COURSE OF STUDY UNIT PLANNING GUIDE FOR: ARCHITECTURE G RADE LEVEL: 11 12 5 CREDITS CURT BANICKI 1 F ULL YEAR PREPARED BY: MICHAEL WEBER, ASST. PRINCIPAL ENGINEERING/TECHNOLOGY SUPERVISOR JULY 2018 DUMONT HIGH SCHOOL DUMONT, NEW JERSEY BORN DATE: AUGUST 20, 2015 ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 23, 2018
Architecture Grades 11, 12 Full Year 5 Credits The Architecture course is focused on residential construction codes here in the Mid Atlantic states. Students will draw and model a wall section for a traditional home here in Dumont. Students will learn to identify the different styles of homes that are available in this region of the country (Ranch, Cape Cod, Colonial, etc). Students will draw and model a layout of a one story or two story home. Other projects may include drawing and modeling of commercial buildings, and public parks. Students will work with AutoCAD and AutoCAD Architecture software to plan their models. Grade Distribution Projects and Drawings 55% Tests & Quizzes 30% Classwork 15% Marking Period/Final Exams Full year Courses Weighting Semester Courses Weighting Quarter 1 22.5% of final grade Quarter 1 45% of final grade Quarter 2 22.5% of final grade Quarter 2 45% of final grade Quarter 3 22.5% of final grade Final Exam 10% of final grade Quarter 4 22.5% of final grade Final Exam 10% of final grade 1
Course Philosophy For ARCHITECTURE This course includes instruction in the use of AutoCAD Architecture 2010 to develop architectural working drawings. Topics include walls, doors, windows, stairs, roofs, annotation, symbols, elevations and details. Previous knowledge of AutoCAD drawing and editing commands and layouts is required. This course provides entry information in the principles of drafting techniques of building and construction drawing. Class activities will involve sketching, dimensioning, floor plans, elevation plans, foundation plans, sectional plans and all phases of architectural plan development and design. Students will utilize computer based design software (AutoCad, AutoCad Architecture) as well as architects scales and layout equipment. A student who successfully completes this course should be able to: a. Use CAD drafting equipment, and CAD reproduction techniques b. Apply CAD drafting skills to produce simple drawings for a residential design c. Use CAD software at a basic to intermediate level. d. Use basic CAD knowledge gained toward advanced CAD courses. I. The World of Architecture 9/15 10/5 II. Area Planning 10/6 10/20 III. Floor Planning 11/01 12/15 IV. Footings and Foundations 12/26 1/31 V. Site Planning 1/31 2/28 VI. Elevations 2/28 3/20 VII. Architectural Presentations 3/21 3/30 VIII Architectural Modeling 3/30 4/30 IX Architectural Construction Systems 5/1 5/30 Unit Outlines & Pacing Guide 2
UNIT 1 UNIT TITLE: THE WORLD OF ARCHITECTURE CHAPTERS/TOPIC COVERED : Identify the historical influences that shaped today s home designs UNIT LENGTH : 9/15 10/5 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP1, CRP2, CRP5, & CRP8. 1. Recognize and describe elements of contemporary homes. 2. Discuss current trends in architecture. 3. Recognize popular home styles. 4. Determine home styles by their shape. 5. To become aware of the variety of types of available housing. 6. To recognize how history had an influence on home design. 7. To use desk and CAD skills to sketch and draw a variety of home designs.. Essential Questions 1. What are the three major factors that the study of Architecture includes. 2. What are the outstanding architectural features of the Southern Colonial home? 3. What are the three main advantages of the Garrison style home? 4. What is unique about the shape of the roof on a Gambrel style home? 5. What are two factors that contributed most to the development of modern or futuristic homes? 6. What four factors appear to be influencing new trends in architectural design? 7. Why do the terms contemporary and modern not describe a particular architectural style? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Resources (Including Digital Tools) Single family homes Multi family homes Saltbox homes Contemporary homes Structures Various home designs CAD software tools and techniques Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts Teacher Observation Online Resources Visual Aids 3
Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 4
UNIT 2 UNIT TITLE: AREA PLANNING CHAPTERS/TOPIC COVERED : To introduce students to the areas of a residence, common practices in traffic pattern design and industry standard space requirements. UNIT LENGTH : 10/6 10/20 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP5, CRP6,& CRP8. 1. Plan an interior residence with efficient traffic patterns. 2. Plan the sleeping area of a residential structure. 3. Plan the bathroom of a residential structure. 4. Plan the kitchen of a residential structure. 5. Plan the living area of a residential structure. 6. Plan the service area of a residential structure. 7. Recognize and use the standard architectural symbols for furniture, appliances, plumbing fixtures and doors. 8. Discuss related careers. Essential Questions 1. What are the components of well planned traffic patterns? 2. What are the three major areas of a residential structure? 3. What is the work triangle in a well planned kitchen? 4. What are the minimum size and/or space requirements for residential elements such as closets, bathrooms, kitchen countertops, and others? 5. How can furniture, appliance, plumbing and door symbols aid in the spatial layout and design of a residential structure? Activities (Approximate Time Frame) Traffic patterns Sleeping area Living area Service area Kitchen work triangle Full and half bathrooms Doors and door swing Sketching for design purposes Interior architectural symbols Related architectural terminology Related careers Strategies/ Methods/ Vocabulary Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format 5
Software demonstration via projector Lectures Handouts Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 6
UNIT 3 UNIT TITLE: FLOOR PLANS CHAPTERS/TOPIC COVERED : Introduce students to floor plans using standardized architectural conventions, incorporating the design principles learned in the previous unit. UNIT LENGTH : 11/01 12/15 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.9,11, 8.2.12B.2,4 Career Ready Practices: CRP5, CRP6,& CRP8. 1. Draw an architectural floor plan using available CAD software and standardized architectural conventions. 2. Use the appropriate symbols for doors, windows, and fixtures in a floor plan. 3. Dimension a completed floor plan using standard methods. 4. Recognize additional uses for floor plans, such as electrical and plumbing layout. 5. Discuss related careers. Essential Questions 1. What is architectural scale and how is it used? 2. What is included in an architectural floor plan? 3. What are the methods of dimensioning a floor plan? 4. What are the standard architectural symbols used for walls, windows, doors and fixtures? 5. How is a floor plan related to an elevation of the same architectural structure? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Walls Doors Windows Stairs Appliances and fixtures Architectural dimensions Architectural scale CAD software tools and techniques Related architectural terminology Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts 7
Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 8
UNIT 4 UNIT TITLE: FOOTING & FOUNDATIONS CHAPTERS/TOPIC COVERED : Have students understand the purpose of planning and designing an adequate support for the home. UNIT LENGTH : 12/26 1/31 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP5, CRP8, CRP11. 1. To understand the procedure for staking out a house for proper location. 2. To understand the major considerations for footings and foundations.. 3. To be able to analyze typical floor plans to determine the proper foundation. 4. To understand the design considerations for wood, masonry and concrete wall systems. 5. To be able to calculate load weights Essential Questions 1. What method may be used to check the accuracy of all corners of the house? 2. How are benchmarks and bearing angles used to describe property lines? 3. What is the purpose of batter boards?? 4. How far below the frost line must the foundation be excavated?? 5. What is used to reinforce concrete?? 6. What are the advantages of slab foundations? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Excavations Contour lines Bearing angles Dimensioning a plot CAD software tools and techniques Slab Foundations Concrete and masonry Related architectural terminology Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts Resources (Including Digital Tools) Online Resources Visual Aids 9
Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 10
UNIT 5 UNIT TITLE: SITE PLANNING CHAPTERS/TOPIC COVERED : Introduce students to site, plot and landscape plans. UNIT LENGTH : 1/31 2/28 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP7, CRP8, & CRP12. 1. Compare and contrast site plans, plot plans, and landscape plans. 2. Read a site plan using the benchmark and bearing angles. 3. Draw a structure on a plot plan using available CAD software and standardized architectural conventions. 4. Draw a landscape plan using available CAD software and standardized architectural conventions. 5. Discuss related careers Essential Questions 1. What are the differences among a site plan, a plot plan and a landscape plan? 2. How are benchmarks and bearing angles used to describe property lines? 3. How are contour lines used to describe the slope of a site? 4. What are some of the topographical features that a site plan contains? 5. What are some of the structural features that a plot plan contains? 6. What are some of the features that a landscape plan contains? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Topographical and landscape symbols Contour lines Bearing angles Dimensioning a plot CAD software tools and techniques Related architectural terminology Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts Resources (Including Digital Tools) Online Resources Visual Aids Teacher Observation Class Participation 11
Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 12
UNIT 6 UNIT TITLE: ELEVATION CHAPTERS/TOPIC COVERED : Introduce students to architectural elevations and detail drawings using standardized architectural conventions, and incorporating the design principles learned in the previous units. UNIT LENGTH : 2/28 3/20 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP5, CRP6, CRP8, & CRP11. 1. Read an elevation drawing and a detail drawing, including the dimensions and standard architectural symbols. 2. Draw various elevation views of structures, using available CAD software and standardized architectural conventions. 3. Draw an interior elevation and/or architectural detail drawing, using available CAD software and standardized architectural conventions. 4. Dimension an elevation view using standard conventions. Essential Questions 1. What is the purpose of interior and exterior elevations? 2. How is an elevation drawing related to an orthographic projection? 3. How is a detail drawing related to an elevation? 4. What are the standard views shown in a set of elevation drawings, and how are they ordered on the page? 5. How are the elevations and plans of the same structure related? 6. What features are included in an elevation drawing? 7. What symbols are used in elevation drawings? 8. How is an elevation drawing dimensioned? 9. How are various styles of roof drawn in elevation view, and how is pitch indicated? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Review orthographic projection Multiple views of same structure Roof styles and construction Architectural symbols used in elevations CAD software tools and techniques Related architectural terminology Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts 13
Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 14
UNIT 7 UNIT TITLE: ARCHITECTURAL PRESENTATION CHAPTERS/TOPIC COVERED : Introduce students to various methods of presenting technical drawings and designs. UNIT LENGTH : 3/21 3/30 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP4,CRP8, & CRP12. 1. Demonstrate methods of printing or plotting hard copies of CAD drawings. 2. Demonstrate the ability to create a professional title block using standard architectural conventions. 3. Explain the purpose of a rendering. 4. Create an archive of work. Essential Questions 1. What is a large format printer or plotter? 2. How can technical drawings be presented digitally? 3. What is rendering? 4. Why is it important to archive work? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Resources (Including Digital Tools) Differentiation/ Accommodations/ Printer/plotter Title block Rendering 3D on screen model Archive/portfolio Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. 15
Modifications English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 16
UNIT 8 UNIT TITLE: ARCHITECTURAL MODELING CHAPTERS/TOPIC COVERED : Explore the principles and elements of design through the study of influential architects, historic and/or contemporary architectural styles. UNIT LENGTH : 3/30 4/30 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP5, CRP6, CRP11, & CRP12. 1. Examine, categorize and critique architectural styles from a variety of historical periods. 2. Identify the elements and principles of design as applied to architecture. 3. Create an architectural design, plan and/or elevation using the principles and elements of design. 4. Create an architectural design, plan and/or elevation that incorporates historical or contemporary stylistic influences. Essential Questions 1. What are the principles of design? 2. What are the elements of design? 3. How do the principles and elements of design influence the design and layout of an architectural structure? 4. What are some of the major historical architectural design styles? 5. How do historical styles influence contemporary architecture? 6. How can knowledge of historic and contemporary architecture be used to improve, enrich and influence one s own design process? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Resources (Including Digital Tools) Principles of Design: balance, harmony, rhythm, emphasis, contrast and proportion Elements of Design: scale, form, color and texture International Architectural Styles Influential Architects Contemporary Architectural Styles Related terminology Review as needed: CAD software and architectural drawing conventions Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts Online Resources Visual Aids 17
Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Differentiation/ Accommodations/ Modifications Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 18
UNIT 9 UNIT TITLE: ARCHITECTURAL CONSTRUCTION SYSTEMS CHAPTERS/TOPIC COVERED : Introduce students to the constructions systems used in roofs, footings and foundations. UNIT LENGTH : 5/1 5/30 Performance Indicators (Standards and Objectives) NJSLS: 8.1.12B.3,9, 8.2.12A.3, 12B.1, 8.2.12B.4, 12C.2 8.2.12.B.5 Career Ready Practices: CRP5, CRP6, CRP8, & CRP11. 1. Compare and contrast the major styles of roof construction. 2. Compare and contrast the major methods of framing construction. 3. Compare and contrast the major methods of floor construction. 4. Compare and contrast the major methods of foundation construction. 5. Draw and/or construct a model of wall framing using available CAD software, and following standard architectural drawing conventions. 6. Draw a foundation and/or roof plan using available CAD software, and following standard architectural drawing conventions. Essential Questions 1. What are the major methods of wall framing and how are they constructed? 2. What are the major styles of roofs and how are they constructed? 3. How are floors and subfloors constructed? 4. What is post and beam construction? 5. What are some of the exterior finishes that can be applied to a structure? 6. What is a foundation and/or footing and how is it constructed? 7. What are the standard symbols used to represent building materials? Activities (Approximate Time Frame) Strategies/ Methods/ Vocabulary Roof styles and construction Floor construction Foundation/footing construction Exterior finishes Related architectural symbols CAD software tools and techniques Related terminology Related careers Guided Practice Independent Practice Drawings Projects Discussion Question and Answer Format Software demonstration via projector Lectures Handouts 19
Resources (Including Digital Tools) Differentiation/ Accommodations/ Modifications Online Resources Visual Aids Teacher Observation Class Participation Rubrics Tests/Quizzes Completion of Supplemental Materials Gifted and Talented: Provide assessments of higher level questioning techniques + peer tutoring, debate topic of interests/ cultural importance. English Language Learners: Use graphic organizers, highlight key vocabulary, modified assignments. Students with Disabilities/504: Repetition and practice, model skills/ techniques to be mastered, pair visual prompts with verbal presentations, extended time to complete classwork. Students at Risk of School Failure: Extended time to complete class work, pair visual Prompts with verbal presentations, assist students with long and short term planning of assignments, & provide regular parent/ school communication. 20