Architectural Practices
Zoning
Architectural Design
Lesson Plan
Performance Objective
Students will describe and analyze local zoning policies.
Specific Objectives
• Identify zoning ordinances and regulations for properties
• Demonstrate the use of zoning ordinances
• Identify the need of zoning ordinances and regulations
• Demonstrate research methods for zoning investigation
Terms
• Zone District – a region, area, or section characterized by some distinctive feature or quality
• Land Use – the use of land that involves the management and modification of natural environment
into a built environment
• Urban Planning or Planning – a profession that works to improve the welfare of people and their
communities by developing efficient and attractive places for present and future generations
• Restriction – something that restricts; a restrictive measure, law, etc.
• Regulation – a governmental or ministerial order having the force of law
• Ordinance – an authoritative regulation, decree, law, or practice
• Residential – zoning for families or multiple families to live within permanent structures. There could
be multiple levels or types of residential zoning.
• Commercial – zoning for businesses to have their physical presence.
• Industrial – zoning for sectors of business that includes factories and manufacturing
• Agricultural – zoning for farm and animal land use
Time
The lesson will take 25-30 minutes to complete. The independent practice can take anywhere from 25 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
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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
(3) The student knows the concepts and skills that form the technical knowledge of architectural
design.
(B) determine building code and zoning requirements for building types in a selected area
Interdisciplinary Correlations
World Geography Studies
• 113.43 (c) Knowledge and skills
(10) Economics. The student understands the distribution, characteristics, and interactions of the
economic systems in the world. The student is expected to:
(D) compare global trade patterns over time and examine the implications of globalization,
including outsourcing and free trade zones.
English I
110.31 (b) Knowledge and skills
(17) Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
(i) more complex active and passive tenses and verbals (gerunds, infinitives,
participles); and
(ii) restrictive and nonrestrictive relative clauses.
Occupational Correlation (O*Net – www.onetonline.org)
Job Title: Urban and Regional Planners
O*Net Number: 19-3051.00
Reported Job Titles: Planner, Community Development Planner, Regional Planner
Tasks
• Hold public meetings with government officials, social scientists, lawyers, developers, the public, or
special interest groups to formulate, develop, or address issues regarding land use or community plans.
• Design, promote, or administer government plans or policies affecting land use, zoning, public utilities,
community facilities, housing, or transportation.
• Coordinate work with economic consultants or architects during the formulation of plans or the design
of large pieces of infrastructure.
• Keep informed about economic or legal issues involved in zoning codes, building codes, or
environmental regulations.
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
• Understand that the project delivery and outcome will depend on teacher resources, materials, and
equipment.
• Review and familiarize yourself with the terminology, materials, and zoning research methods.
• Find and display various examples of zoning maps from web images, magazines, etc.
• Determine the methods used for zoning research and the allowable websites, books, etc.
• Plan for this lesson to take 25-30 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
• Kicklighter, C. E. (2000). Architecture: Residential drawing and design. South Holland, IL: GoodheartWllcox.
Instructional Aids
• Reference book
• Sample zoning images or drawings
• Lesson presentation
• Instructor computer/projection unit
Materials Needed
• Paper
• Pens (colored)
• Pencils (colored)
• Drawing paper (if needed)
Equipment Needed (necessary equipment will vary depending on the teacher, classroom, students, and scope
of lesson)
• Computer lab
• Research books
• Phone communications
• Drafting equipment
• Surface to hang drawings
Learner Preparation
1. Discuss rules for computer lab usage.
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2. Discuss safety rules for use of equipment and materials.
3. Discuss expectations for final format of research.
Introduction
The main purpose of this lesson is to help students:
• Understand there are established zoning ordinances and regulations (past)
• Understand how to research zoning ordinances and regulations (present)
• Understand the role of zoning ordinances for future development (future)
Opening Activity
-
Ask the students to print off a 2 square mile around their address. (This can be completed as a pre-activity
for homework the night before or within the classroom if computers are available.)
-
Ask the students to use colored pens or pencils to denote how the land is being used around their house.
Students need to create a key. (This is by observation and general knowledge only. If the students have
access to Maps or Google Earth, they can use it to view the land use through satellite images. ) Provide a
set amount of time to complete this activity. (Recommended 10 minutes).
-
Tell the students to get into small groups and compare their neighborhood maps.
-
Ask students if they have stores located close to their houses. What other types of buildings or businesses
are close to their homes?
-
Ask students to share the similarities and differences they see.
-
Tell students that they will be able to share what the found later in the lesson.
Transition to Content
− Show examples of zoning maps and different types of buildings as related to zoning. Allow students to ask
questions and discuss pictures if they are unclear or curious.
− Tell students that when land is developed, there are ordinances and regulations that determine the use of
the land. This is called zoning. Zoning around neighborhoods is usually limited to certain types of
businesses or buildings that are allowed to be built. For instance, you will probably not find a liquor store
next to a school. Zoning can also protect historical neighborhoods from demolition. Some locations do not
have set zoning ordinances, like Houston, Texas, but they have other codes and rules in place that help
govern land use. Our focus today will be on typical zoning ordinances.
− Ask students if they have ever seen large plots of land for sale around the city.
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− Tell students that typically these lots of land are already zoned for a particular use. You could look at some
of these signs and see that it may be commercial or industrial. This means that a convenience store or a
factory could be built on the property.
− Ask students if they have ever been to a shopping mall where all the buildings looked similar.
− Tell students that sometimes the zoning can be very specific. It can require building use, or it can regulate
the height and location of a business owner’s signage.
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 of mapping and prior knowledge
of zoning ordinances
II. Vocabulary and terms for zoning
III. Demonstrate how to research for zoning
ordinances
IV. Independent Practice
Begin discussion over
zoning and what it means
to students.
Use software presentation,
images, web, etc. to
reinforce concept of
zoning.
Demonstrate the
appropriate research
methods for zoning
ordinances.
Students will
independently research for
zoning ordinances.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Application
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Visual/Spatial
Guided Practice (LSI Quadrant III)
1. Demonstrate how to research zoning ordinances and regulations to students.
2. Model the proper techniques and safety for using the tools, materials, and equipment for students.
Independent Practice (LSI Quadrant III)
1. Have students independently research zoning ordinances and regulations.
Summary
Review (LSI Quadrants I and IV)
1. Have students present their researched findings.
Evaluation
Informal Assessment (LSI Quadrant III)
Any and all of the following can be used as informal assessments:
• Spot check for vocabulary terms
Check for progress on research
•
Participation in zoning research
Formal Assessment (LSI Quadrant III, IV)
• Zoning research presentation
Enrichment
Extension/Enrichment (LSI Quadrant IV)
•
Have the students design and develop their own land usages.
•
Have students draw their land plots after being researched.
•
Have students research various zoning ordinances and compare and contrast.
•
Have students research overseas or foreign zoning ordinances.
•
Have students compare foreign ordinances to local zoning ordinances.
•
Have students attend a planning and zoning meeting.
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Architectural Practices
Zoning
Handout
Concepts
•
Zoning
Zoning is the establishment by local governments of districts that is restricted to various types
of manufacturing, commercial, or residential use.
Vocabulary
•
Zoning District- a region, area, or section characterized by some distinctive feature or quality
•
Residential – zoning for families or multiple families to live within permanent structures. There could
be multiple levels or types of residential zoning.
•
Commercial – zoning for businesses to have their physical presence.
•
Industrial – zoning for sectors of business that includes factories and manufacturing
•
Agricultural – zoning for farm and animal land use
•
Land Use – the use of land that involves the management and modification of natural
environment into a built environment
•
Urban Planning or Planning – a profession that works to improve the welfare of people and
their communities by developing efficient and attractive places for present and future
generations
•
Restriction – something that restricts; a restrictive measure, law, etc.
•
Regulation – a governmental or ministerial order having the force of law
•
Ordinance – an authoritative regulation, decree, law, or practice
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Architectural Practices
Zoning
Test/Project
Zoning Research
Students will research a topic that focuses on zoning ordinances. Options could include:
• Choose two cities/towns whose planning and zoning ordinances are online. Summarize the
similarities and differences between the two sets of ordinances highlighting any unique
ordinances.
•
Review several recent Planning and Zoning meeting minutes to analyze the types of ordinance
change requests are received by the student’s city. Discuss the items requested and the
typical outcomes from the P & Z board.
•
Interview the Planning and Zoning manager/director for the student’s city to learn about the P
& Z process and where the difficulties are within their community.
Test
•
Students will be graded with the rubric and by teacher review.
Teacher Notes
•
•
•
•
•
Teacher can determine the extent of the research.
Teacher can choose one topic for all students to write about or allow the students to choose a
topic that interests them.
Teacher should research and find the appropriate websites, books, phone numbers, and
contacts for this project.
Teacher may also look into alternate cities or municipalities for research.
Teacher should determine the format for the research findings (written report, drawings, list,
etc.).
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Rubric Template
Task Statement: Architectural Practices
Task Assignment: Zoning
CriteriaConcepts/Skills to be
Assessed
Followed Directions
(Possible 4 Points)
Vocabulary Usage
(Possible 4 Points)
Research
(Possible 4 Points)
Format
(Possible 4 Points)
Zoning
(Possible 4 Points)
Criteria Categories
(Novice to Exemplary)
Novice
1
Developing
2
Accomplished
3
Exemplary
4
Did not
demonstrate
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
No research was
done for project
Some research
was done for
project
Research was
done for project
Accurate and
complete
research was
done for project
Assigned format
was not followed
Assigned format
was mostly
followed
Assigned format
was followed with
few errors
Assigned format
was followed
with accuracy
No zoning
information found
Some zoning
information
found
Most zoning
information found
Accurate zoning
information
found
A = 20 – 17 Points
Total Points: 20
B = 16 – 13 Points
C = 12 – 9 Points
D = 8 – 5 Points
F = 4 – 1 Points
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Points
Earned