plan are the exterior and interior walls, windows, doors, major appliances, cabinets, fireplace, and other fixed features of the house. 4) Why is it important to show where permanent appliances and cabinets are to be located? These are important because, when one is laying out the walls, windows, plumbing, etc., one must plan in advance to allow space, utilities and other proper considerations for the actual items when construction is in progress. It is also critical when determining the cost of materials needed. 5) Why is dimensioning so critical in the drawing of the Floor Plan? It is critical because these plans are actually used at the construction site when constructing the home. Many measurements are taken directly from the plan itself by simply using a ruler, and then applying these to actual construction. 6) Sketch the symbols for the following: Concrete, Brick, Wood, Tile, Glass, Insulation, Steel, and Tile on Concrete. (These symbol drawings can be found on page 287 of the textbook.) UNT in partnership with TEA. Copyright. All rights reserved. 11

12 The Floor Plan Rubric Task Statement: Design and draw a floor plan of your dream house. Task Assignment: Show the location and dimensions of exterior and interior walls, windows, doors, appliances, cabinets, fireplaces, and other fixtures of my dream house, meeting required guidelines. Concepts/Skills to be Assessed: Determining style and shape of house based on property (20 Possible Points) Identifying areas of house based on required guidelines (20 Possible Points) Novice 1 Little regard has been given to the property (1-5 points) 70% of the interior and exterior areas of the house are identified with little consideration given to guidelines Developing 2 Style and shape based only on the size of the property (5-10 points) 80% of the interior and exterior areas of the house are identified meeting most guidelines Criteria Categories (Novice to Exemplary) Accomplished 3 Style and shape of house works with the property s size and shape (10-15 points) 90% of the interior and exterior areas of the house are identified meeting all guidelines Exemplary 4 Style and shape of house enhances the property (15-20 points) All interior and exterior areas of the house are identified meeting all guidelines Showing traffic flow in the design (20 Possible Points) Dimensioning and labeling the drawing (20 Possible Points) (1-5 points) Evidence of some understanding of concept of traffic flow in design (1-5 points) Evidence of understanding of dimensioning is present with some labeling (5-10 points) Consideration of traffic flow is seen in the design (5-10 points) Some dimensioning is evident and a few parts are labeled (10-15 points) Effective use of traffic flow is seen in design (10-15 points) Drawing has effective dimensioning with most parts labeled correctly (15-20 points) Excellent use of traffic flow is seen in design (15-20 points) Drawing has accurate dimensioning with all parts labeled correctly Justifying plan (20 Possible Points) (1-5 points) Little to no evidence shown for the ability to justify aspects of the plan (1-5 points) (5-10 points) Emerging ability to justify why portions are located where; and why dimensions are what they are (5-10 points) (10-15 points) Ability to justify why portions are located where; and why dimensions are what they are (10-15 points) (15-20 points) Excellent ability to justify plan why portions are located where; and why dimensions are what they are (15-20 points) A = Points; B = Points; C = Points; D = 5-25 Points Total Points: UNT in partnership with TEA. Copyright. All rights reserved. UNT in partnership with TEA. Copyright. All rights reserved. 12 Points Earned