Lesson Plan. Preparation

Transcription

1 Course Title: Principles of Architecture and Construction Session Title: Industry Standards and Quality Work Lesson Plan Performance Objective: According to the TEKS, The student applies industry standards and practices to ensure quality work. The student is expected to: identify current industry standards and practices in order to incorporate quality into projects, document how quality improves profitability, report on issues that affect quality, use industry standards and practices to enhance appreciation for quality workmanship, and perform work that meets or exceeds the quality standards of the industry. 6 Specific Objectives: (Refer to the Outline below for further information) Identify kitchen cabinet components Comprehend cabinet construction standards Explore specific components of cabinet construction Small group peer teaching Assess quality of assembly Suggest improvements to improve quality Preparation TEKS Correlations: This lesson, as published, correlates to this TEKS: c.25.A-E, which is stated above in quotation marks in the Performance Objective. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Interdisciplinary Correlations: Related Industries that utilize the skill set in this lesson: Architecture and Design, Interior Design, Construction Trades, Landscape Architecture, Engineering, Construction Management, Real Estate, Property Development, Parks and Wildlife, Environmental Systems, Zoning and Regulations, Building Codes, among others. Relevant Core Curriculum Concepts: Science: density, sequencing, consistency English Language Arts: reading Math: percentage, length, width, height Page 1 of 13

2 Teacher Preparation: PRIOR TO THIS LESSON, the STUDENTS should already be able to read to follow written and verbal instructions to access the internet and navigate a website to identify basic cabinets components to read fractions to identify and label feet ( ) and inches ( ) PRIOR TO THIS LESSON, the TEACHER should have knowledge and experience with cabinet components and fundamental construction assembly tolerances in cabinet making standard dimensions in cabinet making appropriate verbal and written instructional communication skills References: William P. Spence. Architecture. California, Glencoe/McGraw-Hill ISBN Cabinets.com. Form February Walter C. Brown and Daniel P. Dorfmueller. Print Reading for Construction. Tinley Park, Illinois; Goodhear-Wilcox Company, Inc ISBN-13: Ramsey/Sleeper. Architectural Graphic Standards (Student Edition). New York, John Wiley & Sons, Inc ISBN: X* *More recent editions are available. Instructional Aids: 1. The Student Activity sheet, which is the form students use to complete the exercise and the students will turn it in for the grade. Please refer to the Microsoft Word document found alongside this Lesson titled: Industry Standards and Quality Work HANDOUT. 2. The Teacher PowerPoint Presentation, which is found alongside this Lesson entitled: Industry Standards and Quality Work PRESENTATION. Materials Needed: 1. Pencils or pens- 1 per student 2. 8 ½ x 11 plain printer paper 3. Standard 1 rulers with 1/16 increments Equipment Needed: 1. Teacher computer workstation 2. Printer, black and white with the capacity to print single sided on size 8 ½ x 11 paper 3. Overhead projection screen that can exhibit the teacher s monitor 4. A minimum of 1 computer (with internet access) for every 1 student Page 2 of 13

3 Learner Preparation: Refer to the Teacher Preparation above for list of specific items students should already be familiar with. Each student receives a copy of the Activity Sheet Industry Standards and Quality Work HANDOUT, a writing utensil, and access to a computer with internet access. Definitions of various vocabulary words should be prominently placed in a visible location in the room: Tolerance: the permissible range of dimensional measurement within the construction and/or assembly of a building component Dimension: measurement in length, width, or thickness Quality: high grade, superior, excellence in craftsmanship Standard: an average or normal requirement, quality, quantity, level, or grade Center line: line used to indicate centers of objects such as columns, equipment, and fixtures Base Cabinet: the cabinet that rests on the floor and has the countertop attached Wall Cabinet: the cabinet attached to the wall above the base cabinet Full height Cabinet: a cabinet that rests on the floor but is the same height as the wall cabinets Joint: a connection between pieces of wood, plastic, or metal; often reinforced with nails, screws, or glue Panel door: a door of solid frame strips with inset panels Stile: vertical element of the frame behind the doors of a cabinet Veneer: thin layer of higher quality cabinet wood bonded to the surface of a thicker but lesser quality material Page 3 of 13

4 Introduction Introduction (LSI Quadrant I): (Slide #2 of the PowerPoint Industry Standards and Quality Work PRESENTATION is up on the teacher s overhead screen and is viewable by all students.) Students enter and are instructed to go to their assigned computer, and open the website then wait for further instructions. SAY: Everyone should be logged on to their own computer today, and you should have this website up and ready on your screen. The correct website is listed here on the board. ASK: Has everyone found this website? (Teacher pauses and waits an appropriate amount of time while students respond.) What s this website all about? (Again, teacher pauses and waits an appropriate amount of time for students to respond.) SHOW: (Teacher advances the PowerPoint presentation to Slide #3.) This website will help us get an idea about what quality of craftsmanship means, and also how helpful construction standards are. SAY: Let s take a look at what Quality and Standard mean, as well as a few other important words that will help us today. (Teacher advances the PowerPoint to slide #4, which covers the vocabulary listed above in the Learner Preparation section on page 3 of this lesson.) ASK: What do these words mean? (Go through each word with the students.) SAY: What we re going to look at and read about today will help us understand how important good quality work is, and why the construction industry standardizes some things to help improve that quality. ASK: (Teacher advances to slide #5 of the PowerPoint presentation.) What do you think of these cabinets? (Teacher pauses and gives the students an appropriate amount of time to respond. Teacher then directs the classroom discussion about the quality, or lack of quality, of the cabinet images shown.) SHOW: Here is your activity today. (Teacher passes out the Activity sheet Industry Standards and Quality Work HANDOUT and walks the students through the instructions.) You can see that we ll read a portion of the website, you will summarize in your own words what you ve read, and share it with four peers. After you share your research as a group, you will complete the rest of the Activity Sheet on your own. Let s get started! Page 4 of 13

5 Outline Outline (LSI Quadrant II): Instructor uses the PowerPoint presentation ( Industry Standards and Quality Work PRESENTATION ) to help with the activities pace and sequencing. The Introduction to the lesson, as explained on page 4 of this lesson, covers presentation slides 2-5. The rest of this lesson will begin on slide #6. Instructor will ensure that all Student Partner pairs receive a copy of the Activity sheet and a pen or pencil (if they don t have one already.) MI Outline Notes to Instructor Identify kitchen cabinet components Identify the correct cabinet component parts Vocabulary refresher Students will complete part 1 of the Activity sheet on their own. Slide #6 of the PowerPoint presentation outlines the Activity sheet instructions. Comprehend cabinet construction standards What does quality mean? What do construction standards do? Students will complete part 2 of the Activity sheet on their own. Slide #6 of the PowerPoint presentation outlines the Activity sheet instructions. Explore specific components of cabinet construction Navigate to the correct part of the article Read the assigned portion of the online article Take notes and summarize the reading Students count off one through five. All the ones will read the part about The Box. All the twos will read the part about The Door. All the threes will read the part about The Drawer. All the fours will read the part about Construction. All the fives will read the part about Quality. Students will complete part 3 of the activity sheet. Small group peer teaching Share notes and summaries with other students Listen to notes and summaries from other students Teacher groups students one through five together in groups of 5, so that there is a student that s read each of the 5 parts in each group in order to share with each other. Page 5 of 13

6 Assess quality of assembly Observe graphics representing a poorly assembled kitchen cabinet system Analyze errors Mark all mistakes Students will complete part 4 of the activity sheet. Suggest improvements to improve quality Written response. Based on assessment of poorly assembled cabinet construction, explain what should be done different. Students will complete part 5 of the activity sheet. Verbal Linguis tic Logical Mathemati cal Visual Spatial Musical Rhythmic Bodily Kinesthetic Intrapersonal Interperson al Naturali st Existential ist Application Guided Practice (LSI Quadrant III): Students follow the PowerPoint presentation instructions and teacher-led discussion which lead up to the reading assignment and independent work. Independent Practice (LSI Quadrant III): Students read an assigned portion of the overall reading, and take time to summarize what they read before sharing it with their group. After sharing with the group, they return to independent work and complete the rest of the Activity sheet. Page 6 of 13

7 Summary Review (LSI Quadrants I and IV): Vocabulary awareness is the key to the beginning of the lesson, then vocabulary and concepts are reinforced throughout the lesson. At the end, students have a chance to check their work and make sure that they came up with the most correct responses after they complete the activity sheet. Evaluation Informal Assessment (LSI Quadrant III): The teacher practices active classroom monitoring and regular checking for understanding with each student while moving around the room during the activity. Formal Assessment (LSI Quadrant III, IV): Students should correctly identify the correct cabinet components. Students should thoroughly summarize their portion of the reading. Students should correctly mark all errors in the sample drawings. Students should communicate all changes that should be made to correct the incorrect cabinets. Refer to the Industry Standards and Quality Work HANDOUT RUBRIC. Extension Extension/Enrichment (LSI Quadrant IV): Advanced work with this concept would encourage students to self-analyze their own generated construction documents, as well as designing their own kitchen cabinets using both 2D and 3D drawings. Page 7 of 13

8 Handout Your Name: Class period: Today s Date: Part 1 Instructions: Draw a line from the word to the correct location on the cabinets shown here. 1. Stile 2. Panel door 3. Base Cabinet 4. Wall Cabinet 5. Full height Cabinet Part 2 Instructions: In your own words, explain your understanding of the following two terms. Write in complete sentences. Quality: Construction Standards: Page 8 of 13

9 Part 3 Instructions: You are assigned to read the following part of the website. (Circle the one that you are assigned to.) 1. The Box 2. The Door 3.The Drawer 4.Construction 5.Quality Read your assigned part of the website. Take notes in the box below. Write a short paragraph summarizing what your assigned reading is explaining. You will share this information with four peers. Part 4 Instructions: Observe the following images. Mark ALL errors you can find by circling them. Page 9 of 13

10 Part 5 Instructions: In the space below, summarize your analysis of the errors found in the elevation drawings above of the incorrect kitchen cabinets. What are the errors? How can they be fixed? Explain in your own words, thoroughly in complete sentences. Use the vocabulary words we ve been learning today! Page 10 of 13

11 Rubric Student s total score: Your Name: Class period: Today s Date: Part 1 Instructions: Draw a line from the word to the correct location on the cabinets shown here. 1. Stile 2. Panel door. 3..Base Cabinet 4. Wall Cabinet 5. Full height Cabinet 5 points for each correct answer. (0-25 pts) Part 2 Instructions: In your own words, explain your understanding of the following 2 terms. Write in complete sentences. Quality: Student defined this word correctly = 5 pts Student attempted to define the word, but incorrectly = 2 pts Construction Standards: Student defined this term correctly = 5 pts Student attempted to define the term, but incorrectly = 2 pts Page 11 of 13

12 Part 3 Instructions: You are assigned to read the following part of the website. (Circle the one that you are Student circled their assigned reading = 5 pts Student did not circle their assigned reading = 0 pts 1. The Box 2. The Door 3. The Drawer 4. Construction 5. Quality Read your assigned part of the website. Take notes in the box below. Write a short paragraph summarizing what your assigned reading is explaining. You will share this information with four peers. Student took well written notes = 10 pts Student took some notes, but fairly unintelligible = 5 pts Part 4 Instructions: Observe the following images. Mark ALL errors you can find by circling them. Student found all 10 errors = 20 pts Student found 7-9 errors = 15 pts Student found 4-6 errors = 10 pts Student found 1-3 errors = 5 pts Student did not even attempt or try = 0 pts 12

13 Part 5 Instructions: In the space below, summarize your analysis of the errors found in the elevation drawings above of the incorrect kitchen cabinets. What are the errors? How can they be fixed? Explain in your own words, thoroughly in complete sentences. Use the vocabulary words we ve been learning today! Student explained all errors, using the correct vocabulary = 30 pts Student used the correct vocabulary, but did not thoroughly explain all corrections = 22 pts Student used some of the correct descriptive vocabulary, and explained some errors = 15 pts 13