Performance Objective
Student develops a site plan that orients a residential home to maximize the use (or disuse) of any views, the sun, and wind direction.
Specific Objectives
•
Identify a site plan.
•
Visualize sun angles as the day progresses.
•
Understand seasonal changes in wind direction.
•
Identify any desirable or undesirable views that should be considered.
•
Determine best placement of a home on a site given all the parameters involved.
Terms
•
Site – the area or exact plot of ground on which anything is, has been, or is to be located
•
Orientation – one's position in relation to True North, to points on the compass, or to a specific place or object
•
Solstice – either of the two times a year when the sun is at its greatest distance from the celestial equator, which occurs about June 21 st
(when the sun reaches its northernmost point on the celestial sphere) or about December 22 nd
(when it reaches its southernmost point)
•
Equinox - the time when the sun crosses the plane of the earth's equator, making night and day of approximately equal length all over the earth and occurring about March 21 st
(vernal equinox or spring equinox) and September
22 nd
(autumnal equinox)
•
Maximize – to make the greatest or fullest use of
•
Minimize – to reduce to the smallest possible amount or degree
•
Cross breeze – when openings (such as windows) on different exterior walls of a room permit wind to blow in from one and out the other, causing a breeze to pass through the space for natural cooling and ventilation
•
Preliminary – denoting an action or event preceding or done in preparation for something fuller or more important
•
Sketch – a rough drawing often made to assist in making a more finished design
•
Visualization – a mental image that is similar to a visual perception
•
Three dimensionality – having (or seeming to have) the dimension of depth, width, and height
•
Spatial reasoning – the ability to position and orient ourselves in everyday environments
Time
Copyright © Texas Education Agency, 2012. All rights reserved.
1

When taught as written, this lesson should take approximately 50 minutes to teach.
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:
(M) Develop a site plan using maximum orientation of the building relative to views, sun, and wind.
Interdisciplinary Correlations:
Math - Geometry
§111.34(a) Basic understandings
(2) Geometric thinking and spatial reasoning. Spatial reasoning plays a critical role in geometry; geometric figures provide powerful ways to represent mathematical situations and to express generalizations about space and spatial relationships. Students use geometric thinking to understand mathematical concepts and the relationships among them.
Social Studies - World Geography Studies
§113.43(c) Knowledge and skills
(3) Geography. The student understands how physical processes shape patterns in the physical environment. The student is expected to:
(A) Explain weather conditions and climate in relation to annual changes in Earth-Sun relationships;
(4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to:
(A) Explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions;
Science- Astronomy
§112.33(c) Knowledge and skills
(8) Science concepts. The student knows the reasons for the seasons. The student is expected to:
(A) Recognize that seasons are caused by the tilt of Earth's axis;
(B) Explain how latitudinal position affects the length of day and night throughout the year;
Copyright © Texas Education Agency, 2012. All rights reserved.
2

(C) Recognize that the angle of incidence of sunlight determines the concentration of solar energy received on Earth at a particular location; and
(D) Examine the relationship of the seasons to equinoxes, solstices, the tropics, and the equator.
Occupational Correlation (O*Net – www.onetonline.org
):
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Architect, Project Architect, Project Manager, Architectural
Project Manager, Principal, and Design Architect
Tasks:
• Consult with clients to determine functional or spatial requirements of structures.
• Prepare scale drawings.
• Plan layout of project.
• Conduct periodic on-site observation of work during construction to monitor compliance with plans.
Soft Skills:
•
Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems
•
Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions
•
Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making
Job Title: Landscape Architects
O*Net Number: 17-1012.00
Reported Job Titles: Landscape Architect, Land Planner, Landscape Designer,
Project Manager, and Planner
Tasks:
•
Confer with clients, engineering personnel, and architects on overall program.
•
Prepare site plans, specifications, and cost estimates for land development, coordinating arrangement of existing and proposed land features and structures.
•
Prepare graphic representations or drawings of proposed plans or designs.
•
Compile and analyze data on conditions such as location, drainage, and location of structures for environmental reports and landscaping plans.
•
Collaborate with architects or related professionals on whole building design to maximize the aesthetic features of structures or surrounding land and to improve energy efficiency.
Soft Skills:
Copyright © Texas Education Agency, 2012. All rights reserved.
3

•
Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
•
Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
•
Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
•
Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
•
Operations Analysis — Analyzing needs and product requirements to create a design.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. This lesson 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).
Teacher Preparation
•
Be familiar with orienting structures on a site; take into consideration the views, sun, and wind factors.
•
Review this document.
•
Have all lesson materials prepared and ready to begin class.
References
Matteson, D., ,Kennedy, D., & Baur, S. (2012). "Chapter 5-7." Chapter 5-7. Civil
Engineering and Architecture (pp. 126-293). Clifton Park: DELMAR Cengage
Learning. , 2012. 126-293. Print.
Frederick, M. 2007. 101 Things I learned in architecture school . Cambridge, MA: MIT.
Walker, L. (2012). Designing a house: The illustrated guide to planning your own home .
New York: Overlook
Materials/Equipment needed
•
Dry erase board (white board) or document camera with access to a projector and screen
•
Lesson document
•
Paper for sketching
•
Printer paper for printing the student handouts
•
Pencils
•
Computer with access to a projector and screen
Learner Preparation
Prior to this lesson, students should be:
Copyright © Texas Education Agency, 2012. All rights reserved.
4

•
Familiar with construction documents and their purpose
•
Able to sketch simple floor plans, including sketching the placement of doors and windows
•
Familiar with seasonal changes of temperature, wind, and sun angles
•
Versed in the concepts of scale and proportion
The main purposes of this lesson are to help students understand:
•
How to orient a house on the building site
•
Why it is important to consider sun angles and the direction of the wind when designing a house
•
Why it is important to design a house which takes into account the view - whether it be desirable or undesirable
Introduction (LSI Quadrant I)
This is one way to begin a guided classroom discussion that could prove useful as a class opener and warm up activity.
Show students the second slide of the presentation (it is a site plan).
Ask them if they know what it is. (Give students enough time to respond).
Tell students what a site plan is, and why it is helpful when designing a house for the owner, architect, and the contractor. Direct a brief classroom discussion.
Ask students what they think a site plan is used for.
Show students the third slide of the presentation (It is a graphic showing the sun angles on a structure).
Ask students why they think the sun might affect the design. (Give students enough time to respond).
Tell students about the changes in the sun angles across the seasons, describing the low sun angles of winter and the high angles of summer. Direct a brief classroom discussion.
Ask students why the sun may be welcome or not, depending on where you live.
Show students the fourth slide of the presentation. (It is a graphic showing the cross breeze of natural ventilation).
Ask students why they think the wind might affect the design. (Give students enough time to respond).
Tell students about the benefits of natural ventilation, and how we can design without
100% reliance on artificial heating and cooling. Direct a brief classroom discussion.
Ask students what time of year they think natural ventilation might be best in this area.
Copyright © Texas Education Agency, 2012. All rights reserved.
5

Show students the fifth slide of the presentation.
Ask students why they think the view might affect the design. (Give students enough time to respond).
Tell them that sometimes there are good views to consider when placing a house on the site that the owner might enjoy seeing a lot, and that sometimes there are not-sogood views that would be best hidden or ignored because the owner doesn’t want to look that direction and see them.
Ask students to get their handouts ready so we can begin!
Copyright © Texas Education Agency, 2012. All rights reserved.
6

4.
5.
3.
1.
2.
Multiple
Intelligences
Lesson Outline: (LSI Quadrant II)
1. Identify a site plan.
Students can identify a site plan when presented a set of construction documents.
2. Visualize sun angles as the day progresses.
Students can determine where the sun rises and sets in relation to the site, and can visualize how high in the sky the sun gets in the summer and in the winter.
3. Understand seasonal changes in wind direction.
Students are familiar with the location of the site, and what the climate is like across all seasons.
Students understand the typical direction of the wind across all seasons.
4. Identify any desirable or undesirable views that should be considered.
Students use spatial awareness to see what the occupant would see when looking away from the site, towards either desirable or undesirable views, and can modify the placement of the house and/or windows to accommodate these views.
5. Determine best placement of a home on a site given all the parameters involved.
Students exhibit skills at site orientation based on the cumulative effect of all factors.
Notes to Instructor:
1. Begin by leading a class discussion that follows along with the
2 nd
slide of the
Presentation. Refer to notes embedded in the Presentation.
2. Lead a class discussion that follows along with the 3 rd
slide of the Presentation.
Refer to notes embedded in the
Presentation.
3. Lead a class discussion that follows along with the 4 th
slide of the Presentation.
Refer to notes embedded in the
Presentation.
4. Lead a class discussion that follows along with the 5 th
slide of the Presentation.
Refer to notes embedded in the
Presentation.
5. Give students time to practice on their own and with a partner the challenge of site orientation. Refer to the 6 th
slide of the
Presentation.
Existentialist Interpersonal Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic Visual/Spatial
Copyright © Texas Education Agency, 2012. All rights reserved.
7

Guided Practice (LSI Quadrant III)
Discuss the site parameters that might affect the new home design project they are about to begin with the students. Demonstrate how to sketch the placement, shape, and direction of a house on its site on the white board (or on the projection screen if you are using a document camera) so that all the students can watch how it is done. Talk them through as you demonstrate.
•
Talk through the consideration of the way the house should face because of the view, street, etc.
•
Talk through the process of considering where to place doors and windows – again, for optimum views but also for sun and wind factors.
Independent Practice (LSI Quadrant III)
Have students individually practice sketching out the shape and orientation of a house in the given site that appears on the Handout.
Review (LSI Quadrants I and III)
Have students find a partner to “pair and share” with. Give them a few minutes to “show and tell” their solution and discuss the topics of sun angles, wind direction, and the views from the site.
Informal Assessment
Any of the following can be used when informally assessing the student’s comprehension of the lesson:
•
While walking around the room, observe students as they progress through the assignment.
•
When students are sharing with their partner, observe how they describe their work and how they listen to their partner describe theirs.
Formal Assessment
The following can be considered a formal evaluation for grading each students Handout.
•
Students follow the rubric and self-evaluate the successfulness of their site plan.
•
Teacher follows the rubric and evaluates the successfulness of the site plan.
Extension
Have students create another site plan for the design of this house; this time it should have a more dynamic or complex site (terrain features, views, etc.), or special home design features that need to be taken into consideration.
Copyright © Texas Education Agency, 2012. All rights reserved.
8

Your Name: ____________________________ Date: _______________ Period #: ___
INSTRUCTIONS : Below you see an empty site plan. You are to design the shape of a new house on the site taking into consideration the direction of the sun and wind, as well as the views as described below. The house must be built within the dashed line area (this area represents the setbacks on the property as specified by the building code). When you finish, you will show and explain your design to your partner.
Behind the property is a city regulated green space with a creek. It connects to the local city park and jogging
On this side of the property, there is a large,
2-story house.
On this side of the property, there is an undeveloped lot.
We do not know what the house will look like yet
Across the street, there is a grocery store and shopping center with a large parking lot out front. There is a gas station down the street on the corner
(which you can see from this property)
Copyright © Texas Education Agency, 2012. All rights reserved.
9

Your Name: ____________________________ Date: _______________ Period #: ___
INSTRUCTIONS : Below you see an empty site plan. You are to design the shape of a new house on the site, taking into consideration the direction of the sun and wind, as well as the views as described below. The house must be built within the dashed line area (this area represents the setbacks on the property as specified by the building code). When you finish, you will show and explain your design to your partner.
House is designed within the space provided, and has considered the direction of True North.
Did students take this into account? If they did, give 20 points. If they attempted to but were unsuccessful, give 10 points. If they ignored it completely, give 0 points.
Behind the property is a city regulated green space with a creek. It connects to the local city park and jogging trails.
Did students take this into account?
If they did, give 20 points. If they attempted to but were unsuccessful, give
10 points. If they ignored it completely, give 0 points.
On this side of the property, there is a large
2-story house.
Did students take this into account? If they did, give 20 points. If they attempted to but were unsuccessful, give 10 points. If they ignored it completely, give 0 points.
On this side of the property, there is an undeveloped lot.
We do not know what the house will look like yet.
Did students take this into account?
If they did, give 20 points. If they attempted to but were unsuccessful, give
10 points. If they ignored it completely, give 0 points.
Across the street, there is a grocery store and shopping center with a large parking lot out front. There is a gas station down the street on the corner (which you can see from this property).
Did students take this into account? If they did, give 20 points. If they attempted to but were unsuccessful, give 10 points. If they ignored it completely, give 0 points.
Copyright © Texas Education Agency, 2012. All rights reserved.
10