Lesson Plan
Course Title: Construction Technology
Session Title: Basic Computer Aided Drafting / Design
Time:
Several weeks to one semester (project)
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Knowledge of the techniques of Basic Computer Aided Drafting (CAD) Skills and
Residential Design.
Specific Objectives:
Upon completion of this lesson, the learner will be able to:
•
•
•
•
•
•
Demonstrate the basic techniques and knowledge of Basic Computer Aided
Drafting Skills through verbal and written recitation as well as visual
performance through overhead projection of completed projects.
Design basic residential house plans portraying a simple plan layout of the
structure as well as various elevation views using Chief Architect Computer
Aided Drafting Version 9.5 or a similar program.
Develop specific "right & wrong" solutions "design techniques".
Develop specific approaches to reading, comprehending, and implementing
basic CAD software in order to complete a basic residential house plan.
Create their own basic designs based on solutions to challenges from the
needs of their own homes.
Demonstrate the ability to cope with field changes in design in order to further
meet the needs of the project.
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.
Copyright © Texas Education Agency, 2011. All rights reserved.
1

130.54. Building Maintenance Technology
(2) Students will understand all aspects of contract documents, including
architectural, engineering and shop drawings and interpret, describe and
identify:
(a) types of drawings usually included in a set of plans and list the information
found on each type;
(b) lines used on construction drawings;
(c) electrical, mechanical, and plumbing symbols commonly used on plans;
(d) architectural symbols commonly used to present materials on plans;
(e) abbreviations commonly used on plans;
(f) plans, elevations, schedules, sections, and details contained in basic
construction drawings;
(g) the purpose of written specifications;
(h) the parts of a specification; and
(i) demonstrate how to perform a quantity takeoff for materials.

123.47. Computer Applications
(a) Course is recommended for students in grades 9-12.
(b) Students gain knowledge and skills in the application, design, production, and
assessment of products, services, and systems.
c) Students gain knowledge in: how the concept of a system can be used to
describe computer activities, computer technology, computer applications to
facilitate the design and development of products or services, emerging
computer technologies, computer technology quality, computer technology safety
and maintenance, how to manage a project, codes/laws/standards/regulations of
Occupational Safety and Health Administration (OSHA), National Electrical Code
(NEC), American Society for Testing Materials (ASTM), copyright, software
piracy, technological solutions and evolution, factors that affect the costs of
computer technology, marketing, employment skills, teamwork, leadership and
ethics.

123.62. Architectural Graphics
(a) Recommended for students in grades 10-12 with a recommended prerequisite of
Communication Systems;
(b) Students gain knowledge and skills in the application, design, production, and
assessment of products, services, and systems;
(c) Students will gain knowledge and apply it to architectural graphics technology
and drawings, architectural safety, architectural tools/equipment/machines, manage
an architectural graphics technology project, Occupational Safety and Health
Administration (OSHA), National Electrical Code (NEC), American Society for
Copyright © Texas Education Agency, 2011. All rights reserved.
2
Testing Materials (ASTM), standard symbols, line weights, critical thinking, cost of
architectural projects, teamwork, leadership and ethics.
Interdisciplinary 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.
Computer Science:
126.22(c)(4)
the student uses a variety of strategies to acquire information from electronic
resources.
Architectural Drafting
125.98 (c)(2)(D)
read and interpret appropriate architectural symbols, schematics, blueprints,
work drawings, manuals, and bulletins.
English:
110.xx(6) - Reading/word identification/vocabulary development
110.xx(6)(A)
...expand vocabulary through...listening and discussing
110.xx(6)(B)
...rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning of words, and technical vocabulary...
Instructor/Trainer
References:
• Chief Architect 9.5 Software and related updates
• Chief Architect Activity/Project Book
• Personal experiences in designing residential solutions
• Samples of residential plans taken from various sources
• Guest speakers from local design firms
• Various web site information.
Instructional Aids:
Basic Computer Aided Drafting/Design PowerPoint
Basic Computer Aided Drafting/Design PowerPoint Slides
Basic Computer Aided Drafting/Design PowerPoint Handouts
Basic Computer Aided Drafting/Design PowerPoint Notes
Basic Computer Aided Drafting/Design Rubric
Copyright © Texas Education Agency, 2011. All rights reserved.
3
Materials Needed:
•
•
•
•
•
•
•
Pencils
Ink Pens
Notebook/drafting Paper
Research Information
Drafting guides
White boards
White board markers
Equipment Needed:
•
•
•
•
•
•
•
•
•
•
Computer
Internet Access
Power Point Software
Printer
Multi-media Projector
Videos
House plan examples
Drafting boards
Engineering and Architect Scales
Compasses, triangles, etc.
Learner
•
•
•
•
•
•
•
Knowledge of internet search
Self control and discipline for design solutions
Ability to work well in a group assignment
Ability to communicate orally and in writing
Ability to demonstrate knowledge of design
Ability to read and comprehend all related CAD tools
Ability to create clean, neat and well organized drawings
Introduction
Introduction (LSI Quadrant I):
•
•
•
•
Important that students recognize and relate to the need for clean, organized
drawings
Important that students recognize their responsibilities as a problem solver
There are multiple solutions to a problem
Relation of CAD education to real world scenarios
Copyright © Texas Education Agency, 2011. All rights reserved.
4
Outline
Outline (LSI Quadrant II):
•
•
•
•
•
Students research residential design techniques
Students gather information of related facts: IE: Problem solving
techniques, application of materials, climate influences, etc.
Students will work in individual settings and as teams of two
Students will utilize their knowledge to create design needs in a
classroom setting
Students will utilize their knowledge to solve actual residential
planning needs
Application
Guided Practice (LSI Quadrant III):
•
•
•
•
•
•
Team Planning
Information gathering from internet and guest speakers
Development of scenarios by students
Development of testing scenarios by instructor
Freedom of students to apply their own solutions
Creation of scenarios and presentation of design solutions
Independent Practice (LSI Quadrant III):
•
•
•
•
•
•
•
•
•
Detailed presentation of step by step approach to creating house plans
Drawings of scenarios presented on whiteboard
Selection of various information to be presented to class
Utilization of Presentation media: Multi-media projector, computer,
whiteboard, handouts
Creation of presentation materials
Instructor guided scenarios with direct group and individual critique
Instructor check of proper use of grammar, spelling, and projection
Controlled techniques and focus during scenarios
Professionalism in scenario creation and presentation
Summary
Review (LSI Quadrants I and IV):
• Instructor presentation of CAD tools and techniques
• Individual and Team selection of problem scenarios
• Individual and Team performance in final presentations
Copyright © Texas Education Agency, 2011. All rights reserved.
5
•
•
Variability of presentations
Group and individual assessment of final presentations
Evaluation
Informal Assessment (LSI Quadrant III):
•
Constant direction and input from instructor during learning process
and scenario presentations
Formal Assessment (LSI Quadrant III, IV):
•
Rubric presents a basis for grading student work and performance.
Extension/Enrichment (LSI Quadrant IV):
•
•
•
•
Offer re-learning opportunities
Repeat scenarios with varying circumstances to portray influence in
design solutions
Allow extra time for performance and testing
Project awareness of the student's future involvement in residential
design solutions
Copyright © Texas Education Agency, 2011. All rights reserved.
6
Construction Technology
Basic Computer –Aided Drafting
Rubric
No Attempt
Minimum
Requirements
Basic
Requirements
Grade
Investigation
0
None
C
Very little effort
B
Average
Research
Basic
Requirements
Plus
A
Extensive
Research
Graphics/
Pictures
Group
Participation
None
1-2
3-6
>6
None
Minimal
No creativity
Basic w/ room Very Active,
for
Great Ideas
improvement Obvious
Planning
Group
Scenario
None
Minimal
No creativity
Basic w/ room Extensive
For
Active
improvement Involvement,
Good Planning
Minimal
response
Basic
knowledge w/
average input
Extensive
display of
knowledge and
creative input
Minimal
Good results
Excellent
Results
Instructor
Test Scenario None
Final Testing
None
Total Scores
Copyright © Texas Education Agency, 2011. All rights reserved.
7