Lesson Plan
Course Title: Fundamentals of Architecture and Construction
Session Title: Professional Organizations
Performance Objective:
After completing this lesson the student will be able to demonstrate understanding of the role of
professional organizations.
Specific Objectives:
·
·
·
·
·
·
The student will identify various professional organizations
The student will evaluate the need of professional organizations
The student will evaluate the advantages of professional organizations
The student will demonstrate the use of professional organizations
The student will demonstrate vocabulary related to professional organizations
The student will demonstrate communication to professional organizations
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.
130.42 (c)(33)(A)
…identify opportunities for career advancement to formulate career goals…
130.42 (c)(33)(B)
…identify a career ladder
130.42 (c)(33)(F)
…maintain positive interpersonal skills to enhance advancement potential…
130.42 (c)(33)(G)
…perform quality work as measured by a performance evaluation…
130.42 (c)(33)(H)
…pursue education and training opportunities to acquire skills necessary for career
advancement…
130.42 (c)(33)(J)
…participate in professional development opportunities such as professional organizations and
associations, trade shows, and seminars…
130.42 (c)(33)(K)
…read professional journals, magazines, manufacturers' catalogs, industry publications, and
Copyright Texas Education Agency (TEA)
1
Internet sites to keep current on industry trends…
130.42 (c)(33)(L)
…identify and prepare for new and emerging occupations, practices, and procedures as well as
declining occupations and practices…
130.42 (c)(34)(A)
…recognize segments of the construction industry and show the relationships to specialty
areas…
130.42 (c)(34)(D)
…identify sources of career information…
130.42 (c)(33)(E)
…identify job opportunities for the trade…
130.42 (c)(34)(F)
…identify organizations that offer career and job placement…
130.42 (c)(34)(G)
…analyze potential growth of identified careers…
130.42 (c)(34)(H)
…apply labor market and job growth information to career goals…
130.42 (c)(34)(I)
…examine licensing, certification, and credentialing requirements at the national, state, and
local levels to achieve compliance…
130.42 (c)(34)(J)
…align licensing, certification, and credentialing requirements to career goals in order to plan for
career advancement…
130.42 (c)(34)(K)
…use technologies and resources to research licensing, certification, and credentialing…
130.42 (c)(34)(L)
…evaluate and select suitable sources of licensing, certification, and credentialing…
130.42 (c)(34)(M)
…identify licenses, certifications, and credentials applicable to career goals…
130.42 (c)(34)(N)
…document sources and agencies for licensing and certification and credentialing information,
including contact information…
130.42 (c)(35)(B)
…practice the responsibilities and characteristics of a professional in architecture and
construction…
130.42 (c)(35)(E)
Copyright Texas Education Agency (TEA)
2
…present a professional image in the workplace or job site to enhance career advancement…
130.42 (c)(35)(F)
…maintain appropriate professional memberships…
130.42 (c)(35)(G)
…follow rules, regulations, and guidelines…
Interdisciplinary Correlations:
English:
110.31 (c)(21)(B)
… organize information gathered from multiple sources to create a variety of graphics and
forms…
110.31 (c)(22)(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…
110.31 (c)(23)(C)
… uses graphics and illustrations to help explain concepts where appropriate
110.31 (c)(23)(D)
… uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert
evaluations) to examine the quality of the research…
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
This lesson is designed to introduce some of the basic ideas behind Professional Organizations.
Teacher should locate and review organizations’ websites and their purpose.
Teacher should secure computers for research and presentation purposes.
There are many different organizations and websites that carry pertinent information pertaining
to professional organizations. The ones discussed in this lesson are the most prominent
organizations in their respective business fields.
Teacher can research other professional organizations besides the ones listed in this lesson.
References:
The following reference websites provide information on several of the most prominent
professional organizations.
Copyright Texas Education Agency (TEA)
3
http://www.aia.org/
http://www.iida.org/
http://cmaanet.org/
There are various websites for other professional organizations that can be researched,
downloaded, adapted or modified for use in this lesson.
Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference websites (if needed)
Materials Needed:
1. Paper
2. Pens, pencils
Equipment Needed:
1. Computers for on-line research
2. Surface to hang presentations (if needed)
Learner Preparation:
Discuss rules and guidelines for use of computer lab
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of different groups, teams, professionals
and organizations. Allow students to ask questions and discuss about pictures if they are
unclear or curious.
ASK: Is anyone part of a team or club? Did you know that business professionals also have
clubs or groups that they can belong to?
SAY: Professionals in the construction/design field have various groups; these are called
professional organizations that put them in contact with other professionals.
ASK: What is the purpose of a team or group? Do you help each other out when needed? Do
you have to follow rules?
Copyright Texas Education Agency (TEA)
4
SAY: Being part of a professional organization can help you become a better professional by
following standards and guidelines that others will also follow. This can also help by not having
to redo certain work that has already been done and established by someone else.
SAY: Let’s investigate several of these organizations.
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 idea of Professional Organizations and
how they relate to the field of design.
Use PowerPoint,
websites and drawings
as aid.
II. Discuss professional organizations in the field of
architecture.
Use PowerPoint and
websites as aid.
III. Discuss professional organizations in the field of
interior design.
Use PowerPoint and
websites as aid.
IV. Discuss professional organizations in the field of
construction.
Use PowerPoint and
websites as aid.
V. Explain that class will do a little research over
various professional organizations. (Students can be
given pre-determined items to look for throughout the
research)
A. Cover criteria
B. Assign roles as needed
C. Establish guidelines for research and
computer use
D. Refocus class for discussion and findings
This is where the most
time will be used. Give
enough time to return
and refocus in the
classroom or specified
location. Evaluation
can even be
homework assignment
if time does not allow.
VI. Discuss with students their research findings and
how the role of the professional organizations affects
their respective business fields.
Allow students to lead
discussions. Point out
main points and
characteristics of the
standards.
Copyright Texas Education Agency (TEA)
5
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will assign various items to look for or gather when researching.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Students will have time to explore and research the various organizations.
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.
(Depending on given criteria, teacher may need to physically observe and participate with each
student or group)
Summary
Review (LSI Quadrants I and IV):
Question: What are some things you already knew about organizations?
Question: Do you understand the role that professional organizations play in each business
field?
Question: Can you understand how these organizations can benefit their respective fields?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe the student’s independent practice time and note the issues or
Copyright Texas Education Agency (TEA)
6
questions that arise. These should be addressed or brought up during summary time.
Formal Assessment (LSI Quadrant III, IV):
Student can receive a grade for completing a list of pre-determined items.
Student can receive a grade from direct observation from the teacher. (Teacher could select
several items per student/group and determine a grade form their identification of selected
items)
Student/group can be asked to present to class and answer questions about information
gathered.
Additional credit may be given for additional understanding or interpretation.
Extension
Extension/Enrichment (LSI Quadrant IV):
Students can be given a specific article to read or publications from one of the organizations.
Class could visit one of the organization’s local chapters.
Students can be given specific items to look for, like a web scavenger hunt.
Students can be asked to interview some key officials within different organizations and present
their findings.
Teacher can bring in leaders from different professional organizations to present to class.
Copyright Texas Education Agency (TEA)
7
Fundamentals of Architecture and Construction
Professional Organizations
Handout
Vocabulary:
Professional
Organizations:
a non-profit organization seeking to further a particular profession, the
interests of individuals engaged in that profession, and the public interest.
AIA:
American Institute of Architects is a non-profit organization seeking to
further a particular profession, the interests of individuals engaged in that
profession, and the public interest.
IIDA:
International Interior Design Association, strives to create a strong niche for
the most talented and visionary Interior Design professionals, to elevate the
profession to the level it warrants, and to lead the way for the next
generation of Interior Design innovators.
CMAA:
Construction Management Association of America, an advanced
professional construction and program management worldwide, is to
promote and enhance leadership, professionalism, and excellence in
managing the development and construction of projects and programs.
ASLA:
American Society of Landscape Architects, is to lead, to educate, and to
participate in the careful stewardship, wise planning, and artful design of
our cultural and natural environments.
CSI:
Construction Specifications Institute, is to advance building information
management and education of project teams to improve facility
performance.
Purpose:
Architecture = The AIA is the leading professional organization in the field of architecture and
ALSA for landscape architects.
Interior Design = The IIDA is the leading professional organization in the field of interior design.
Construction = The CMMA is just one of the leading professional organizations in the field of
construction along with the CSI.
Copyright Texas Education Agency (TEA)
8
Rubric Template
Task Statement: __Professional Organizations_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be
Assessed
Novice
1
Followed directions
(Possible 4 points)
Proper use of resources
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
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
Did not use the
resource tools
Barely uses the
resource tools
Mainly utilized the
resource tools
Successfully utilized
the resource tools
Did not compile any
data
Complied some
research data
Complied most of
the research data
Complied good and
reliable research
data
Did not present any
material
Presented some
material
Presented most of
the material
accurately and
clearly
Presented material
accurately and
clearly
Did not participate in
class discussion
Barely participated
in class discussion
Mainly participated
in class discussion
Actively participated
in class discussion
Points
Earned
(Possible 4 points)
Complied research data
(Possible 4 points)
Presentation of material
(Possible 4 points)
Class discussion
(Possible 4 points)
A = 20 – 17 points
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
Total Points: 20
Copyright Texas Education Agency (TEA)
9