Material Board
Architectural Display Board for Materials
Architectural Design
Lesson Plan
Performance Objective
Students will develop a material display board based on knowledge of finishes, color and grades of construction
materials.
Specific Objectives
• Identify architectural materials
• Describe the function of various architectural materials
• Demonstrate the process of developing a material board
• Describe the importance of a material board
• Identify client needs for materials
Terms
•
•
•
•
•
•
Materials- the equipment necessary for a particular activity
Finishes- the surface texture or appearance of wood, cloth, etc.
Color- to give or apply color to; tinged; painted; dyed
Client- a person or group that uses the professional advice or services of a designer
Display- to show or exhibit; make visible
Grade- levels of quality of construction materials
Time
The lesson will take 25-30 minutes to complete. The independent practice can take anywhere from 45 minutes
to a few days depending on teacher resources, student resources, and/or time frame. Please refer to the
extension/enrichment section for further explanation.
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
(3) The student knows the concepts and skills that form the technical knowledge of architectural
design. The student is expected to:
(C) demonstrate knowledge of the various grades and types of construction materials.
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1
Interdisciplinary Correlations
Chemistry
• 112.35 (c) Knowledge and skills
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing, including
examining all sides of scientific evidence of those scientific explanations, so as to encourage
critical thinking by the student; and
(B) communicate and apply scientific information extracted from various sources such as
current events, news reports, published journal articles, and marketing materials.
English
• 110.31 (c) Knowledge and skills
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama,
infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound
that conveys a distinctive point of view and appeals to a specific audience.
Occupational Correlation (O*Net – www.onetonline.org)
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Architectural Project Manager, Principal, Design Architect
Tasks
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Consult with clients to determine functional or spatial requirements of structures.
Prepare scale drawings.
Plan layout of project.
Prepare information regarding design, structure specifications, materials, color, equipment, estimated
costs, or construction time.
Soft Skills: 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
• Review and familiarize yourself with the presentation.
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•
•
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Find samples or create a sample material display board.
Pre-order materials for students. If students need to order materials, this will take much longer to
complete the final project.
Prepare 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
• Lesson Presentation
• Reference Books (if available)
• Instructor Computer/Projection Unit
Materials Needed
• Design magazines/books (architectural, interior design, construction, etc.)
• Paper (colored, card stock, construction, etc.)
• Display boards (crescent, foam core, etc.)
• Writing utensils (pens, pencils, colored pencils, markers, etc.)
Equipment Needed
• Measuring tapes (if needed)
• Architectural scales (if needed)
• Cutting tools (scissors, blades, etc.)
• Adhesive (glue, tacky, tape, etc.)
• Straight edges
Learner Preparation
Discuss safety rules for use of equipment and materials.
Introduction
The main purpose of this lesson is to help students:
• Learn about important materials (past)
• Understand how to properly present materials for consideration (present)
• Plan for future presentations, which includes choosing materials (future)
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Show examples of material display boards. Allow students to ask questions and discuss pictures if they
are unclear or curious. If you have a sample, use it in the presentation and discuss with students.
•
Ask students if they have ever had to help someone pick paint colors or materials for a project.
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•
Tell students that there are many factors that determine how and why to pick certain materials, colors,
and finishes for a project. A designer should be familiar with this process and how people will react to
their choices.
•
Ask students if they have ever made a choice they were sure about, but then resulted in an
unexpected outcome.
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Tell students that people will try and guess at selecting items for a home—sometimes very costly
items—and it can turn out unfavorable. Most people do not have the “vision” to select items or colors.
As a designer, you have ideas and visions of what projects may look like before they are constructed or
finished.
•
Ask students if they have ever been to their local home improvement store and seen samples of
materials or paint.
•
Tell students that these samples are for people to develop ideas of what the finished product may look
like. Designers can use these samples to create a display board of colors, materials, finishes, and
samples that can be used for the project and to help people make informed decisions. These items
help give a better understanding of the whole picture.
Outline
Outline (LSI Quadrant II)
Instructors can use the software presentation and slides in conjunction with the following outline.
OUTLINE
MI
I.
Prior knowledge of materials.
II.
Begin discussion over people’s prior
knowledge of materials and their
expectations.
III.
Introduce equipment, supplies, and
materials for display board.
NOTES TO INSTRUCTOR
Begin discussion over
materials. Discover
students’ prior knowledge.
Use images from websites,
books, slide show, etc.
Begin discussion over the
designer’s role and how it
relates to the client.
Discover students’ prior
knowledge.
Demonstrate how to use
supplies and equipment to
build the display boards.
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IV.
V.
Show students how to order or obtain
samples.
Independent Practice
Model asking questions to
obtain samples.
Demonstrate how to order
samples from magazines
or from web-based
sources.
Students will develop their
own material display
boards.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Application
Guided Practice (LSI Quadrant III)
1. Model how to order products
2. Discuss how to approach home improvement stores for samples.
3. Model how to develop board
4. Discuss and show how to select items
Independent Practice (LSI Quadrant III)
1. Students will use existing materials to develop material display board
2. Students will order new sample materials for use on the material display board
Summary
Review (LSI Quadrants I and IV)
•
Check students understanding of project
Evaluation
Informal Assessment (LSI Quadrant III)
Any and all of the following can be used as informal assessments:
• Spot check for understanding
•
Spot check for craftsmanship
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Visual/Spatial
•
Spot check for material and color usage
Formal Assessment (LSI Quadrant III, IV)
• Completed material display board
Enrichment
Extension/Enrichment (LSI Quadrant IV)
•
Students can use their own materials to enhance the display board
•
Students can use alternate methods to enhance the display board
•
Students can work in pairs or groups to develop the display board
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Architectural Material Board
Architectural Display Board for Materials
Handout
Concepts
•
Material Board
A material board is a display board that shows various materials, finishes, colors, etc. that can be
used for a particular project.
•
Board
A board is a piece of material that is used to display items.
•
Materials
Materials can range from items used to build something to equipment needed for a particular
project.
•
Color Board
A color board is a display board that shows a study of colors for a particular project.
Vocabulary
•
Materials- the equipment necessary for a particular activity
•
Finishes- the surface texture or appearance of wood, cloth, etc.
•
Color- to give or apply color to; tinged; painted; dyed
•
Client- a person or group that uses the professional advice or services of a designer
•
Display- to show or exhibit; make visible
•
Grade- levels of quality of construction materials
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7
Architectural Material Board
Project
Architectural Material Board
Students will develop a material display board based on knowledge of finishes, color and grades of
construction materials.
Option A
Students will develop a material board for one room of a house.
Option B
Students will develop a material board for one room of a house that includes two options for the client
to choose from based on grade and finishes. The options should be different in price range.
Option C
Student will develop a material board for an entire house that coordinates in colors, finishes and
grades.
Teacher
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Teacher will determine final criteria and layout of the material display board. These will be
determined by the teacher’s available resources for the class and the allotted time for the
project. Several options are given above.
Teacher should determine the minimum criteria needed for the material display board. The
following is sample criteria:
o Paint colors for bedrooms, bathrooms, and living areas
o Materials for bath and kitchen cabinets (can be the same or different for each area)
o Materials for bath and kitchen countertops (can be the same or different for each area)
o Lighting samples (pictures)
o Flooring samples (carpet, tile, etc.)
o Finishes for wall and ceilings
Teacher can enhance the given criteria with equipment selection, fixtures, appliances, etc.
Teacher can allow for more in-depth research by giving fewer criteria but requiring deeper
investigation.
Student
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Student will develop a material board for a fictional room.
Student will use a “board” material as the base of the display.
Student will use color swatches, material samples, finish samples, etc. on the display board to
embellish the overall design.
Presentation
This project can be used as the presentation material for the Presentation Lesson Plan.
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Rubric Template
Task Statement: Architectural Material Board
Task Assignment: Architectural Display Board for Materials
Criteria Concepts/Skills to be
Assessed
Materials
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
2
Exemplary
4
No evidence of
materials
Some evidence of
materials
Satisfactory
evidence of
materials
Materials used in
effective way
No evidence of
finishes
Some evidence of
finishes
Satisfactory
evidence of finishes
Finishes used and
properly displayed
No evidence of
color selections
Some evidence of
color selections
Satisfactory
evidence of color
selections
Colors were
properly used and
displayed
Very poor
craftsmanship of
board
Poor craftsmanship
of board
Good craftsmanship
of board
Excellent
craftsmanship of
board
Did not complete
the board
Completed some of
the board
Completed most of
the board
Completed all of
the board
(Possible 4 points)
Finishes (or equipment)
Accomplished
3
(Possible 4 points)
Colors
(Possible 4 points)
Craftsmanship
(Possible 4 points)
Completion
(Possible 4 points)
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