Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: Blueprints
Performance Objective:
After completing this lesson the student will be able to identify basic architectural symbols on a
blueprint drawing. The student will be able to indentify basic characteristics of architectural
drawings.
Specific Objectives:
•
•
•
•
•
•
The student will identify basic architectural symbols
The student will distinguish between architectural symbols
The student will identify architectural drawings
The student will distinguish between architectural drawings
The student will demonstrate proper use architectural drawing vocabulary
The student will be able to interpret basic architectural drawings
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)(37)(A)
…interpret blueprints and drawings to assist with project planning…
130.42 (c)(37)(B)
…recognize elements and symbols of blueprints and drawings…
130.42 (c)(37)(C)
…relate information on blueprints to actual locations on the print…
130.42 (c)(37)(D)
…recognize different classifications of drawings…
130.42 (c)(37)(E)
…interpret and use drawing dimensions…
Interdisciplinary Correlations:
English:
110.31 (c)(21)(B)
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… organize information gathered from multiple sources to create a variety of graphics and
forms…
Math:
11.34 (c)(8)(F)
…(F) use conversions between measurement systems to solve problems in real-world
situations…
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
Teacher should locate and evaluate various architectural drawings before lesson.
Teacher can contact local architectural firms to donate sets of architectural drawings to utilize
for the lesson.
Teacher can utilize drawings from textbooks, manuals, websites, or magazines for lessons.
Teacher should become familiar with whatever types of drawings are utilized for lesson. This will
help to develop the scenario and criteria for lesson.
Teacher should become familiar with the type of symbols used for the drawings utilized for
lesson.
Teacher should develop scenario and criteria depending upon the need. Sample issues are
listed on the handout and can be altered or modified to fit the availability of materials and
drawings.
References:
The following reference books are an excellent source for architectural drawings and blueprints;
also visiting the local used bookstore has many varieties of house plans and books available.
Some of the resources listed have extensive information, tests, questions and evaluations
regarding drawings and blueprints, but the main idea for this lesson is to obtain and become
familiar with drawings in general. The resources can be utilized as needed.
Print Reading for Construction : Residential and Commercial: Write-in Text with 119 Large Prints by Walter C. Brown, Daniel P.
Dorfmueller
http://archrecord.construction.com/products/
http://www.arch-products.com/
Utilize search engine for various architectural drawing and plan websites.
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Instructional Aids:
1.
2.
3.
4.
Display for PowerPoint, websites, pictures
Reference books
Reference websites (if needed)
Sets of drawings or individual drawings as needed
Materials Needed:
1. Paper
2. Pens, pencils
3. Set of drawings or individual drawings as needed
Equipment Needed:
1. Surface to layout drawings as needed
2. Surface to hang drawings if needed
3. Highlighters or marking tools for drawings is required
Learner Preparation:
Discuss rules and guidelines for handling drawings and blueprints.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of different drawings, plans and blueprints.
Allow students to ask questions and discuss about pictures if they are unclear or curious. Some
drawings can be very elaborate, colorful or involved, which can be intimidating. The idea is to
familiarize the student with basic architectural symbols and standards used to interpret
drawings.
ASK: Has anyone ever seen a blueprint? Do you know what a blueprint is?
SAY: Blueprints are actually a term used to describe architectural drawings or technical
drawings. In the past, drawings were created by hand on see-through type of paper. Once
finished this paper was run through a machine with a special type of chemical and paper. The
paper would come out with a copy of the original and would usually turn a busty old blue color,
hence, blueprint. With the prominence of the computer, we now produce drawings electronically
and print or “plot” the drawings. So nowadays, most blueprints are not blueprints at all, but
usually black-lined in nature.
ASK: Does anyone know how to “read” a blueprint? Have you ever really seen one up close to
examine what is on the blueprint?
SAY: There are many types of blueprints. This term is not exclusive to the architectural field.
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Any type of drawing used to produce something could be considered a blueprint. Engineers,
manufacturers, technicians, and laborers all use some type of blueprint or drawing on a daily
basis. But, all these types of drawings have some basic universal language and rules they all
follow. If someone has been trained to read a technical schematic for a refrigerator, they could
understand the basics of an elevation drawing for a hospital building. Today we are going to
review some drawings and learn the basic rules and symbols in order to better understand and
utilize the drawings.
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 concept of blueprints and drawings and
how they relate to the field of architecture.
Use PowerPoint,
websites and drawings
as aid.
II. Define the terms and vocabulary used in the field.
Use PowerPoint and
drawings as aid.
III. Demonstrate how to find some information from a
drawing.
Use PowerPoint and
drawings as aid.
IV. Cover the use of symbols and their meanings as
related to the drawings. (Sizes, lengths, heights, etc.)
Use PowerPoint and
drawings as aid.
V. Explain that each student or groups are given
This is where the most
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certain criteria and will find the information on the
drawings.
A.
B.
C.
D.
Assign teams (if needed)
Hand out materials/drawings
Cover criteria
Give time for independent work and
observe
E. Refocus class for discussion and findings
VI. Discuss with students how the different drawings
all relate. Discuss the symbols used and their
meanings. Discuss some of the main characteristics
of the drawings.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
time will be used. Give
a definite stop time to
allow for discussion
and evaluation.
Evaluation can even
be homework
assignment if time
does not allow.
Allow students to lead
discussions. Point out
main points and
characteristics of the
drawings.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate the location of items on an architectural drawing.
Students will be given various architectural drawings.
Teacher will assign various things to look for on the drawings, like a checklist.
Optional: Students can be broken into small teams or groups for this exercise.
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Independent Practice (LSI Quadrant III):
Students will have time to explore and evaluate the drawings given to them.
Students will check off or highlight items found on the drawing from their checklist.
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?
Question: Did you know some of the symbols already?
Question: Could you understand some other symbols found on the drawing?
Question: Did the organization of the drawings make sense to you? Why?
Question: Why do you think that they are organized this way?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor should observe the students’ independent practice time and note the issues or
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 their checklist. (This may be something hard to
verify and can be used at the discretion of the teacher; another option is to have them highlight
the actual drawings; this option is only useful if you have been able to make copies of the
original.)
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 drawings or
location of items.
Additional credit may be given for additional understanding or interpretation.
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Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could be given a
complete set of architectural drawings and have more involved questions or location of items.
Students could be given a set of architectural drawings and a set of technical drawings, then
compare and contrast the drawings in a presentation.
Students could be given a set of architectural drawings for a familiar building or location and
then be given a “tour” utilizing the plans.
Students could be given a set of technical drawings for a familiar object or product and use the
drawings to locate items.
Students could be asked to create a basic drawing of a familiar area (bedroom, classroom, etc.)
and utilize their new knowledge to correctly denote the drawing.
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Principles of Architecture and Construction
Blueprints
Handout
Vocabulary:
Blueprints: something intended as a guide for making something else, photographic print of plans
or technical drawings
Technical Drawings:
AIA:
also known as drafting, is the academic discipline of creating
standardized technical drawings by architects, interior designers,
drafters, design engineers, and related professionals
American Institute of Architects has been the leading professional membership
association for licensed architects, emerging professionals, and allied partners since
1857.
Revisions: revise or reorganize, especially for the purpose of updating and improving
Symbols:
a character or glyph representing an idea, concept or object
Dimensions:
the magnitude of something in a particular direction
Title blocks:
contain pertinent information about the project on the drawing and provide a
border around the drawing to help organize, contain and maintain consistency
within a set of drawings
Scale:
the ratio between the size of something and a representation of it
Line types: line symbols are used to indicate and clarify different areas of a drawing
Sample Drawing Scenario:
Things to look for:
Door sizes, how many floors, how many windows, what type of fixtures,
how many sinks, how many stairs, size of certain rooms, ceiling heights,
roof pitches, drawing scale, furniture counts, wall materials, etc.
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Rubric Template
Task Statement: __Blueprints_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be Assessed
Followed directions
(Possible 4 points)
Proper use of symbols
Novice
1
Developing
2
Criteria Categories
(Novice to Exemplary)
Accomplished
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 understand any
of the symbols
Understood some of
the symbols
Understood most of the
symbols
Understood all of the
symbols
Did not use any given
vocabulary
Improperly used given
vocabulary
Properly used some of
the given vocabulary
Accurately used given
vocabulary
Is not able to present
information
Presented limited
amount of criteria
information
Presented criteria
information
Properly presented
complete criteria
information
Students did not satisfy
any scenario criteria
Students satisfied
some scenario criteria
Students satisfied most
scenario criteria
Students accurately
satisfied scenario
criteria
(Possible 4 points)
Proper use of vocabulary
(Possible 4 points)
Presentation
(Possible 4 points)
Satisfied scenario criteria
(dependant on teacher scenario)
(Possible 4 points)
Total Points: 20
A = 20 – 17 points
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 0 points
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Points
Earned