Training Station Orientation
Practicum in Architectural Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her work
place.
Specific Objectives
 Students will learn and/or reinforce basic knowledge of their respective training stations.
 Students will demonstrate an understanding of what is expected from their training sponsors.
 Students will compile information and will build a multi-media presentation.
 Students will communicate their knowledge orally to their peers.
Terms
 Training plan agreement — a written agreement between the school and the training sponsor
for each student enrolled in a work-based instruction component of a practicum course. The
training plan shall ensure that each student will receive classroom instruction coordinated with
work-based instruction to develop the essential knowledge and skills identified for the chosen
training area. Work-based instruction may be provided through paid work experiences,
internships, and/or apprenticeships and may be enriched with job shadowing and/or mentoring
experiences.
 Training site — the business/industry site where the student is placed for work-based
instruction. The student is provided occupationally specific training experiences in accordance
with the training plan agreement, under the guidance and supervision of a qualified training
sponsor, and under the coordination and supervision of the teacher-coordinator.
 Training sponsor — the person serving as the student’s supervisor at the work-based training
site. The training sponsor confers regularly with the teacher-coordinator to plan, conduct, and
evaluate student training experiences in order to develop the knowledge and skills required in
the student’s chosen occupational training area.
 Work-based instruction — in addition to classroom instruction, occupationally specific
instruction and training, either paid or unpaid, is provided by business/industry in cooperation
with the school. Written agreements between the school and a representative of the
business/industry training site and also agreed upon by the student and a parent or guardian,
guide the coordinated classroom instruction and work-based occupational instruction.
Time
This lesson should take 12 class days to complete. Some of the days will be in class and others will be at
the training site.
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Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Architectural Design
 130.48(c) Knowledge and skills.
o (1) The student knows the employability characteristics of a successful worker in the
modern workplace. The student is expected to:
(A) identify employment opportunities, including entrepreneurship, and
preparation requirements for the student's chosen field;
(B) demonstrate the principles of group participation and leadership related to
citizenship and career preparation;
(C) demonstrate productive work habits and attitudes;
(D) apply the competencies related to resources, information, interpersonal skills,
systems, and technology in appropriate settings and situations; and
(E) demonstrate knowledge of the concepts and skills related to health and safety
in the workplace, as specified by appropriate government regulations.
o
(8) The student demonstrates the ability to solve problems, think critically, and make
decisions. The student is expected to:
(A) develop or improve a product by following a problem-solving strategy;
(B) apply critical-thinking strategies to the analysis and evaluation of proposed
technological solutions; and
(C) apply decision-making techniques.
o (9) The student applies communication, mathematics, and science knowledge and skills
to job-related activities. The student is expected to:
(A) use written, verbal, and visual communication techniques consistent with
industry standards;
(B) use mathematics concepts in communication technology; and
(C) identify and apply science principles.
o (10) The student determines employment opportunities and preparation requirements
for careers. The student is expected to:
(A) determine preparation requirements for various levels of employment in a
variety of careers;
(B) analyze the future employment outlook;
(C) describe entrepreneurial opportunities;
(D) determine how interests, abilities, personal priorities, and family
responsibilities affect career choice;
(E) compare rewards and demands for various levels of employment in a variety
of careers; and
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(F) determine continuing education opportunities that enhance career
advancement and promote lifelong learning.
o (11) The student demonstrates ethical and legal practices for careers in the architecturalrelated workplaces. The student is expected to:
(A) summarize the rights and responsibilities of employers and employees;
(B) exhibit ethical practices as defined by the architectural industry;
(C) analyze legal aspects of the architectural-related workplace;
(D) develop a school-based learning activity in collaboration with the teacher and
at least one related industrial mentor that provides an in-depth study of at least
one aspect of a selected business, industry, and labor independent study;
(E) present the project in at least two formats such as model, graphic, verbal,
written, or other to a panel of students, teachers, and practitioners in the career
concentration;
(F) deliver the project's final product(s) that demonstrate(s) the use of a variety of
resources, technologies, and communication skills; and
(G) maintain a project portfolio that documents experience by using graphic or
written documentation of architectural-related projects and a professional
resumé that should include select educational and work history; professional
references; appropriate letters of recommendation; record of work experiences,
licenses, and certifications; receipt of licenses, certifications, and credentialing;
and completion of education and training.
Interdisciplinary Correlations
Reading I, II, III
 110.47(b) Knowledge and skills.
o (1) The student uses a variety of word recognition strategies. The student is expected to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available technology
to determine pronunciations of unfamiliar words.
o (2) The student acquires an extensive vocabulary through reading and systematic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies.
o (4) The student comprehends texts using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize main texts by identifying main ideas and relevant details.
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Public Speaking I, II, III
 110.57 (b) Knowledge and skills.
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Technology Applications
 126.49 (c) Knowledge and skills.
o (1) Creativity and innovation. The student demonstrates creative thinking, constructs
knowledge, and develops innovative products and processes using technology.
(H) identify and solve problems, individually and with input from peers and
professionals, using research methods and advanced creativity and innovation
skills used in a selected profession or discipline.
(J) produce original work to solve an identified problem and publish a product in
electronic media and print.
o (2) Communication and collaboration. The student uses digital media and environments
to communicate and work collaboratively, including at a distance, to support individual
learning and contribute to the learning experience of others. The student is expected to:
(C) determine and implement the best method of presenting or publishing
findings.
(D) synthesize and publish information in a variety of print or digital formats.
(E) use evolving network and Internet resources and appropriate technology skills
to create, exchange, and publish information.
o (3) Research and information fluency. The student applies digital tools to gather,
evaluate, and use information. The student is expected to:
(A) use evolving network and Internet resources for research and resource
sharing of technology applications.
(B) apply appropriate search strategies in the acquisition of information from the
Internet, including keyword and Boolean search strategies.
(D) acquire information using appropriate research strategies with source
citations through electronic formats, including interactive components, text,
audio, video, graphics, and simulations.
(E) identify, create, and use available file formats, including text, image, video,
and audio files.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
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Reported Job Titles: Architect; Architectural Project Manager; Design Architect; Principal Architect;
Principal, Architectural Firm; Project Architect; Senior Architect/Design Manager; Senior Architectural
Designer; Senior Planner; Specifications Writer
Tasks
 Prepare scale drawings or architectural designs, using computer-aided design or other tools. See
more occupations related to this task.
 Plan or design structures such as residences, office buildings, theatres, factories, or other
structural properties in accordance with environmental, safety, or other regulations. Green Task
Statement See more occupations related to this task.
 Direct activities of technicians engaged in preparing drawings or specification documents. See
more occupations related to this task.
 Prepare contract documents for building contractors. See more occupations related to this task.
 Prepare information regarding design, structure specifications, materials, color, equipment,
estimated costs, or construction time.
Skills





Critical Thinking
Speaking
Active Listening
Complex Problem Solving
Judgment and Decision Making
Student Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handbooks or trade journals.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
Instructional Aids
 Student handouts
 Grading rubric
 Internet
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
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Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
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Outline
MI
OUTLINE
Assignment Outline:
I.
Directions:
a. The packet of information must be
completed by interview, website, or
handbook.
b. Minimum of 12 digital photos.
c. Floor plan may be scanned.
II.
Grading:
a. Completion of packet.
b. Multi-media presentation.
c. Pictures.
d. Professionalism during presentation.
III.
IV.
Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s previous experience
f. Site of company
g. Organizational chart
h. Miscellaneous supplemental information
i. Photos
j. If I were in charge: 3,2,1
Layout format must be followed.
INSTRUCTOR NOTES
Copy the instructions and
grading rubric and make
into a packet.
Tell the class about some
of the things you learned
at previous jobs. Explain
how those skills helped
you to become a teacher.
Explain the necessity of
learning as much as
possible about a job
because some of the skills
learned will help with
future employment.
Explain to the class that
customers see a business
much differently than the
employees see it.
Ask the class if they ever
wanted to work at a place
where they shopped.
Have them give reasons
why they wanted to work
there.
***Handout the Employer Project Guidelines
Go over all the criteria in
the assignment and check
for understanding.
Explain the employer
project guidelines.
Students can set it up
while working on the
Training Station
Orientation project.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The student will
follow along and make notes on their hard copy. Students will be strongly encouraged to take the
assignment packet to their job sites so employers will know about the activity.

Give some ideas to students during the brainstorming session before the end of the first class
period.
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Employer Project Guidelines
Directions
You are to complete this packet of information by conducting interviews with employers and/or coworkers. If you have an employee-training manual, you may use it as a source. You can even try
obtaining information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos, in your presentation. You may
bring the pictures to class on a flash drive, a memory card, or CD to import into your project.
All information will be compiled to prepare a multi-media presentation which will be shown to the class
when you present your project.
You will be graded on:
 Completion of the packet.
 Multi-media presentation.
 Use of pictures (as specified).
 Professionalism during presentation, including professional dress.
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
 Name and logo of company
 Floor Plan
 Policies and Procedures
 History of the company
 Supervisor’s (or owner’s) previous experience
 Site of company (including number of employees)
 Organizational chart
 Miscellaneous supplemental information
 Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
 Three things you like about the training station
 Two things you would change
 One thing you have learned that will help you in your career choice
Layout Format:
 Student’s name
 Company’s name, address
 Type of company
 In a minimum of 75 words, (typed and turned in separately) state what your first day on the job
was like.
 Procedures for reporting to work
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






Procedures for calling in sick or calling in late
Procedures for asking for time off
What types of benefits are available
Length of time manager/owner has been with company
What prior training did manager/owner have?
What type of education is needed for a managerial position with the company?
Procedure for handling cash or legal documents(beginning and ending shifts), OR

Procedure for accessing or handling clients files








Names of competitors and their locations
Organizational chart
Floor plan
Names of vendors and suppliers
Procedures for handling returns, issuing credit and keeping clients happy
What types of jobs/careers will your current training station prepare you for?
What is the procedure for handling theft (by employees or clients)?
What is the strangest thing that has happened to you on the job?
This project is due on: ___________________________
Independent Practice
 Students will work at their own paces to complete this activity.
 All work is to be done in class, so the teacher can check for understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a workable
pace in order to complete it on time.
 Students will be prepared to present their projects to the class.
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Summary
Review
 Why do customers see a different perspective of a business operation than that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
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Employer Project Guidelines
Directions
You are to complete this packet of information by conducting interviews with employers and/or coworkers. If you have an employee-training manual, you may use it as a source. You can even try
obtaining information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos, in your presentation. You may
bring the pictures to class on a flash drive, a memory card, or CD to import into your project.
All information will be compiled to prepare a multi-media presentation, which will be shown to the class
when you present your project.
You will be graded on:
 Completion of the packet.
 Multi-media presentation.
 Use of pictures (as specified).
 Professionalism during presentation, including professional dress.
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
 Name and logo of company
 Floor Plan
 Policies and Procedures
 History of the company
 Supervisor’s (or owner’s) previous experience
 Site of company (including number of employees)
 Organizational chart
 Miscellaneous supplemental information
 Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
 Three things you like about the training station
 Two things you would change
 One thing you have learned that will help you in your career choice
12
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Layout Format:
 Student’s name
 Company’s name, address
 Type of company
 In a minimum of 75 words, (typed and turned in separately) state what your first day on the job
was like.
 Procedures for reporting to work
 Procedures for calling in sick or calling in late
 Procedures for asking for time off
 What types of benefits are available
 Length of time manager/owner has been with company
 What prior training did manager/owner have?
 What type of education is needed for a managerial position with the company?
 Procedure for handling cash or legal documents(beginning and ending shifts), OR

Procedure for accessing or handling clients files








Names of competitors and their locations
Organizational chart
Floor plan
Names of vendors and suppliers
Procedures for handling returns, issuing credit and keeping clients happy
What types of jobs/careers will your current training station prepare you for?
What is the procedure for handling theft (by employees or clients)?
What is the strangest thing that has happened to you on the job?
This project is due on: ___________________________
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Individual Presentation Rubric
Presentation Title: _______________________________________________________________________________________
Name: ____________________________________
Teacher: ______________________________________
ID#: ______________________________________
Date of Presentation: ___________________________
Organization
Visuals
Mechanics
Content
Knowledge
Delivery
0-5
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student used no
visuals.
Student’s
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student mumbles,
incorrectly
pronounces terms
and speaks too
quietly for
students in the
back of the class
to hear
Criteria
6-10
Audience has
difficulty following
presentation
because student
jumps around.
Points
11-15
Student presents
information in
logical sequence
that audience can
follow.
16-20
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
no misspellings or
grammatical
errors.
Student
occasionally used
visuals that rarely
support text and
presentation.
Presentation had
three misspellings
and/or
grammatical
errors.
Visuals related to
text and
presentation.
Student is
uncomfortable
with information
and is able only to
answer
rudimentary
questions.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Presentation had
no more than two
misspellings
and/or
grammatical
errors.
Total
Teacher Comments:
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