Wall Construction
SIMPLE CONSTRUCTION OF A WOODEN RESIDENTAIL WALL
Architectural Design
Lesson Plan
Performance Objective
Students will gain understanding and practice in the basic construction of a simple residential wall built from stock
lumber.
Specific Objective
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Identify key components of a residential wall
Demonstrate proper placement of wall components
Demonstrate proper model building skills
Identify basic wall construction terms and vocabulary
Describe the method for building a basic residential wall
Terms
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Wall – permanent vertical construction used for shelter or protection
Window – an opening in a wall used for the admission of air or light
Door – an opening in a wall used for admittance, access, or egress
Stud – a vertical member of lumber used for construction
King Stud – a stud used to support an opening, such as a door or window
Jack or Trimmer Stud – a stud that supports a header in an opening
Cripple – studs that are not full length due to an opening in a wall
Dimension – a term used in construction that determines a measurement
Header – a horizontal beam placed over an opening onto studs for support
Top Plate – a horizontal framing member used across the top of a wall; typically double 2 x 4
Sole Plate – a horizontal treated framing member used as the base or anchor for a wall
Sill – a horizontal framing member used under an opening such as a window
O.C. – a term used in construction that means “on center” for measuring from the center of one stud
to the center of the next stud
Time
The initial written lesson is intended to take 45-55 minutes to teach. The independent practice can take
anywhere from 15 minutes to a few weeks, depending on teacher resources and time frame. Please refer to
the Extension section for explanation.
Copyright © Texas Education Agency, 2012. All rights reserved.
1
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 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:
(C) strive for accuracy and precision;
(D) work independently;
(F) research an architectural project;
(G) design and present an effective architectural product;
(H) present a final architectural product for critique;
(S) assemble an architectural design in three dimensions.
Interdisciplinary Correlations:
Physics
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112.39(c)(5)(B). Describe and calculate how the magnitude of the gravitational force between two
objects depends on their masses and the distance between their centers.
Geometry
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111.34(b)(8)(F). Use conversions between measurement systems to solve problems in real-world
situations.
Occupational Correlation (O*Net – www.onetonline.org):
Job Title: Architects, Except Naval and Landscape
O*Net Number: 17-1011.00
Reported Job Titles: Project Architect, Architectural Project Manager, Design Architect
Tasks:
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Plan layout of project
Prepare information regarding design, structure specifications, materials, color, equipment, estimated
costs, or construction time.
Direct activities of workers engaged in preparing drawings and specification documents.
Soft Skills: Operations Analysis, Complex Problem Solving, Critical Thinking
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of the CTE website (cte.unt.edu).
Preparation
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Review and familiarize yourself with the terminology, building materials, and proper construction
techniques.
Have materials and documents ready for distribution prior to the start of the lesson.
This lesson is intended to take 45-55 minutes. In the Extension section of this lesson, you may find
some ideas that can extend the lesson. The extent of the time frame given to this lesson can vary
depending on your needs and resources.
References
Kicklighter, C. E. (2000). Architecture: Residential drawing and design. South Holland, IL: GoodheartWllcox.
Instructional Aids
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Textbook
Drawing/blueprints
Lesson Presentation
Instructor Computer/Projection Unit
Introduction
The main purpose of this lesson is to help students understand:
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Walls are used to build houses (past)
What is the basic construction of a lumber residential wall (present)
What could be used in the future for building walls (future)
Show Throughout the introduction, show pictures of walls and various stages of their construction. Allow
students to ask questions and discuss the pictures if students are unclear or curious.
Ask students if they have ever seen a house being built in their neighborhood.
Ask students if they have ever looked closely at the way it was constructed.
Ask students if they have ever wondered how it was put together or how the person knows how to put it
together.
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Tell students that almost all residential walls are made of lumber or prepared wood and they follow a certain
format to be built. This way of building has been tried and tested over the years and has been determined to
be one of the best ways to construct a structurally sound wall for a house.
Tell students that the method you will teach them is a very basic format. In the “field” of construction, they
will find various techniques, methods and variations, but, the method taught is the one of the most basic and
true methods for wall construction. Typically, site conditions or certain residential circumstances will
determine the true outcome of the wall.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handout, and note pages in conjunction with the
following outline.
OUTLINE
MI
I.
II.
III.
Prior knowledge of houses and their
construction
Begin discussion over
houses and walls in
general. Use images form
web sites, magazines, etc.
Introduction of walls, their functions, and
methods of building
Use PowerPoint
presentation to introduce
concepts.
Vocabulary and terms for construction
IV.
V.
NOTES TO INSTRUCTOR
Model building and safety
Proper use of tools and materials
VI.
Independent Practice
Use PowerPoint
presentation to introduce
concepts.
Discuss and demonstrate
models and their
functions. Use images from
web sites or magazines.
Demonstrate the tools and
materials available for
model building.
Students will complete the
Wall Test and/or begin
building a wall model.
Copyright © Texas Education Agency, 2012. All rights reserved.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice (LSI Quadrant III):
You demonstrate to the students how to use the building materials and tools.
Model the proper techniques and safety for model building.
Independent Practice (LSI Quadrant III):
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Students identify the portions of the wall and complete wall diagram test.
Summary
Review (LSI Quadrants I and IV):
Have students complete the assessment and cover the answers and there functions.
Ask students to reflect on their knowledge and brainstorm over future methods for wall building. What types of
materials might be used or new types of construction methods.
Evaluation
Informal Assessment (LSI Quadrant III):
Any of the following can be used as informal assessments :
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Spot check for vocabulary terms
Check progress on model building
Model building participation
Formal Assessment (LSI Quadrant III, IV):
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Wall test for vocabulary and proper dimensions
Enrichment
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Extension/Enrichment (LSI Quadrant IV):
Have the students actually build the wall using scaled lumber, balsa wood sticks, basswood sticks, or some other type of
suitable building material. You can determine the scale of the wall model depending on your resources.
For the building portion, you can have individuals build the wall or for a shorter time frame, break the students into
groups and have them work together to build the wall.
On the given directions there can be a few variations. The easiest and shortest time is to give the students scaled
drawings that are actual size. Instead of having the size listed as 8’-0” it may be 8” if you were using a 1” = 1’-0” scale, so
there is no scale conversion involved. The drawing could also be to true scale, so you could use the drawings as a guide
where the materials cut would actually match the drawing size.
Next, you could give students reference drawings that are at a different scale and they have to convert to a larger or
smaller scale to build the wall. This option usually takes a little more time.
Finally, depending on your students’ abilities and time frame, you could give them just requirements and have them
create the drawings and then build the wall. This would require the longest time frame.
Another variation would be to give students pre-cut materials which would also reduce the time frame.
You can also have students use poster board or similar material to simulate sheetrock. The students can cover one side
of the wall with this material or partially cover and even paint to give some individuality to each wall.
\
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6
Architectural Design
Wall Construction
Vocabulary Handout
Concepts:
Residential:
refers or pertains to a residence or residency, occupied space for living
Construction: the act or action of building or erecting a structure
Model Building:refers to the act of building a scaled sample construction of an object
Vocabulary:
Wall:
permanent vertical construction used for shelter or protection
Window: an opening in a wall used for the admission of air or light
Door:
an opening in a wall used for admittance, access, or egress
Stud:
a vertical member of lumber used for construction
King Stud:
a stud used to support an opening, such as a door or window
Jack or Trimmer Stud:
a stud that supports a header in an opening
Cripple: studs that are not full length due to an opening in a wall
Dimension:
a term used in construction that determines a measurement
Header: a horizontal beam placed over an opening onto studs for support
Top Plate:
a horizontal framing member used across the top of a wall; typically double 2 x 4
Sole Plate:
a horizontal treated framing member used as the base or anchor for a wall
Sill:
a horizontal framing member used under an opening such as a window
O.C.:
a term used in construction that means “on center” for measuring from the center of one
stud to the center of the next stud
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Rubric Template
Task Statement:
Wall Construction
Task Assignment: Wall Test
Criteria Concepts/Skills to be
Assessed
Followed directions
(Possible 4 points)
Vocabulary usage
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Demonstrated no
understanding
and did not follow
directions for
lesson
Understood and
followed some
directions for
lesson
Understood and
followed most
directions for
lesson
Understood and
followed all
directions for
lesson
Did not use
proper vocabulary
Used some
vocabulary
Properly used
most vocabulary
Accurately and
thoroughly used
vocabulary
Sloppy and
unclean joints
Some clean and
accurate joints
Mostly clean and
accurate joints
Clean and
accurate joints
Did not measure
properly
Some correct
measurements
Mostly correct
measurements
All correct
measurements
Sloppy and
uneven
Some accurate,
many incorrect
pieces
Mostly accurate,
some incorrect
pieces
Accurate, clean,
and complete
(Possible 4 points)
Gluing or Joining
Exemplary
4
(Possible 4 points)
Measurements
(Possible 4 points)
Craftsmanship
(Possible 4 points)
A = 20 – 17 points
Total Points: 20
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
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Points
Earned