Architectural Building
Wall Sections
Architectural Design
Lesson Plan
Performance Objective
Students create basic interior and exterior wall section.
Specific Objectives
• Identify wall sections and their need in architecture
• Describe wall sections and their components
• Demonstrate the process for generating wall sections
• Demonstrate the vocabulary associated with wall sections
Terms
• Drywall- A gypsum plaster material, such as wallboard or plasterboard, used as an interior finish panel
• Stud- Any of a number of slender, upright members of wood, steel, etc., which forms the frame of a
wall or partition; typically covered with plasterboard, siding, etc.
• Hatch- To mark with lines, especially closely set parallel lines, for shading in drawing or engraving
• Dimension- Measurement in length, width, and thickness
• Top Plate –
• Sole Plate Time
The lesson will take 45-50 minutes to complete. The independent practice can take anywhere from 60 minutes
to a few days, depending on teacher resources, project level, and time frame. Please refer to the
Extension/Enrichment section for further explanation.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Architectural Design
 130.46 (c) Knowledge and skills
(5) The student applies the concepts and skills of the profession to simulated or actual work situations.
The student is expected to:
(P) draw scaled wall thickness plans, elevations, and sections; and
(Q) develop details of floor and wall sections as required.
Copyright © Texas Education Agency, 2013. All rights reserved.
Interdisciplinary Correlations
Physics
 112.39 (c) Knowledge and skills
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions within and outside the classroom. The student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted theories to
make predictions and solve problems mathematically, including problems requiring
proportional reasoning and graphical vector addition.
Algebra II
 111.33 (b) Knowledge and skills
(5) Algebra and geometry. The student knows the relationship between the geometric and algebraic
descriptions of conic sections. The student is expected to:
(A) describe a conic section as the intersection of a plane and a cone;
(B) sketch graphs of conic sections to relate simple parameter changes in the equation to
corresponding changes in the graph;
(C) identify symmetries from graphs of conic sections; and
(D) identify the conic section from a given equation.
Occupational Correlation (O*Net – www.onetonline.org)
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Architectural Project Manager, Principal, Design Architect
Tasks
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Consult with clients to determine functional or spatial requirements of structures.
Prepare scale drawings.
Plan layout of project.
Prepare information regarding design, structure specifications, materials, color, equipment,
estimated costs, or construction time.
Soft Skills
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Active Listening
Complex Problem Solving
Critical Thinking
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate students with learning differences by referring to the files found on the Special Populations
page of this website (cte.unt.edu).
Preparation
Copyright © Texas Education Agency, 2013. All rights reserved.
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Understand that the project delivery and outcome will depend on teacher resources and equipment.
Review and familiarize yourself with the terminology, materials, and wall sections.
Have equipment, materials, supplies, and documents ready for distribution prior to the start of
the lesson. This includes the preparation of the materials for the opening activity.
Find and display various examples of wall sections from web images, magazines, etc.
Review lesson and become familiar with terminology and concepts of wall sections.
This lesson will take 45-50 minutes. The Extension/Enrichment section of this lesson contains some
ideas that can extend the lesson. The extent of the time frame given can vary depending on your needs
and resources.
References
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Muller, Edward, Grau, Phillip A. (2008). Architectural drawing and light construction. Upper Saddle
River, New Jersey: Prentice Hall.
Kicklighter, C. E. (2000). Architecture: Residential drawing and design. South Holland, IL: GoodheartWllcox.
Instructional Aids
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Reference books
Sample wall section images
Lesson presentation
Instructor computer/projection unit
Materials Needed
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Paper
Pens
Pencils
Drafting materials
Presentation boards (if needed)
Paper bags
Various fruits, vegetables or other food products that can be cut in half to demonstrate drawing a cross
section. Examples include:
o Apples
o Oranges
o Pomegranate
o Kiwi
o Cream filled cakes
o Sub Sandwich
o Peanut Butter Jelly Sandwich
Equipment Needed (necessary equipment will vary depending on the teacher, classroom,
students, and scope of lesson)
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•
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Drafting equipment
Drawing equipment
Surface to hang presentations
Learner Preparation
Copyright © Texas Education Agency, 2013. All rights reserved.
1. Discuss safety rules for use of equipment and materials.
2. Discuss rubric for wall section drawings.
3. Discuss expectations for wall sections.
Introduction
The main purpose of this lesson is to help students:
• Understand the need for wall sections (past)
• Understand the process of developing wall sections (present)
• Identify and utilize wall sections for future architectural projects (future)
Opening Activity
Show an image of an easy to recognize item that has been cross-cut. (i.e., apple)
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Ask students if they know what the object is, but do not tell the class.
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Ask the students to write down 1 or 2 characteristics of the cross cut that informed them of what the item
was.
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Give each student a brown paper bag (not clear plastic) with a half of an item that has been cross cut.
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Tell students that they will leave the item in the back and draw the cross cut within a set amount of time
(recommended under 5 minutes).
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Ask the students to use only the drawings and no verbal words to see if they can find who had the other
half of their items within a set amount of time (recommended under 5 minutes.)
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Tell students that we will discuss their experiences during the lesson.
− Tell students that other things besides food can be visualized as a cross-cut.
− Show examples of wall sections in architecture. Allow students to ask questions and discuss pictures if
they are unclear or curious.
− Ask students if they have ever seen a house being built. Did you see the inside of the house before the skin
was put up?
− Tell students that when projects are built, there is a need for specific instructions. A part of these
important, specific instructions is sections—particularly wall sections. These sections show how the wall
should be constructed and the particular materials, sizes, and spacing that should be used.
− Ask students if they have ever wondered what is inside the walls of their homes.
Copyright © Texas Education Agency, 2013. All rights reserved.
− Tell students that wall sections can describe, with great detail, the inner workings of a building or house.
These sections are generated by a great prior knowledge of the materials and conditions needed for
construction.
Outline
Outline (LSI Quadrant II)
Instructors can use the software presentation and slides in conjunction with the following outline.
MI
OUTLINE
NOTES TO INSTRUCTOR
I. Opening activity and review of prior knowledge of the
concept of sections
Begin discussion over wall
sections and what it means
to students.
II. Introduction of wall sections
Use software presentation,
images, web, etc. to
introduce the concept of wall
sections.
Use software presentation,
images, web, etc. to
introduce concept of wall
sections.
Demonstrate the process of
developing wall sections. Use
software presentation and
other available recourses.
III. Vocabulary and terms for wall sections
IV. Demonstration proper method for developing wall
sections
Students will develop and
draw a wall section.
V. Independent Practice
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Application
Guided Practice (LSI Quadrant III)
1. Demonstrate knowledge of exterior wall sections through matching activity.
2. Demonstrate how to develop wall sections to students.
Copyright © Texas Education Agency, 2013. All rights reserved.
Verbal/Linguistic
Visual/Spatial
3. Model the proper techniques and safety for using the tools and materials for students.
Independent Practice (LSI Quadrant III)
1. Have students create several basic interior and exterior wall sections.
Summary
Review (LSI Quadrants I and IV)
1. As a class discussion, ask the students what was the most difficult part of the process of drafting wall sections.
Evaluation
Informal Assessment (LSI Quadrant III)
Any and all of the following can be used as informal assessments:
• Spot check for vocabulary terms through labeling on the wall section
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Spot check for use of materials for wall sections
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Check for progress of wall section
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Participation in wall section development
Formal Assessment (LSI Quadrant III, IV)
• Wall section drawing using grading rubric
Enrichment
Extension/Enrichment (LSI Quadrant IV)
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Have students develop their wall section using a CAD (computer-aided design) program.
Copyright © Texas Education Agency, 2013. All rights reserved.
Architectural Building
Wall Sections
Handout
Concepts
•
Wall Section
A wall section is a vertical section cut through a wall to show the materials and their relations
of how they work together.
Vocabulary
•
Drywall- A gypsum plaster material, such as wallboard or plasterboard, used as an interior
finish panel
•
Stud- Any of a number of slender, upright members of wood, steel, etc., which forms the frame
of a wall or partition; typically covered with plasterboard, siding, etc.
•
Hatch- To mark with lines, especially closely set parallel lines, for shading in drawing or
engraving
•
•
•
Dimension- Measurement in length, width, and thickness
Top Plate – the horizontal piece of framing that runs on top of the joists.
Sole Plate – the horizontal piece of framing that runs on the bottom of the joists.
Copyright © Texas Education Agency, 2013. All rights reserved.
Architectural Building
Wall Sections
Test/Project
Wall Sections
Students will draw four basic wall sections given the criteria for the wall.
Criteria
Interior Wall Section A
• 8 foot wall
• 2x4 Wood Stud
• 5/8” Dry Wall
Interior Wall Section B
• 8 foot wall
• 2x4 Wood Stud
• 5/8” Dry Wall
Exterior Wall Section A
• 10 foot exterior wall
• Brick
• 5/8” Dry Wall
Exterior Wall Section B
• 12 foot wall
• 2x4 Wood Stud
• 5/8” Dry Wall
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Test
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Students will complete each of the basic wall sections by sketching, drawing, drafting, or a CAD
(computer-aided design) method.
Teacher Notes
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Teacher can determine the extent of the project based on class resources and students’ prior
knowledge. Options include:
o Allowing the students to complete the first wall section within an allotted class period for
feedback and guided practice.
o Allowing the students to complete only Interior walls.
o Allowing the students to complete only 1 of each wall type.
Copyright © Texas Education Agency, 2013. All rights reserved.
Rubric Template
Task Statement: Architectural Building
Task Assignment: Wall Sections
CriteriaConcepts/Skills to be
Assessed
Followed Directions
(Possible 4 Points)
Components of Interior
Wall Section
(Possible 4 Points)
Components of Exterior
Wall Section
(Possible 4 Points)
Labeling of Wall
Components
Novice
1
Did not
demonstrate
understanding and
did not follow
directions for
lesson
Developing
2
Understood and
followed some
directions for
lesson
Accomplished
3
Understood and
followed most
directions for
lesson
Exemplary
4
Understood and
followed all
directions for
lesson
Did not use the
proper
components to
represent the
concept of section
Used some of the
proper
components to
represent the
concept of
section
Used most of the
proper
components to
represent the
concept of section
Accurately used
the proper
components to
represent the
concept of
section
Did not use the
proper
components
Used some of the
proper
components
Used most of the
proper
components
Accurately used
the proper
components
No labeling of wall
components
Some labeling of
wall components
with some
inaccuracies
Some labeling of
wall components
Accurate labeling
of wall
components
Sloppy and
inaccurate
Some accuracy;
mainly clean and
neat
Mainly accurate;
clean and neat
Accurate, clean,
and neat
(Possible 4 Points)
Craftsmanship
(Possible 4 Points)
Criteria Categories
(Novice to Exemplary)
A = 20 – 17 Points
D = 8 – 5 Points
Total Points: 20
B = 16 – 13 Points
F = 4 – 1 Points
C = 12 – 9 Points
Copyright © Texas Education Agency, 2013. All rights reserved.
Points
Earned