Lesson Plan
Course Title: Construction Management
Session Title: Building Technologies
Lesson Duration: 45 minutes to 1 hour, can be extended over several classes if following
Extension/Enrichment section.
Performance Objective:
After completing this lesson the student will be able to demonstrate use of problem solving skills
and application towards a construction issue.
Specific Objectives:




The student will demonstrate proper use of construction vocabulary
The student will demonstrate the use of problem solving skills
The student will identify various resources to investigate construction technology
The student will evaluate and select construction technology for their intended purposes
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.
130.49 (c)(34)(A)
… use specified problem-solving strategies…
130.49 (c)(34)(B)
… apply critical-thinking strategies…
130.49 (c)(34)(C)
… apply decision-making techniques to the selection of technological solutions…
130.49 (c)(34)(D)
… evaluate the impact of technology on scientific thought, society, and the environment…
Interdisciplinary Correlations:
Social Studies
113.42 (c)(27)(A)
…identify the origin and diffusion of major ideas in mathematics, science, and technology that
occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic
caliphates between 700 and 1200 and in China from the Tang to Ming dynasties…
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113.42 (c)(27)(B)
…summarize the major ideas in astronomy, mathematics, and architectural engineering that
developed in the Maya, Inca, and Aztec civilizations…
113.42 (c)(28)(A)
…explain the role of textile manufacturing and steam technology in initiating the Industrial
Revolution and the role of the factory system and transportation technology in advancing the
Industrial Revolution…
113.42 (c)(28)(B)
…explain the roles of military technology, transportation technology, communication
technology, and medical advancements in initiating and advancing 19th century imperialism…
113.42 (c)(28)(D)
…explain the role of telecommunication technology, computer technology, transportation
technology, and medical advancements in developing the modern global economy and
society…
Occupational Correlations: (reference O-Net http://www.onetonline.org/)
11-9021.00 – Construction Manager – bright outlook, green
Sample of Reported Job Titles:
Construction Supervisor, Project Manager, General Contractor, Construction Superintendent,
Project Manager, Project Superintendent
Task:
Plan, organize, or direct activities concerned with the construction or maintenance of structures,
facilities, or systems (TEKS 130.49(C)(2(a)(b)(c))
Study job specifications to determine appropriate construction methods (TEKS
130.49(C)(3(a)(b)(c)(d)(e)(f)(g))
Inspect or review projects to monitor compliance with building and safety codes, or other
regulations (TEKS 130.49(C)(10(a)(b)(c)(d))
Knowledge:
Building and Construction — Knowledge of materials, methods, and the tools involved in the
construction or repair of houses, buildings, or other structures such as highways and roads
(TEKS 130.49(C)(6(a)(b)(d))
Administration and Management — Knowledge of business and management principles
involved in strategic planning, resource allocation, human resources modeling, leadership
technique, production methods, and coordination of people and resources (TEKS 130.49
(C)(31(a)(b)(c)(d)(e)(f)(g)(h))
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Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their
applications (TEKS 130.49(C)(35(a)(b)(c))
Design — Knowledge of design techniques, tools, and principals involved in production of
precision technical plans, blueprints, drawings, and models (TEKS
130.49(C)(23(a)(b)(c)(d)(e)(f)(g)(h)(i))
Soft Skills:
Critical Thinking, Complex Problem Solving, Coordination, Monitoring Time Management
Teacher Preparation:
The purpose of this lesson is to introduce the student to current and new building technologies.
Most of these technologies are “green” technologies. The idea is to introduce an existing
building that has an issue with heat. One side of the building gets too much sun and gets too hot
inside during course of the day. This, of course, impacts the rest of the systems in use for the
building. The choice must be made by the student on how to fix this issue. Some solutions will
be towards the green energy side. Teacher can show some examples and point the students in
the right direction.
This lesson could become very complex, see Extension section, or kept under control and used
as an introduction/exploratory lesson.
The delivery and direction of this lesson will depend greatly on the resources available to the
teacher.
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
Teacher should be familiar with basic ideals of green design and sustainable design.
References:
Sassi, Paola. Strategies for Sustainable Architecture: Taylor & Francis, Inc., 2006. Print
Wright, David. The Passive Solar Primer: Sustainable Architecture: Schiffer Publishing, Ltd.,
2008. Print
Gervorkian, Peter. Sustainable Energy Systems in Architectural Design: A Blueprint for Green
Design: McGraw-Hill Companies, 2005. Print
http://www.greenbuilding.com/
http://passivesolar.sustainablesources.com/
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3
Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference books (if needed)
3. Reference websites (if needed)
Materials Needed:
1. Paper
2. Pens, pencils
Equipment Needed:
1. Computer lab for research (as needed)
Learner Preparation:
Discuss rules and guidelines for computer lab use.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of various green materials and systems.
Allow students to ask questions and discuss if they are unclear or curious.
ASK: Has anyone ever heard of “green” architecture or “sustainable design”? What do you think
it means?
SAY: In the past 10 years, there has been an ever increasing awareness of how we affect our
environment. There are many ways that this happens and one of the biggest issues, is buildings
and development. Every time we cut down natural areas to build a home or new school, we are
negatively affecting the environment. Green building is the understanding of how a construction
affects the environment and what we can do to make that impact less of a factor.
ASK: Do you know of ways to be environmentally friendly?
SAY: Recycling, watching water usage, etc. are all ways of helping to protect and maintain the
environment. Some of these ideas can be incorporated into construction, building maintenance
and protection.
ASK: What about weather conditions? Have you been in a house or building that is always too
hot in the summer?
SAY: We know that the sun heats things up. There are construction techniques and methods
that can help to lower the impact of heat in buildings.
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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
I. Cover the concept of sustainable design and/or
green building.
Use PowerPoint and
websites as aid.
II. Discuss the impact of traditional building
techniques.
Use PowerPoint and
websites as aid.
II. Introduce the problem building and the heating
issue to be resolved.
Use PowerPoint and
websites as aid.
IV. Discuss possible solutions or students ideas on
ways to resolve heating issue with building.
Use PowerPoint and
websites as aid.
V. Explain that each student (or groups) is to research
and find a solution to the heating issue for the
building. They are to present their solutions in a
predetermined form by the teacher.
This is where the most
time will be used. Give
a definite stop time to
allow for discussion
and evaluation.
A. Assign teams (if needed)
B. Assign computers
C. Give time for independent work, research
and exploration
D. Refocus class for discussion and findings
VI. Discuss with students the found solutions.
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Allow students to lead
discussions. Point out
similarities and
differences of
solutions. Some
solutions will be
similar. Teacher can
pre assign solutions
ideas and have
students/teams
research specific
topics.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate and discuss basic problem solving skills and research.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Student will be given time to research and solve the heating issue for the building.
This is an excellent time for teacher to observe students and document with camera or other
device. This type of documentation is important for displays or reference.
Summary
Review (LSI Quadrants I and IV):
Question: Have you ever seen some of the building techniques you researched?
Question: Were there some techniques you were surprised to find?
Question: Do you think that some are better than others? Which do you think is best?
Question: Do you feel that these building techniques should be mandated for every building?
Evaluation
Informal Assessment (LSI Quadrant III):
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Instructor should observe the students independent practice time and note the issues or
questions that arise. These should be addressed or brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Student/group can receive a grade from direct observation from the teacher.
Student/group can be asked to present their findings to the class and answer questions about
the building techniques.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project.
Student/group could be asked to research a specific predetermined technique or solution and
present to class.
Student/group could be asked to build/design/draw the solution for the assigned building.
Student/group could be asked to build a model of the solution for the assigned building. (if
applicable)
Student/group could be asked to build a digital model or computer drawings of the solution for
the assigned building. (if applicable)
Students could be asked to research current and emerging trends in this field and then predict
what the buildings would look like in the future.
Students could be asked to analyze cost and materials for the solution,
Teacher can arrange for a visit from a manufacturer or construction manager who specializes in
green building.
Teacher could arrange an actual visit to a construction site or construction company that
specializes in green building.
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7
Construction Management
Building Technologies
Handout
Concepts:
Green Building:
refers to a structure and using a process that is
environmentally responsible and resource-efficient throughout a
building's life-cycle: from siting to design, construction, operation,
maintenance, renovation, and demolition.
Sustainable Design: is the philosophy of designing physical objects, the built
environment, and services to comply with the principles of
economic, social, and ecological sustainability.
LEED Rating:
consists of 7 categories of rating systems for the design,
construction and operation of high performance green buildings,
homes, interiors and neighborhoods.
Vocabulary:
Green:
a short term used in building trades that refers to Green building or
sustainable design.
Sustainable:
is the capacity to endure. In building terms, it refers to how well a
building can maintain itself without impacting outside systems.
Carbon Footprint:
is a measure of impact a building has on the environment
Maintenance: Actions performed to keep some machine or system functioning or
in service
GBCI:
Green Building Certification Institute is a third-party organization that
provides independent oversight of professional credentialing and project
certification programs related to green building
USGBC: United States Green Building Council is a 501 c3 non-profit organization
committed to a prosperous and sustainable future for our nation through
cost-efficient and energy-saving green buildings.
Copyright © Texas Education Agency, 2012. All rights reserved.
Rubric Template
Task Statement: __Building Technologies_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be
Assessed
Followed directions
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
(Possible 4 points)
No understanding and
did not follow directions
for lesson
Understood and
followed some
directions for lessons
Understood and
followed most
directions for lesson
Understood and
followed all directions
for lesson
Proper research skills
Did not research
Improperly researched
topic
Properly researched
topic
Accurately and
thoroughly researched
topic
Did not understand the
topic
Understood some of
the topic
Understood most of the
uses of the topic
Understood and
explained the topic
researched
Did not understand
Understood some of
the topic
Understood most of
sustainable design
Understood and
explained sustainable
design
Did not present
Presented some of the
information
Presented most of the
information
Accurately presented
the information
(Possible 4 points)
Understanding of topic
researched
Points
Earned
(Possible 4 points)
Understanding of sustainable
design
(Possible 4 points)
Presentation and preparation
(Possible 4 points)
Total Points: 20
A = 20 – 17 points
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
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