Lesson Plan
Course Title: Architectural Design
Session Title: Residential Design Criteria
Performance Objective: After completing this lesson the student will be able to demonstrate
knowledge of how codes, zoning and restrictions affect the design of a residence. The student
will also be able to demonstrate knowledge of other criteria which affects overall residential
design.
Specific Objectives:
Using the information from the data sheet and activity sheet the student will be able to:
• Determine how building codes are applied to residential construction.
• Show how zoning controls the type of building that can be constructed on a land parcel.
• Determine what types of deed restrictions can be applied to residential property.
• Show how manufacturer's specifications control some aspects of residential design.
• Illustrate how individual preferences affect the design of a house.
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.
130.46 (c)(2)(A)
.. self-monitor learning needs and seek assistance when needed
130.46 (c)(2)(B)
.. use study habits necessary to manage academic pursuits and requirements
130.46 (c)(2)(D)
.. complete and master tasks
130.46 (c)(3)(A)
.. demonstrate knowledge of architectural design principles
130.46 (c)(3)(B)
.. determine building code and zoning requirements for building types in a selected area
130.46 (c)(5)(A)
.. use problem-solving skills to analyze a situation to identify a problem to be solved
130.46 (c)(5)(B)
.. work independently
130.46 (c)(5)(C)
.. strive for accuracy and precision
130.46(c)(5)(D)
.. work independently.
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Interdisciplinary Correlations:
English:
110.31 (c)(21)(B)
.. organize information gathered from multiple sources to create a variety of graphics
and forms
110.31 (c)(22)(B)
.. evaluate the relevance of information to the topic and determine the reliability, validity
and accuracy of sources (including internet sources) by examining their authority and
objectivity
110.31 (c)(23)(C)
…use graphics and illustrations to help explain concepts where appropriate
Teacher Preparation:
This lesson is designed to introduce the student to the concepts of residential design criteria as
related to building codes, zoning, restrictions and personal preferences. This lesson requires
the student to read and comprehend specific data. This lesson is designed to guide the student
in discovering how residential design is dependent on many factors including legal restrictions
as applied in codes, zoning and restrictions. It also stresses the importance of integrating and
coordinating individual preferences of the home owner, designer and builder.
References:
Architectural Drafting and Design, Fourth Edition, Alan Jefferis and David Madsen, Delmar
Publisher
Uniform Building Code, International Conference of Building Officials
Architecture Design, Engineering, Drawing, William Spence, Glenco/McGraw-Hill
Instructional Aids:
1. Display for PowerPoint, websites
2. Reference books (current course text or architectural text)
3. PowerPoint presentation included in lesson
4. Photos of the exterior and interior of houses
5. Map of your city (or any city) showing the city land use zones
6. Access to the Internet and Google Map and Google Earth
Materials Needed:
1. Design Criteria handout
2. Note paper, pencil and colored pencils/markers
3. Printer paper
Equipment Needed:
1. Method to display student activity results (optional)
2. Computers if using the internet research option for the student activity
3. Printer
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4. Optional:
Learner Preparation:
1. Discuss the procedure for paginating a word document.
2. Discuss the rules for using the internet.
3. Demonstrate the procedure for Activity 2.
Introduction
Introduction (LSI Quadrant I): (10-15 minutes)
ASK: If you own a piece of property in a town or city, can you build the house of your dreams
on it?
SAY: Owning a piece of property does not give you the right to do whatever you want with the
property. Depending on where the property is located, you will need to get permission from the
local and sometimes state authorities.
SHOW: At appropriate times during the introduction and slide presentation, show the city land
use zoning map.
ASK: Have you ever thought about why some areas of the city have apartments and others
have residential houses?
SAY: Most towns and cities have set aside certain areas for different types of buildings and
use. Some areas or zones have shops, some have apartments, some have houses while
others may have a mixed use of buildings range of buildings.
ASK: If your land is in an area zoned for houses, why can't you build the house you want the
way you want to?
SAY: Let's take a look at what and who controls the design of a residence and where and how
it can be built. Let's look at and investigate residential design criteria so we can better
understand what must be considered before you build a house.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline:
MI
Outline
Notes to Instructor
Part One
Show examples of
building code books or
Codes, Zoning, and Restrictions
obtain sample pages
from the local code
enforcement agency.
Use the lesson
I. City Building Codes
PowerPoint as you
A. IBC (International Building Code) IRC
discuss these topics.
(International Residential Code)
.
B. FHA (Federal Housing Authority)
C. Graphic and Design Standards
II. City Land Use Zones
A. City Zoning Ordinance
B. IBC
C. IRC
Guide the students in
a discussion to
determine level of
existing knowledge
about land use zones.
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Ask students
questions like why
some developments
do not have wood
fences.
III. Restrictions
A. Deed Restrictions
B. Easements
C. ROW’s (Right Of Ways)
D. Manufacturer’s Specifications
Part Two --Other Design Criteria
Summarize definition
from data sheet page.
Teacher has students
write a description of
what they want their
house and yard to look
like.
I. Preference of the customer
A. Personal preference
B. Family requirements
1. Family size
2. Family work profession
3. Hobbies and activities
Verbal
Linguistic
II.
Preference of the designer
A. Previous experience
B. Knowledge of architectural design
C. Knowledge of concepts of good design
Lead students in a
discussion.
III.
Preference of the Builder
A. Usual and customary level of trim and
finish out
B. Builders preferred service and goods
providers
Show students sample
photos of rooms from
different builders.
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate the criteria for completing the lesson.
Teacher will distribute the lesson data sheet and activity sheets.
Teacher will demonstrate the procedure for competing activities.
Optional: Students may be divided into small groups for the activity.
Independent Practice (LSI Quadrant III):
Students will be given approximately 12-15 minutes to complete the criteria given in Activity 1.
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Students will be given approximately 15-20 minutes to complete the criteria given in Activity 2.
Teacher should observe the students as they complete activities 1 and 2 and document
behavior using a camera and/or monitoring software if located in a lab environment.
Summary
Review (LSI Quadrants I and IV):
Question: Was the organization of the information such that it was easy to comprehend?
Question: Do you understand how accurate and complete information makes it easier to
successfully complete a job?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe the students' independent practice time and note the issues or
questions that arise. These should be brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Student should receive a grade for completing the assignment. Documents should be turned in
for evaluation.
Student should receive a grade for active participation.
Optional: Teacher will administer the "Quiz" (or use teacher written quiz) to check for
understanding and as an evaluation tool for the independent exercises.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could easily be expanded into a longer time frame project. Additional research
points could be added as enumerated in the student data sheet.
The activity could first be done individually then randomly group students in groups of three.
Each student presents his results then the students combine results of each group member.
Groups or individuals could present their results which could be supported with independent or
internet research.
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RESIDENTIAL DESIGN Data Sheet
I. Design Criteria (Quality in design equals higher quality of living)
A. Codes, Zoning, and Restrictions (Insures safe buildings and protects property value)
1. City Building Codes
a. IBC (International Building Code), IRC (International Residential Code)
These codes are written by a foundation of architects and engineers. The codes set forth
standards for safe uniform construction. Most cities, especially small cities who do not have
architects on staff, adopt these codes as the basis for their city code. Larger cities who adopt
these codes may add to or expand the code to set forth more rigid building standards.
b. FHA (Federal Housing Authority)
Most builders use this code in addition to the city code to insure the structure meets the
requirements needed for the buyer to secure a government guaranteed (FHA) loan.
c. Graphic and Design Standards
These standards help designers put forth a set of plans which can be read and understood by
contractors and builders.
1) AIA (American Institute of Architects)
2) Planning and Design Standards
2. City Land Use Zones
a. City Zoning Ordinance
Most incorporated cities have areas of the city set aside for specific use. This aids in regulated
growth while protecting the property values. The zones specify what land uses are acceptable.
There are specific “zones” which can be used for residential construction while other land may
be zoned for apartment, retail, commercial, light industrial, etc. Land owners must comply
with the zoning laws but may petition the city to change the land use zone.
1) A notable exception to the use of building zones is Houston, Texas which has no Zoning
Ordinance.
b. IBC
The International Building Code specifies the specific type of buildings which can be
constructed in each zone. Cities usually adhere to the definitions and specifications set forth
in the IBC for special use zones within the city.
3. Restrictions
a. Deed Restrictions
When a parcel of land is sold, the seller may stipulate certain restrictions for land use. This is
especially true in residential developments within the city. Deed restrictions vary from the
minimum size structure which can be built, to the type of fences which may or may not be
constructed. Deed restrictions are legal and binding on the purchaser of the land as long as
they are in compliance with applicable laws.
b. Easements
Easements dedicate the use and access of the land or parts of the land to someone other than
the land owner. Easements may be dedicated to drainage, utilities or other rights of access and
restrictions. The owner or leaser of the easement has full right of access to the dedicated area.
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c. ROW’s (Right Of Ways)
Most right of ways are owned by cities, counties or the state. Right of ways are designated for
streets and alleyways and other public access. The right of way for a street may allow for
expansion of the street at some future date. If the governing authority needs more land for a
ROW, it can condemn land for that use. The property owner must relinquish or sell the
condemned land to the governing authority. Right of ways cannot be encroached on by the
adjacent property owner.
d. Manufacturer’s Specifications
Manufacturers of building appliances and fixtures specify the space required for installation
and safe operation of their product. It is the builder's responsibility to provide the
recommended space.
1) Manufacturer’s recommended space requirements
The size and requirements for safe operation of a product are specified by the
manufacturer.
2) Availability of custom sizes
Some manufacturers will build products to a custom size. This increases the cost of
construction, however for certain design considerations, this may be an acceptable feature.
Bathrooms are areas where custom fixtures are often used.
3) Standard physical sizes
Most manufacturers build their product in accordance with standard sizes. Most fixtures
and appliances may be interchanged with similar products from various manufacturers.
B. Personal preference and requirements/good design practices
1. Preference of the Customer
a. Personal preference
Home buyers usually have a preference in how their house looks and how the rooms are
arranged. The homes they have lived in before help create this sense of preference.
b. Family requirements
1) Family size
The number and age of the family members influence the rooms needed by a particular
family. Families with small children usually require less space than families with older
children.
2) Family work professions
The occupation of family members may influence the type of rooms needed. Professional
occupations often require computer and work rooms and formal entertainment facilities
while trade occupations may require less formal family/TV rooms.
2. Preference of the designer
a. Previous experience
An experienced designer will have insights which the less experienced may not have. As a
designer gains experience, he also gains in knowledge of what works with different
architectural styles and different types of home buyers.
b. Knowledge of architectural design and good design concepts and practices
Good design always follows the principles of balance, rhythm and harmony. Features from
one style of architecture may not blend well with other styles. Some styles mandate certain
room arrangements. A good designer will avoid mixing elements of incompatible styles.
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3. Preference of the builder
a. The builders usual level of trim and construction methods
Homebuilders are noted for their particular method and level of trim (finishing out the house).
Door types, wall and floor treatment and type and quality of fixtures and appliances play an
important part in the overall quality of the house.
b. The builders preferred materials and vendors
The brand of finishing material (paint, texture, plumbing fixtures and appliances) used by the
builder add character and quality to the house.
Resources:
Architectural Drafting and Design, Fourth Edition, Alan Jefferis and David Madsen,
Delmar publisher
International Residential Code, International Conference of Building Officials
Architecture Design, Engineering, Drawing, William Spence, Glenco/McGraw-Hill
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Activity Sheet
Activity 1
Reading Comprehension
Teacher: Provide students with a copy of the Activity Sheet. If you use the electronic
copy, instruct students on the procedure for creating a heading according to class
requirements. If a printed copy is used, have students complete the header using
architectural lettering style.
Provide students with a copy of the Residential Design Criteria data sheet. Allow
approximately 15 minutes for students to read the data sheet and fill in the information
below.
Student: Complete the Header with the correct information. Read the information in
the data sheet and fill in the information below.
1. List three sources for building codes.
a.
b.
c.
2. List five typical land use zones.
a.
b.
c.
d.
e.
3. List four types of restrictions which affect residential design.
a.
b.
c.
d.
4. Explain how the preference of the designer affects residential design.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Activity 2
Required Materials:
City Map
Colored Pencils
List of land use zones (from data sheet)
Teacher: Instruct students to make a list of city land use zones as presented in the
data sheet. Show students the land use zoning map for your town or city if available.
Instruct students to divide their city map into land use zone. Follow the procedure
below to obtain a map or if the internet is not available, provide a map for students.
Students should use 4-8 of the zones at least once.
Student: Study the sample map on the following page. Note where the land use zones
are in relation to each other. Also note how much of the city is devoted to the different
land uses. Most of the city is zoned for residential and apartment use. Divide the map
you print (or the one provided by your teacher) into land use zones.
Procedure:
1. Launch Internet Explorer.
2. Go to Google Map.
3. Locate a city in Texas as instructed.
4. Zoom the city to 500 ft.
5. Pan a section the city to the middle of the window.
6. Print the map using class printing procedures.
7. Switch to Google Earth so you can see the buildings.
8. Zoom in on the different areas to see what type of buildings are in the area.
9. Use colored pencils to divide the printed map into land use zones as instructed
above.
10. Include a legend as shown on the sample.
11. Use as many of the land use zones as you need. The section of the city you are
working will not have all the zones but should have 4-8 zones.
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Sample Project:
Your project should look similar to the one below.
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City Zone Map
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Optional Student Map
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Optional Student Map (Google Earth)
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Reading Questions
Part 1 --Reading assignment
Directions: Read the Data sheet and complete the following. Fill in the blank with the word or
phrase from the reading assignment that best completes the statement.
1. The ______ is a building code written by a foundation of architects
and engineers.
2. Most builders also use the ______ building code to insure the
prospective owner can get a government backed loan.
3. The American Institute of Architects set forth _____ and design
standards to insure the building plans are readable and accurate.
4. Most towns and cities have divided the city into ____ areas called
zones
5. The ____ specifies what type of buildings can be constructed in
each of the zones.
6. _____ restrictions are agreements between a buyer and seller of
land that restrict certain aspects of how the land is used.
7. The owner or leaser of a(n) _______ has full and legal access to
the area.
8. ____ determine how much land is designated for the building of
roads, streets and highways.
9. The space requirements for ____ operation of appliances is
covered by manufactures specifications.
10. Most fixtures and appliances are built to ____ sizes which help
insure adequate space for future replacements.
11. Family ____ is an important factor in residential designing.
12. ______ design always follows the principles of balance, rhythm and
harmony.
13. The _____ customary level of trim and construction methods will
affect the final design and quality of the house.
14. A measure of quality of the design of a house is its support of a
higher _____ or living.
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Part 2 --True or False Quiz
Directions: Read each statement carefully. If the statement is completely true place a printed,
capital "T" in the blank to the left of the statement. If any part of the statement is
false, place a printed capital "F" in the blank to the left of the statement. Use
standard block lettering.
1. The IRC (International Residential Code) was written by a group of
college professors.
__________ 2. FHA stands for Financial Help Authority
3. It is a common practice for towns and cities to designate land use
for specific purposes.
4. Deed restrictions are legal and binding agreements between buyer
and seller.
5. Easements are designated areas that make it easy to develop the
land.
6. The owner of an easement has full and legal access to the
easement.
7. Right of ways (ROWs) are land areas used for roads and highways.
8. Cities have the right to condemn private land for public use.
9. Manufacturers of household appliances and fixtures influence the
design of a house.
10. Room arrangements are an important consideration for most
families.
11. Personal preferences are not an important factor in designing
custom homes.
12. A residential designer's experience is not a very important factor .
13. Builders generally have preferred materials and vendors which will
have an affect the final house design.
__________ 14. Custom homes designers consider the total family including size, occupations,
hobbies and individual preferences
__________ 15. Building codes, zones and restrictions work together to insure buildings are
safe and to preserve property value.
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Answers to Reading Questions and Quiz
Part 2
Part 1
1. International Residential Code (IRC)
1. F
2. Federal Housing Authority (FHA)
2. F
3. graphic
3. T
4. land use
4. T
5. IBC (International Building Code) or
zoning ordinance
5. F
6. T
6. Deed
7. T
7. easement
8. T
8. Right of Ways (ROW's)
9. T
9. safe
10. T
10. standard
11. F
11. preference
12. F
12. Good
13. T
13. builders
14. T
14. quality
15. T
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Lesson Rubric
Task Statement:
Residential Design Criteria
Task Assignment: _______________________________________
Criteria Concepts/Skills to be
Assessed
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
Identify the origins of building
codes
No understanding
Some
understanding
Good
understanding
Fully understands
(Possible 8 points)
(1-2 points)
(3-4 points)
(5-6 points)
(7-8 points)
Determines how codes, zoning
and restrictions affect
residential designs
Unable determine
Somewhat able to
determine
Determines in most
cases
Fully understands
the use of codes in
designing
(Possible 8 points)
(1-2 points)
(3-4 points)
(5-6 points)
(7-8 points)
Justifies the use of preferences
in good design
Unable to use
advanced search
feature
Improperly uses
advanced search
features
Sometimes uses
advanced search
features
Accurately and
effectively uses
advanced searches
(7-8 points)
(Possible 8 points)
(1-2 points)
(3-4 points)
(5-6 points)
Demonstrates the ability to use
internet data appropriately
Does not use
research data
Applies research
data inappropriately
Utilizes some date
appropriately
Uses data
appropriately
(Possible 16 points)
(1-4 points)
(5-8 points)
(9-12 points)
(13-16 points)
A = 31-40 points; B = 21-30 points; C = 11-20 points; D = 6-10 points
Maximum points = 40
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Total Points:
Points
Earned