Legality in the Workplace: Codes, Ethics, and Laws
Practicum in Architectural Design
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have a better understanding of what codes, ethics,
and laws are associated with architectural design careers.
Specific Objectives
 Students will follow appropriate codes, laws, standards, or regulations for their chosen field.
 Students will demonstrate ethical and legal practices for careers in architectural design.
Terms
 Infographic – a visual image, such as a chart or diagram used to represent information or data.
 Codes – a collection of regulations, ordinances, and other statutory requirements put together
by various organizations; once adopted by each jurisdiction, they become law; they are enforced
on a local level and sometimes state level.
 Federal Regulations – a number of federal agencies and departments work with trade
associations, private companies, and the general public to develop federal laws for building
construction
 Ethics – principles that guide an individual’s behavior and decisions.
.
Time
This lesson should take three days to complete.
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.
Practicum in Architectural Design
 130.48(c) Knowledge and skills.
o (7) The student follows appropriate codes, laws, standards, or regulations. The student is
expected to:
(A) identify areas where codes, laws, standards, or regulations may be required;
(B) locate the appropriate codes, laws, standards, or regulations; and
(C) follow the appropriate codes, laws, standards, or regulations.
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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; and
(C) analyze legal aspects of the architectural-related workplace.
Interdisciplinary Correlations
English Language Arts and Reading
 110.31 (c) Knowledge and skills.
o (21) Research/Gathering Sources. Students determine, locate, and explore the full range
of relevant sources addressing a research question and systematically record the
information they gather. Students are expected to:
(B) organize information gathered from multiple sources to create a variety of
graphics and forms.
o (22) Research/Synthesizing Information. Students clarify research questions and evaluate
and synthesize collected information. Students are expected to:
(B) evaluate the relevance of information to the topic and determine the
reliability, validity, and accuracy of sources (including Internet sources) by
examining their authority and objectivity.
o (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas
and information according to the purpose of the research and their audience. Students
are expected to synthesize the research into a written or an oral presentation that:
(C) use graphics and illustrations to help explain concepts where appropriate; and
(D) use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher
and expert evaluations) to examine the quality of the research.
Reading I, II, III
 110.47(b) Knowledge and skills.
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; and
(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:
(D) summarize main texts by identifying main ideas and relevant details.
o (7) The student reads with fluency and understanding in increasingly demanding and varied
texts. The student is expected to:
(A) read silently or orally such as paired reading or literature circles for sustained
periods of time.
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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 (5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is
expected to:
(A) analyze the implications of the audience, occasion, topic, and purpose as a
basis for choosing proofs and appeals for speeches.
o (6) Style. The student develops skills in using oral language in public speeches. The student is
expected to:
(D) use informal, standard, and technical language appropriately.
o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.
The student is expected to:
(E) interact with audiences appropriately.
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. The student is
expected to:
(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;
(I) develop products that meet standards identified by the selected profession or
discipline; and
(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; and
(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:
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(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; and
(E) identify, create, and use available file formats, including text, image, video,
and audio files.
o (4) Critical thinking, problem solving, and decision making. The student uses critical-thinking
skills to plan and conduct research, manage projects, solve problems, and make informed
decisions using appropriate digital tools and resources. The student is expected to:
(A) evaluate the design, functionality, and accuracy of the accessed information;
(B) conduct systematic research;
(C) demonstrate creative-thinking and problem-solving skills;
(D) integrate appropriate productivity tools, including network, mobile access,
and multimedia tools, in the creation of solutions to problems;
(E) use enriched curricular content in the creation of products; and
(F) synthesize and generate new information from data gathered from electronic
resources.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
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. 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
 Active Listening
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



Critical Thinking
Speaking
Complex Problem Solving
Coordination
Student Tasks
 Students will research the different codes, ethics, and laws associated with their field of study.
 Students will create an infographic illustrating the four different types codes related to local,
state, and federal regulations.
 Students will add an infographic to their professional portfolio.
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 computer lab if one is not readily available.
 Copy the handout sheets and rubrics for the students.
 Have materials ready to go prior to the start of the lesson.
 Have a list of codes, ethics, and laws handy to refer to during lecture.
Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all handouts in this unit
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students, “What do you know about the codes, ethics, or laws related to architectural
design?”
 Ask students, “Why do architects need to follow codes related to local, state, and federal
regulations?”
 Tell students about specific codes and regulations related to architectural design.
 Have students write the steps on how to enter the school and get to this classroom if they were
in a wheelchair.
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

View the video first and decide what sections you want to show the class as an introduction to
universal design and codes: https://www.youtube.com/watch?v=i-Jyusw0RSk
Discuss the video and Americans with Disabilities Act (ADA).
Lesson Introduction
 Tell students that architectural designers are legally responsible for being aware of and
implementing applicable local, state, or federal codes.
 Have the students fill out the “Codes, Ethics, and Laws” handout with the multimedia
presentation.
 Give students the “Sites for Codes and Regulations” handout.
Outline
MI
Outline
Assignment Outline:
I.
Introduction to Codes Ethics and Laws:
A. Class discussion
B. List steps on how to enter school and go to
the classroom using a wheelchair
C. Introduction video on universal design and
codes related to Americans with Disabilities
Act (ADA)
D. Discuss video
II.
Notes Codes, Ethics and Laws:
A. Codes and Federal Regulations
B. Codes
1. Purposes
2. Types
C. Model Building Codes
D. Electrical Codes
E. Life Safety and Fire Codes
F. Residential codes
G. Federal Regulations
1. ADA
2. Fair Housing Act
3. OSHA
H. Ethics
1. What are they?
2. Common Workplace Ethics
III. Codes and Regulations Infographic Project
A. Directions
Instructor Notes
Copy handouts and
grading rubrics.
Ask students to describe
what a home would look
like for a person who uses
a wheelchair.
Explain that you are
legally responsible for
being aware of and
implementing applicable
local, state, or federal
codes.
Teacher will hand out
“Codes, Ethics, and Laws”
student notes sheets and
go over the material using
the multimedia
presentation.
Teacher will lead the
discussion of material
using multimedia
presentations for codes,
ethics, and laws.
Teacher will hand out
sites for codes and
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1. Create an infographic using federal
regulations and the four types of building
codes
B. Grading
1. Four example of codes
2. One example of a federal law
C. Project must have:
1. One example of model building code
2. One example of electrical code
3. One example of life safety or fire code
4. One example of residential code
5. One example of federal law
regulations.
Students will complete
notes with the
multimedia presentation.
Go over all the criteria in
the assignment “Codes
and Regulations:
Infographic Project” and
check for understanding.
Explain the guidelines.
Have students research
codes and federal
regulations that must be
followed when building
and designing a home.
Create infographic.
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.
 Ask students to think about how they would design their infographic. They need to complete
research before they start.
 Show samples of infographics.
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.
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Summary
Review
 Review codes, ethics, and laws specific to chosen careers.
 Why must we follow codes and laws?
 What are two ethics in the workplace everyone should have?
Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Codes and Regulations Infographic rubric to evaluate.
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Name:
Date:
Codes, Ethics, and Laws Notes
I. Codes and ____________________________________

Interior designers are ____________________________ for being aware of and
_______________________ applicable local, state, or federal codes.

_________________ regulations are mandated by law and required regardless of
_______________________.
A. __________________ of Codes

Ensure public ______________________________ throughout a building.

Most have come into play “after-the-fact” as a
__________________________________________

They are primarily _______________________with
o
____________________________requirements
o
____________________materials or equipment used in the building
o
75% of all codes and standards deal with ____________
o
_________________________ conservation
o
_______________________
B. ________________________________ of Building Codes

Model ____________________________

Electrical Codes

______________________ and Fire Codes

_____________________codes
1. Model Building _______________

Purpose – define ________________________________ and limit use of
_____________________ materials

Common Codes
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o
___________________________ (NBC) published by Building
Officials Code Administration (BOCA)
o
Standard Building Code (___________) published by Southern
Building Code Congress International (SBCCI)
o
_________________Building Code (UBC) published by the
International Conference of Building Officials (ICBO)

________________________ Building Code
o
Published by the International Code Council
o
First established in ___________and published in 2000
o
Most current edition is 2012 with a new edition expected in 2015
o
_____________________ are no longer being updated; IBC is
updated every three years

o
Some MS _____________________adopted the code in 2003
o
This code has now replaced the three model codes
It’s important to ______________________
o
At the start of every project, ______________ and which edition of
the code is being _________in the jurisdiction of your project
C. __________________ Codes

Purpose – define ______________requirements for these specialties

Common Codes
o
______________________________ (NEC) published by National Fire
Protection Association (NFPA)
D. Life Safety and __________________________

Purpose – establish _____________________________ for fire safety

Common Codes - ________________ Codes
o
__________ and NFPA now include fire codes
o
IFC ___________________Fire Code
o
UFC _________________ Fire Code (NFPA 1 ®)
o
These address ___________________________ in relation to hazardous
conditions that could cause a fire or _______________________
o
Designers will address chapters on:

Interior _________________________

_______________________and Decorative Materials
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
Common Codes – _________________________ Code (LSF, or NFPA 101®)
o
One of the first codes published by __________
o
Revised ____________________________
o
2003, 2006, 2009,2012 and 2015 versions
o
It is NOT a building code; it focuses on __________________or
evacuation of all persons from a building by protecting them from fire,
smoke, and toxic fumes
o
Uses the _________________________ Format. First section
concentrates on broad topics, description of occupancies, means of egress
and fire protection
o
Second part is divided into chapters by
________________________________ for new and existing buildings
E. __________________ Codes

Purpose – define construction requirements in one and two_____________________________

Common Codes
o
_____________________Residential Code (IRC)
o
First available in _________________
o
Based on the former _______________________-Family Dwelling Code
o
Applies to construction of ____________________, duplex and
townhouses
F. Federal _________________________

A number of federal agencies and departments work with trade associations,
private companies and the general public to
______________________________________ for building construction

These regulations are published in the ___________________________ (FR) and
the Code of Federal Regulations (CFR)

Published daily, but not all rules are ______________________________laws

Once they have been passed into law, they are published in the
__________________annually

The federal government regulates_______________________

Federal buildings have their own regulations and do not use state or model codes
(VA hospitals, ____________________, etc.)
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
They can pass federal legislation creating a law that
_____________________________ all other state and local codes and standards;
the ADA is an example
o
_______________________________________ Act (ADA)

Developed by the Dept. of _________________

4-part federal legislation become law on July 26th,
____________________

__________________________ in 1992 and 1993.

Is a comprehensive civil rights law that protects individuals with
_______________________ in the are of

_____________________ (Title 1)

State and Local gov’t services and
___________________________ (Title II)

Public ___________________________ and commercial facilities
(Title III)

o
_______________________________ (Title IV)
___________________________ Act

Federal legislation enforced by the Department of Housing and
Urban Development __________

Protects the consumer from discrimination in housing when
____________________________

Pertains to housing with four or more dwelling units

As of 1991, these buildings must have accessible public and
common areas and ground floor units must be accessible and meet
specific construction requirements

o
The FHA is often considered the residential version of the ADA
Occupational _________________________ Act (OSHA)

OSHA

Passed in 1970 to protect the American employee in the
_____________________

It regulates the _________________________ and interior projects
where people are employed

Employer must furnish a safe working
_______________________or can be fined
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
It also stresses the safe __________________ of materials and
equipment to ensure the safety of construction workers
II. Ethics
A. ________________________ ethics?

In the simplest terms, the word “ethics” refers to the application
__________________________________ in the way that we conduct our
individual or group behavior

____________________ is something you either have or you don’t have

Ethics is something that is _____________________________ throughout one's
life
B. Common Workplace Ethics

Punctuality

_________________

_________________ and Loyalty

_________________

_________________

_________________
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Sites for Codes and Regulations






www.iccsafe.org - International Code Council
www.nationalcodes.ca/nbc/index_e.shtml - National Building Code of Canada
www.hud.gov/offices/fheo/FHLaws - Department of Housing and Urban Development
www.osha.gov/oshinfo/mission.html - Occupational Safety and Health Administration
www.usdoj.gov/crt/ada/adahom1.htm - Americans with Disabilities Act
www.nfpa.org/index.asp - National Fire Protection Association
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Codes and Regulations Infographic Project
Directions
•
Create an infographic using building codes and federal laws pertaining to architectural
construction and design.
•
Project must include:
– One example of building codes
– One example of electrical codes
– One example of life safety and fire codes
– One example of residential codes
– One example of federal regulations/laws
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Codes and Regulations Infographic Project Rubric
Name: ____________________________________
Teacher: __________________________________
Criteria
0-5
6-10
Points
11-15
16-20
More than two
errors
Two errors
One error
No errors;
everything is correct
Details
Very little detail is
provided for the
main idea and
understanding is
limited.
More detail is
needed for
understanding;
some items are
distracting.
Detail is added to
support each main
idea with minimal
clutter.
Details including
labels support main
ideas without
distracting clutter.
Content Accuracy
Less than two
accurate codes are
displayed.
Two accurate codes
are displayed.
Three accurate
codes are displayed.
At least four codes
are displayed in the
infographic.
Graphics Relevance
Graphics do not
relate to the topic.
All graphics relate to
the topic but do not
represent the
information
appropriately.
Most graphics
represent the
information
appropriately.
All graphics
represent
information
appropriately.
Graphics - Visual
Color, shape, size,
and arrangement
are distracting or
misleading.
Color, shape, size,
and arrangement
are present but do
not add to the
information.
Color, shape, size,
and arrangement
are eye-catching
and contribute
some meaning.
Color, shape, size,
and arrangement of
graphics contribute
meaning to the
overall message.
Design is
distractingly messy,
unattractive, or very
poorly designed.
Design is acceptably
attractive though it
may be a bit messy.
Design is attractive
in terms of design,
layout, and
neatness.
The design is neat,
clear, and visually
appealing.
Mechanics
Design/Layout
Teacher Comments:
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