Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: My Room Floor Plan
Performance Objective:
After completing this lesson the student will be able to demonstrate the creation of a basic floor
plan.
Specific Objectives:
•
•
•
•
•
•
The student will identify elements of a floor plan
The student will be able to interpret basic floor plans
The student will distinguish between architectural door symbols
The student will distinguish between architectural window symbols
The student will identify real world structures on floor plans
The student will demonstrate the use of dimensions
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)
… organize information gathered from multiple sources to create a variety of graphics and
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forms…
Math:
11.34 (c)(8)(F)
…use conversions between measurement systems to solve problems in real-world situations…
Social Studies:
113.33 (c)(25)(I)
…use appropriate mathematical skills to interpret social studies information such as maps and
graphs…
Teacher Preparation:
The purpose of this lesson is to show how to create a basic floor plan. We will use something
familiar (student’s bedroom) to generate the floor plan. If needed, some other type of familiar
space can be used instead.
Teacher will review the terms in the outline, power point and handouts to become familiar with
lesson.
Teacher should be familiar with creating a basic format floor plan utilizing basic door and
window symbols and dimensions.
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.
The main idea for this lesson is to create a basic floor plan using the knowledge obtained by the
lesson.
Brown, Walter C. Print Reading for Construction: Residential and Commercial: GoodheartWilcox Pub, 2005. Print
Kicklighter, Clois E. Architecture: Residential Drawing and Design: Goodheart-Wilcox Pub,
2004. Print
Utilize search engine for various architectural drawing and plans for reference.
Instructional Aids:
1.
2.
3.
4.
Display for PowerPoint, websites, pictures
Reference books (if needed)
Reference websites (if needed)
Sets of drawings or individual drawings (if needed)
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Materials Needed:
1.
2.
3.
4.
Paper
Pens, pencils
Graph paper
Set of drawings or individual drawings (if needed)
Equipment Needed:
1.
2.
3.
4.
5.
Work surface for drawings as needed
Surface to hang drawings (if needed)
Scales (rulers are acceptable)
Tape measures (if available)
Highlighters or marking tools for drawings is required
Learner Preparation:
Discuss rules and guidelines for handling materials and equipment.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of different floor plans. Allow students to
ask questions and discuss about floor plans if they are unclear or curious. Try to utilize very
basic and clean examples of drawings.
ASK: Does anyone know what is a floor plan? Do you know how to create one?
SAY: Floor plans are a very important part of a set of drawings. The floor plan basically shows a
horizontal view of a room, house, or building. Creating a floor plan can be a very involved
procedure depending on the size, but following simple procedures can help to make it easier to
manage.
ASK: Think about your room. Can you remember everything in it? Do you know how many
doors and windows there are? How about your whole house?
SAY: Architects have to take into account everything in a room to create a floor plan for an
existing space or when creating a completely new floor plan. Architects are trained to observe
their environment and notice things that will be noted for a floor plan. It takes practice and time
to develop a keen eye for details and scaling. Let’s look at the basics of creating a floor plan and
see how much you really remember about your room.
Outline
Outline (LSI Quadrant II):
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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 floor plans.
Use PowerPoint,
websites and drawings
as aid.
II. Define the terms and vocabulary used for symbols
used on a floor plan.
Use PowerPoint,
websites and drawings
as aid.
III. Cover the basics of scaling by using the grid paper
as reference.
Use PowerPoint and
drawings as aid.
IV. Demonstrate how to create a basic floor plan.
(Use a space familiar as reference, classroom,
restroom, etc.)
Use PowerPoint and
drawings as aid.
V. Explain that each student (or groups) is to create a
floor plan of their rooms on the grid paper using a
scale.
This is where the most
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.
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
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VI. Discuss with students how they feel when they
remembered their room. Discuss the use of the
symbols and their meanings. Discuss some of the
main characteristics of the floor plan.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Allow students to lead
discussions. Point out
main points and
characteristics of the
floor plan. Take note of
errors or common
mistakes and mention
at this time.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate the method to create a basic floor plan.
Optional: Students can be given various architectural drawings for reference.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Optional: If available, students can be given time to explore and evaluate given floor plans.
Students will begin to list elements found in their room.
Students will begin a basic sketch, from memory, of their room.
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.
Summary
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Review (LSI Quadrants I and IV):
Question: Was it hard to remember what you have seen?
Question: Did you have trouble guessing sizes and scale?
Question: Can you understand the symbols and drawing better after creating it yourself?
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.
Instructor should visually check over student’s progress and assist where needed.
Formal Assessment (LSI Quadrant III, IV):
Student/group can receive a grade for completing a sketch.
Student/group can receive a grade from direct observation from the teacher.
Student/group can be asked to present to class and answer questions about drawings.
Additional credit may be given for exceptional sketches or use of symbols, dimensions, etc.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could be assigned
their whole house to create a floor plan.
Student can go home and actually measure and draw their room, then return and compare their
sketches. (If available, give each student a measuring tape)
Students could be given more time to “flesh out” their drawings. Add title blocks, change scales,
etc.
Students could be asked to create a basic drawing of a local familiar area (classroom, cafeteria,
restrooms, etc.)
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Principles of Architecture and Construction
My Room Floor Plan
Handout
Vocabulary:
Floor Plan: scale drawing of a horizontal section through a building at a given level
Walls:
an architectural partition with a height and length greater than its thickness; used to
divide or enclose an area or to support another structure
Doors:
a swinging or sliding barrier that will close the entrance to a room or building
Windows: a framework of wood or metal that contains a glass windowpane and is built into a wall
or roof to admit light or air
Dimensions:
Scale:
the magnitude of something in a particular direction
the ratio between the size of something and a representation of it
Sample Room Drawing Scenario:
Things to look for:
Doors, windows, reference points, wall sizes, other permanent
structures, furniture and fixtures
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Rubric Template
Task Statement: __My Room Floor Plan_______
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 and used
all of the symbols
Did not use any
dimensions
Improperly used
dimensions
Properly used some
dimensions
Accurately used
dimensions
Did not use any walls
Improperly used walls
Properly used some
walls
Accurately used walls
Students work is
extremely messy and
unorganized
Students work is
messy
Students work is
organized and clean
Students work is
organized, clean, neat
and accurate
(Possible 4 points)
Proper use of dimensions
(Possible 4 points)
Proper use of walls
(Possible 4 points)
Craftsmanship
(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