Lesson Plan
Course Title: Architectural Design
Session Title: The Floor 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:
•
130.46 (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.
•
130.46 (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.
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1
•
130.46 (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.
•
130.46 (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:
• 110.42 (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;
•
110.42 (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
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2
Goodheart - Willcox Company, Inc., Publishers April 2003.
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,
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•
•
•
•
•
•
•
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
I.
.
Outline
Notes to Instructor
Determine the style and the shape of your
Based on the
house.
illustrations from
A. Consider the geographical location of the magazines, textbook,
and discussion about
property it will be located on.
reasons why certain
B. Consider your personal likes.
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.
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4
III. Identify the various areas of the home based on
the specifics outlined in most textbooks.
A.
B.
C.
D.
E.
F.
G.
Exterior Walls
Interior Walls
Windows
Doors
Major Appliances
Cabinets
Fireplaces
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.
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 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.
Students use CADD
Program to dimension
and label drawing.
Dimension and label the drawing.
A. Walls
B. Closets & Cabinets
C. Doors & Windows
VII.
A.
B.
C.
D.
E.
F.
Define the various terms used in the
construction industry to identify the various
parts of the construction.
Ceiling Joist
Headers
Foundation
Fascia Board
Eaves
Firestops
A notebook or folder is
maintained to keep
sketches, drawings,
examples, and
handouts.
Students refer to
textbook to complete
definitions of terms
used in the
construction industry
on the handout.
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G.
H.
I.
J.
K.
L.
M.
N.
O.
Hanger
Rafter
Insulation
Load Bearing Wall
Millwork
Pier
Riser
Retaining Wall
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
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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.
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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
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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.
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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.
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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.)
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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.
Criteria Categories
Concepts/Skills to be Assessed:
(Novice to Exemplary)
Novice
Developing
Accomplished
Exemplary
1
2
3
4
Determining style and shape of house Little regard has been
Style and shape
Style and shape of house Style and shape of
based on property
given to the property
based only on the
works with the property’s
house enhances the
size of the property
size and shape
property
(20 Possible Points)
(1-5 points)
(5-10 points)
(10-15 points)
(15-20 points)
Identifying areas of house based on
70% of the interior and
80% of the interior and 90% of the interior and
All interior and exterior
required guidelines
exterior areas of the
exterior areas of the
exterior areas of the
areas of the house are
house are identified
house are identified
house are identified
identified meeting all
(20 Possible Points)
with little consideration
meeting most
meeting all guidelines
guidelines
given to guidelines
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)
(5-10 points)
Consideration of traffic
flow is seen in the
design
(10-15 points)
Effective use of traffic
flow is seen in design
(15-20 points)
Excellent use of traffic
flow is seen in design
(5-10 points)
(10-15 points)
(15-20 points)
Evidence of
understanding of
dimensioning is present
with some labeling
Some dimensioning is
evident and a few
parts are labeled
Drawing has effective
dimensioning with most
parts labeled correctly
Drawing has accurate
dimensioning with all
parts labeled correctly
(1-5 points)
Little to no evidence
shown for the ability to
justify aspects of the
plan
(5-10 points)
(10-15 points)
Justifying plan
Emerging ability to
Ability to justify why
justify why portions
portions are located
(20 Possible Points)
are located where;
where; and why
and why dimensions
dimensions are what they
are what they are
are
(1-5 points)
(5-10 points)
(10-15 points)
A = 75-100 Points; B = 50-75 Points; C = 25-50 Points; D = 5-25 Points
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12
(15-20 points)
Excellent ability to
justify plan why portions
are located where; and
why dimensions are
what they are
(15-20 points)
Total Points:
Points
Earned