Lesson Plan
Course Title: Interior Design
Session Title: Modification Project
Lesson Duration: Three 45 minute lessons
Performance Objective:
The student will propose design and furnishing features to meet the special needs of individuals
and families. The student will illustrate traffic and circulation patterns to meet the special needs
of individuals and families.
Specific Objectives:
 Identify special housing needs for all ages.
 Define and illustrate traffic patterns.
 Define and illustrate circulation patterns.
 Identify household items that are challenging for special needs individuals.
 Define universal design.
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.
130.43(c) 3C. Describe housing features for individuals with special needs.
130.43(c) 4C. Propose design and furnishing features to meet special needs of individuals and
families.
130.43(c) 8C. Determine drafting techniques, including scaled drawings that facilitate space
planning.
130.43(c) 8E. Differentiate design practices to meet individual, businesses and special needs.
130.43(c) 17A. Create visual solutions by elaborating on direct observations, experiences and
imagination.
130.43(c) 17B. Create designs for practical application.
130.43(c) 17C. Demonstrate effective use of interior design media and tools in design, drawing,
painting, and sculpture such as model building.
130.43(c) 19C. Strive for accuracy and precision.
130.43(c) 19D. Work independently.
Interdisciplinary Correlations:
English TEKS 110.31(c) 1A. Determine the meaning of grade-level technical academic English
words in multiple content areas (e.g., science, mathematics, social studies and the arts) derived
from Latin, Greek, or other linguistic roots and affixes.
English TEKS 110.31(c) 1E. Use a dictionary, a glossary, or a thesaurus (printed or electronic)
to determine or confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
Social Studies TEKS 113.31(c) 8. Reading/Comprehension of Informational Text/Culture and
History. Students analyze, make inferences and draw conclusions about the author’s purpose
in cultural, historical, and contemporary contexts and provide evidence from the text to support
their understanding. Students are expected to explain the controlling idea and specific purpose
of an expository text and distinguish the most important from the less important details that
Copyright 2012 © Texas Education Agency. All rights reserved.
1
support the author’s purpose.
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Facilities Management, Real Estate Agent, Property
Development, Zoning and Regulations, Building Codes and Construction Management
Occupational Correlations: (reference O-Net http://www.onetonline.org/)
13-1041.00 Government Property Inspectors and Investigators (Bright Outlook)
TASKS:
Prepare correspondence, reports of inspection or investigation or recommendation for action.
Investigate applications for special licenses or permits, as well as alleged violations.
Inspect government-owned equipment or materials in the possession of private contractors to
ensure compliance with contracts or regulations or to prevent misuse.
KNOWLEDGE:
Building and Construction – knowledge of materials, methods and tools involved in the
construction or repair of houses, buildings or other structures such as highways and roads.
Mathematics – knowledge of arithmetic, algebra, geometry, calculus, statistics and their
applications.
SOFT SKILLS:
Active listening, speaking, writing, critical thinking, reading comprehension, complex problem
solving, instructing and monitoring.
47-4011.00 Construction and Building Inspectors (Green)
TASKS:
Issue violation notices and stop-work orders, conferring with owners, violators and is authorized
to explain regulations and recommend rectifications.
Inspect bridges, dams, highways, buildings, wiring, plumbing, electrical circuits, sewers, heating
systems, or foundations during and after construction for structural quality, general safety or
conformance to specifications and codes.
Approve and sign plans that meet required specifications.
Review and interpret plans, blueprints, site layouts, specifications or construction methods to
ensure compliance to legal requirements and safety regulations.
Inspect and monitor construction sites to ensure adherence to safety standards, building codes
and plans.
KNOWLEDGE:
Building and Construction – knowledge of materials, methods, and the tools involved in the
construction or repair of houses, building or other structures such as highways and roads.
Design – knowledge of design techniques, tools, and principles involved in production of
precision technical plans, blueprints, drawings and models.
Law and Government – knowledge of laws, legal codes, court procedures, precedents,
government regulations, executive orders, agency rules, and the democratic political process.
SOFT SKILLS:
Active listening, reading comprehension, complex problem solving, judgment and decision
making, speaking, writing, time management.
11-9141.00 Property, Real Estate, and Community Association Managers
TASKS:
Meet with prospective tenants to show properties, explain terms of occupancy, and provide
information about local area.
Determine and certify the eligibility of prospective tenants, following government regulations.
Plan, schedule, and coordinate general maintenance, major repairs, and remodeling or
construction projects for commercial or residential properties.
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2
KNOWLEDGE:
Sales and Marketing – knowledge of principles and methods for showing, promoting, and selling
products or services. This includes marketing strategy and tactics, product demonstration,
sales techniques and sales control systems.
SOFT SKILLS:
Speaking, active listening, negotiation, coordination, critical thinking, persuasion
Teacher Preparation:
Prior to this Lesson, Teacher should have knowledge and experience with:
 Traffic and circulation patterns in homes
 Amount of space needed for wheel chair traffic
 Identify types of Special Needs for various ages
 Definition of Universal Design
 Copies of Floor Plans to use with project
Student Participation:
Prior to this Lesson, students should have knowledge and experience with:
 Guidelines for projects
 Lettering Techniques for projects
References:
Housing Reference Guide from Texas Tech University
Administration on Aging http://www.aoa.gov/AoARoot/Index.aspx
U.S. Department of Housing and Urban Development (HUD) www.hud.gov/groups/seniors.cfm
Home Modifications Resource Center Online Publications (Go to Resources)
www.homemods.org
AARP Universal Design Web Site http://www.aarp.org/home-garden/home-improvement/info09-2009/what_is_universal_design.html
Instructional Aids:
1. Modification Project Lesson Plan 4 Presentation Software
2. TA 36 Examples of Special Needs Conditions Handout
3. TA 60 Special Needs Conditions That Impact Housing Design
4. TA 37a-b Housing Modifications Handout
5. TA 51 Space Utilization, Zoning, and Traffic Patterns Handout
6. TA 52 Analyzing Space, Zoning and Traffic Patterns Assignment
7. Analyzing Space, Zoning and Traffic Patterns Rubric
8. Traffic and Circulation Notes
9. Home Modification Project Instructions
10. Home Modification Project Rubric
11. Copies of Floor Plans
Materials Needed:
1. Red, Yellow, Blue and Green Colored Pencils
2. Pencil and Eraser
3. Black Ink Pen
Equipment Needed:
1. Teacher computer workstation
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2. Printer, capable of black and white printing on 8 ½ x 11” papers
3. Overhead projection screen that can exhibit teacher’s monitor
Learner Preparation:
 Each student is placed into a team of 3-4 students; preferably these groups are
balanced with students of varied skill levels and learning styles.
 Students will work independently on various aspects of the project.
 Definition of various vocabulary words should be prominently placed in a visible location
in the room.
Introduction
Introduction (LSI Quadrant I): Day One
Students enter and gather at their assigned seat/table. Each seat has a handout.
SAY: Today we are going to define special needs and how they impact housing choices.
ASK: First, take a moment and think about what is a special need? How would you define a
special need? (Prompt and wait for student’s response. Then discuss various answers.)
SHOW & SAY: (Hold up a copy of TA 36 Examples of Special Needs Conditions (found in the
Housing Curriculum Guide from Texas Tech University). Have students look over the handout.
Using the information on this sheet, identify types of special needs that homeowners and family
members may have, and where in the family life cycle they may be for each of the conditions.
SHOW & SAY: (Hold up a copy of TA 60 Special Needs Conditions That Impact Housing
Design found in the Housing Curriculum Guide from Texas Tech University). Have students
look over the handout. Looking over this list, give me a specific example on how each of these
conditions impact how houses are designed. (Pause and wait for student response. Discuss
student responses.)
SAY: Now that you have defined special needs and identified several types of special needs
found throughout the life cycle, think about household items that may be difficult for someone
with a special need may have trouble with. (Pause and wait for student response. Then list on
the board answers as students call them out. When done, discuss various answers given)
SHOW: (Hold up a copy of TA 37a-b Housing Modifications found in the Housing Curriculum
Guide from Texas Tech University) Have students look over the handout. Using slide 4 of the
Modification Project Lesson Plan presentation, choose different special needs conditions and
call on different students to complete the following questions.
ASK: What type of modifications would you need to make in the Living Room for
______________ Special Condition? (Pause and wait for student response. Discuss various
answers given.)
ASK: What type of modifications would you need to make in the Kitchen for
_________________ Special Condition? (Pause and wait for student response. Discuss
various answers given.)
ASK: What type of modifications would you need to make in the Bedroom for ______________
Special Condition? (Pause and wait for student response. Discuss various answers given.)
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ASK: What type of modifications would you need to make in the Bathroom for ______________
Special Condition? (Pause and wait for student response. Discuss various answers given.)
SAY: Now that we have talked about special needs of individuals, let’s look inside the house
and talk about the zoning and traffic patterns.
SHOW and SAY: (Show Modification Project Presentation Software page 4)
** Pass out copies of TA 51 Space utilization, Zoning and Traffic Patterns and TA 52 Analyzing
Space, Zoning, and Traffic Patterns.
SHOW and SAY: Hold up TA 51 Space Utilization, Zoning, and Traffic Patterns (found in the
Housing Curriculum Guide from Texas Tech University) have students look over. Now pull out a
blue, yellow, green and red colored pencil, a regular lead pencil and a black ink pen.
SAY: There are four zones in a home. The first zone is a public or social zone. This zone is
used for activities and entertainment. In residential settings this zone will include the living
room, game room, family room, great rooms, as well as patios and decks. In non-residential
settings this zone includes waiting rooms, reception areas, break rooms, conference rooms and
atria. Using the yellow colored pencil color in the rooms of the floor plan that match this zone.
SAY: The second zone is a private zone or quiet zone. This zone is for quiet and comfort. In
residential interiors, this zone includes bedrooms, bathrooms, and home offices. In nonresidential interiors, this zone includes offices, restrooms, libraries, and similar room settings.
Using the blue colored pencil color in the rooms of the floor plan that match this zone.
SAY: The third zone is a service or other work zone. These areas are where work is done. In
residential interiors, this zone includes the kitchen, utility room, workshop, and the garage. In
nonresidential interiors, this zone includes work zones, mailrooms, kitchens, maintenance
areas, packing areas, and shipping rooms. Using the green colored pencil, color in the rooms of
the floor plan that match this zone.
SAY: The fourth zone is the transitional zone or circulation zones. These areas are semi-public
or semi-private spaces used for circulation and flow of traffic between the major zones.
Transitional zones include entryways, exits, hallways, and designated passageways within the
space. Using the red colored pencil, color in the rooms of the floor plan that match this zone.
**Pass out Traffic and Circulation Notes handout.
SHOW: Hold up Traffic and Circulation Notes and have students look over.
SAY: Traffic patterns are the patterns created by individuals as they move along a direct route
from one location to another within an interior design setting. Circulation is the route that people
follow as they move from one place to another in the home. Generally there is 3-4 feet of space
for circulation paths. There are four types of circulation: family, work, service and guest.
SAY: The first type of circulation is family. This follows each member of the household
throughout the home and is the most complex. The second type of circulation is work. The
kitchen is generally the hub of work circulation. In the kitchen the work triangle, the route
between the sink, refrigerator and the range should not exceed 22 feet in length.
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SAY: The third type of circulation is service. This relates to the movement of people in and out
of the home as they make service calls, deliver goods, read meters, take garbage out, etc. The
last type of circulation is guest. This involves movement from the entry to the coat closet and to
the living room with access to a powder room.
SAY: When creating traffic and circulation patterns, keep in mind the following guidelines:
1. Rooms should not be cut in half due to circulation paths.
2. Related rooms are close together.
3. Bathrooms should be located next to bedrooms.
4. Locate the kitchen near the garage and service entrance.
5. High frequency routes are short and simple.
6. Excessive hall space is avoided.
SAY: Using the black ink pen, draw the traffic patterns using a single black line.
SAY: Using the pencil, write your name, class period and date on the lower right hand of your
paper, staple the rubric to it and turn in.
SAY: Use the day One wrap-up and summary questions to have a brief discussion over
what they have learned today. Today, you have identified types of special circumstances that
people can go through any time during their life cycle. You have also identified areas in the
home that need to be modified for people with special needs and have also listed equipment
and areas of the home to be modified. Finally, we have defined the four zones found in a home
or business identified the four types of circulation, and illustrated traffic patterns around
furniture.
Introduction (LSI Quadrant I): Day Two
Students enter and gather at their assigned seat/table. Each seat has a handout.
SAY: Yesterday you identified types of special circumstances that people can go through any
time during their life cycle. You also identified areas of the home that could be modified for
people with special needs.
SAY: Today, we are going to look at how those modifications can help all people. Does
anyone know what Universal Design is? (Pause and wait for student response. Then discuss
students answers.)
SHOW & SAY: (Show page 8 of the Modification Project Presentation Software) Universal
Design is the design of products and environments to be usable by all people, to the greatest
extent possible, without the need for adaptation or specialized design. The intent of universal
design is to simplify life for everyone by making products, communications and the built
environment more usable by as many people as possible at little or no extra cost.
SAY: Can anyone identify items in and around a home that meet the definition of universal
design? (Pause and wait for student response. Then discuss student’s answers.)
** Pass out copies of the Modification Project Information Sheet and the Modification Project
Rubric.
SHOW & SAY: (Holding up the Modification Project Information Sheet, begin explaining the
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6
project to the students.)
1. You will come to the front of the class and choose one of the floor plans provided by
me. Once you have chosen a floor plan, you will take it back to your seat and select two
of the rooms to do your project on.
2. Once you have selected your rooms, you will then draw those two rooms using a ¼”=1
foot scale on a white sheet of paper.
3. After completing your drawing you will come to _________________ (position in the
room) where the furniture templates, scissors and glue are stored. You will use the
furniture templates to arrange furniture in your chosen rooms to accommodate a
wheelchair. When you are satisfied with your arrangement glue it down.
4. Next, you will draw in the traffic pathways using a colored pencil or pen in both rooms.
Mount your project onto poster board using the guidelines we learned about.
5. Finally, you will label the rooms using capitalized block lettering. Don’t forget to put your
information on the back using capitalized block lettering, and attach your rubric to the
back.
SAY: You will have the remainder of the period today, tonight at home and the first twenty
minutes of class tomorrow to finish and turn in your project. We will begin presentations
tomorrow.
SAY: Use the Day Two wrap-up and summary questions to have a brief discussion over
what they have learned today. Today, you have defined Universal Design and identified
where it can be found in both commercial and non-commercial buildings. You also began work
on your Modification Project. Make sure you work on it tonight at home.
Introduction (LSI Quadrant I): Day Three
Students enter and gather at their assigned seat/table. Students will finish their
Modification Projects within twenty minutes. After twenty minutes, students will present
their Projects to the class.
SAY: It is time to begin presenting your Modification Project. Please explain which rooms you
chose and why. Also, tell me about the furniture you placed in the rooms and the traffic patterns
available.
SAY: Use the Day Three wrap-up and summary questions to have a brief discussion over
what they did today. Remind students that we are not ripping apart someone’s project that the
reason they do not like a project needs to be supported in facts.
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. Special Needs
TA 36 – Examples of
A. Define
Special Needs
B. List types of Special Needs
Conditions
C. Worksheets – see notes
TA 60 Special Needs
Conditions that Impact
Housing Design
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7
II. Modifications for the Home
A. Identify items in the home that can be
modified.
B. Identify rooms in the home that can be
modified.
C. Identify special conditions and what needs
to be modified for them.
III. Zoning and Traffic Patterns
A. Identify the four zones in the home.
B. Illustrate the public zone.
C. Illustrate the private zone.
D. Illustrate the service zone.
E. Identify the four types of circulation.
F. Define effective circulation guidelines.
G. Illustrate the circulation zone.
IV. Universal Design
A. Define Universal Design
B. Identify examples inside home
C. Identify examples outside home
V. Modification Project
A. Modification Project Information
B. Explanation of Rubric
C. Information on where to obtain furniture
templates
VI. Presentations
A. A. Groups will present their design to the
class in a professional manner.
B. Grade on professionalism of appearance
These can be found in
the Housing
Curriculum Guide from
Texas Tech University
TA 37 a-b Housing
Modifications
TA 51 Space
Utilization, Zoning and
Traffic Patterns found
in the Housing
TA 52 Analyzing
Space, Zoning and
Traffic Patterns
Curriculum Guide from
Texas Tech University
Traffic and Circulation
Notes – attached
Slide 8 Modification
Project Presentation
Modification Project
Information Sheet
Modification Project
Rubric
Furniture Templates
Copies of Floor Plans
you have collected –
Housing Curriculum
Guide has some as
does Homes Today
and Tomorrow
Teacher Resources.
Use Rubric to Grade
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8
Verbal
Linguistic
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmi
c
Bodily
Kinestheti
c
Intrapersonal
Interpersona
l
Naturalis
t
Existentialis
t
Application
Guided Practice (LSI Quadrant III): Student groups as described above in the Introduction,
Outline, Student Handouts, Presentation and Notes and Activities.
Independent Practice (LSI Quadrant III): Students will work independently from class time on
their Modification Project.
Summary
Review (LSI Quadrants I and IV): Questions can also be found in the Presentation Software
Modification Project Lesson Plan 4 Wrap-Up and Summary and Day 2 Wrap-Up and Summary.
Questions for Day One:
1. Name four different examples of Special Needs Conditions.
2. Identify where in the Family Life Cycle the four Special Needs Conditions will be found.
3. How can universal design help someone suffering from arthritis?
Answers:
1. Birth-related or genetic conditions, hearing impairments, speech impairments, visual
impairments, conditions associated with aging, blood disease disorders, all types of
cancer, dietary, heart, respiratory and blood pressure diseases and disorders, metabolic
disorders, orthopedic impairments, and other special needs conditions – see TA 36 or
TA 60
2. Elderly – visual impairments, arthritis, Alzheimer’s; Any age – dwarfism, mental
retardation, impaired hearing, deafness, brain injury; Childhood/Teenage – stuttering,
visual impairments, eating disorders, - Use TA 36 and TA 60
3. Student answers will vary.
Questions for Day Two:
1. What is Universal Design?
2. Where can Universal Design be found?
3. Where are the furniture templates found in our classroom?
Answers:
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9
1. The design of products and environments to be usable by all people, to the greatest
extent possible, without the need for adaptation or specialized design
2. In and around a commercial and non-commercial residence
3. Student’s answers will vary according to where teacher has furniture templates.
Questions for Day Three:
1. Which students modified project was your favorite and why?
2. Which students modified project was your least favorite and why?
Answers:
1. Student’s answers will vary.
2. Student’s answers will vary.
Evaluation
Informal Assessment (LSI Quadrant III): During times that students are working in groups, the
teacher practices active classroom monitoring and regular checking for understanding by
individuals by moving around from group to group.
During the Presentation summary questions, teacher practices checking for understanding by
calling on different students to answer the questions.
Formal Assessment (LSI Quadrant III, IV): Students should be able to exhibit knowledge
independently by the completeness of their Modification Project. Use of the rubric will help with
grading.
Extension
Extension/Enrichment (LSI Quadrant IV):
For advanced students you can have them research additional information from the
Administration on Aging, and the U.S. Department of Housing and Urban Development on ways
to assist individuals with special needs. After researching the information they can present to
the rest of the class.
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10
Traffic and Circulation Patterns
 Circulation is the route that people follow as they move from one place to another
in the home.
 Generally 3-4 feet of space should be allowed for circulation paths.
 Circulation Frequency refers to the number of times a route is repeated in any
given period of time.
 Generally routes with high circulation frequency are short and direct in a good
floor plan.
Types of Circulation
 Family—follows each member of the household throughout home; most complex
 Work—kitchen is generally the hub of work circulation
o Work triangle—route between the sink, refrigerator, and range
 Should not exceed 22 feet in length
 Service—relates to the movement of people in and out of the home as they make
service calls, deliver goods, read meters, take garbage out, etc…
 Guest—involves movement from the entry to the coat closet and to the living
room with access to a powder room
Room Relationships
 Dictate how functional a space will be
 Examples:
o Dining area adjacent to the living room for convenience in entertaining
o Kitchen should be adjacent to the dining room for ease in serving food.
o Bathrooms should be located close to bedrooms for convenience and
privacy.
Effective Circulation Guidelines
 Rooms should not be cut in half due to circulation paths.
 Related rooms are close together.
 Bathrooms should be located next to bedrooms.
 Locate the kitchen near the garage and service entrance.
 High frequency routes are short and simple.
 Excessive hall space is avoided.
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11
Special Housing Needs
In 1988 Fair Housing Act was passed that forbids discrimination in housing and
requires multi-units to be accessible to people with disabilities. Many individuals as they
get older want housing that requires less maintenance time, more security when away
from home and one that is easy to clean.
Living Room



Need 4 to 5 foot width around furniture
Furniture and seat cushions should be firm for easy transfer from wheel chair to
cushion
Power elevating chairs make it easier for some elderly to get to a standing
position.
Dining Room



Table with wide leg spaces for a pedestal supports
32 inches space between furniture and wall necessary for the wheel chair
Durable floor: non-slip, hard surface floors or low-pile carpeting
Entry





Large enough to allow door to open a full 90 degrees
Minimum of 18 inches of space on the door knob side of the entry
Doors with lever handles instead of knobs
Entry door at least 36 inches wide to accommodate wheel chair
Entry should be ground level, no step with a ½” maximum threshold
Patio, Porches and Courts

Need to have an elevated slope or ramp to be accessible. Slope should be 1:12
to 1:20
Bedrooms





Adjustable shelves 18 to 45 inches from floor, and no more than 16 inches deep
Clothes rods should be 40 to 48 inches high. Clothes hooks no higher than 40
inches
Doorways at least 3 feet wide
Need a 5 foot square clearance in front of the closet
Beds should be the same height as the seat of the wheel chair. Need a
clearance of 10 to 13 inches underneath the bed for the wheel chair foot rests.
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12
Bathrooms








Bathrooms should have a 5 foot square turn around space
Need slightly tilting mirrors or a full length mirror to see. Bottom of the mirror can
be no higher than 40” AFF
Medicine cabinets placed so that the top shelf is no higher than 50 ½ inches from
the floor
Knee space under lavatory. Need 26 to 30 inch vertical clearance under sink for
armrests Wrap the pipes to prevent burns.
Water closet (toilet) needs 36 inch width. Seat of toilet should be 20 inches high
about level with the wheel chair seat. Grab bars should be placed for easy
access.
Need shower stall seat. Some are fold-away. Grab bars should be placed to
help getting in and out of the shower.
Place shower head over the center of the shower or have an adjustable, hand
held shower head
Need device to control water temperature thermostatically to prevent burns.
Kitchens








Toe space of 6 inches deep and 8 to 11 high needed under all cabinets
Knee space of 28 to 30 inches wide and 27 to 34 inches high and 21 to 24 inches
deep of counter space
Electric range is safer. Must be able to reach the control knobs
A wall oven at eye level of the individual in the wheel chair
Add compartmentalized drawers to base cabinets instead of shelves. Can also
use roll out bins, rack, baskets and shelf-trays.
A Lazy-Susan is ideal for corner cabinets
Wheel chairs cannot reach shelves higher than 48 inches
Bottom shelf of wall cabinet should be no higher than 17 inches above the
counter. Shelves should be adjustable.
Utility


Washer and dryer openings should be front loading and slightly higher than the
wheelchair’s armrests
Washer and dryer should be placed on a platform and all controls should be
accessible
Garage



Garage should be 24 feet long so one can walk around the front and back of the
car
Need 5 feet on side of car to maneuver the wheelchair with the car door open
Width of one car and wheel chair needs to be 12 to 14 ½ feet
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13
Home Modifications Project Instructions
Supplies needed to complete this activity:
 ¼ inch graph paper
 Colored pencils or pens
 A regular lead pencil
 A black ink pen
 A floor plan from teacher
 Ruler
 Furniture cut-outs
Directions: Gather the supplies listed above and carefully follow the steps
outlined below.
1. Select two rooms from the floor plan.
2. Make scale drawings of both rooms using ¼ inch graph paper and
the lead pencil.
3. Using the furniture cut-outs provided by the teacher, cut out and
arrange the furniture to accommodate an individual in a wheelchair
who lives alone. When you are satisfied with your arrangement glue
down.
4. Use a colored pencil or pen to identify pathways/traffic patterns for
the individual to maneuver around the rooms.
5. Label the rooms using the black ink pen. Label using capitalized
block lettering.
6. Write your name, class period, and date on the lower right hand
corner of the back of your paper, using capitalized block lettering.
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14
Name___________________________________
Class Period _________
Home Modifications Project
Score Sheet
Possible Score
1. Plan is drawn to scale of ¼ inch equals 1 foot.
2. Two rooms are drawn correctly with appropriate
doors and windows from floor plan.
25
10
Your Score
________
________
3. Furniture is cut out from samples given, and is
arranged in appropriate manner in the chosen rooms
to accommodate a person in a wheelchair.
25
________
4. Colored pencil or pen is used to identify pathways
for maneuverability (i.e., traffic patterns).
10
________
5. Rooms are labeled neatly and in black ink.
Used blocked capitalized letters.
20
________
6. Name, class period, and date in proper place.
Used blocked capitalized letters.
10
________
Possible Score
100
Minus 10 for each day late
Project Grade
________
________
________
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15