Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: Product Search
Performance Objective:
After completing this lesson, the student will be able to evaluate architectural products. Student
will be able to identify basic architectural products from manufacturers. Student will be able to
evaluate websites and their uses in selecting architectural products.
Specific Objectives:
•
•
•
•
•
•
The student will identify websites for architectural products
The student will distinguish between architectural products
The student will identify file types from websites
The student will distinguish file types from websites
The student will demonstrate proper use of web-based search engines
The student will evaluate and compare architectural products
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)(15)(A)
…search for information and resources…
130.42 (c)(15)(B)
…select appropriate search engines…
130.42 (c)(15)(C)
…select appropriate search procedures and approaches…
130.42 (c)(15)(D)
…locate information using search engines and Boolean logic…
130.42 (c)(15)(E)
…navigate websites using software functions…
130.42 (c)(15)(F)
…access and evaluate Internet resources…
130.42 (c)(15)(G)
…access business and technical information using the Internet…
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130.42 (c)(15)(H)
…access commercial, government, and education resources…
130.42 (c)(15)(I)
…evaluate Internet resources for accuracy of information…
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)
… use graphics and illustrations to help explain concepts where appropriate….
110.31 (c)(23)(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…
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 product websites before lesson.
Teacher can have the given websites prepped and ready for display during the lesson.
Teacher should develop and alter the appropriate number of scenarios (handout sample) for the
class.
References:
http://products.construction.com/
http://archrecord.construction.com/products/
http://www.arch-products.com/
Utilize search engine for various architectural product websites.
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Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference books (Sweets catalogs, architectural and interior design magazines, etc.)
3. Reference websites
Materials Needed:
1.
2.
3.
4.
Printer paper
Scenario handouts
Manufacturers catalogs (If able to obtain beforehand)
Architectural, interior design, designers magazines (If able to obtain beforehand)
Student results can be printed and displayed for discussion at the end of lesson.
Equipment Needed:
1. Board to display student work
2. Tape or magnets to hold up results
Learner Preparation:
Discuss computer/computer lab rules and guidelines.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of different products (lighting, plumbing
fixtures, furniture, etc.) Allow students to ask questions and discuss about pictures if they are
unclear or curious. The more “unique” the style of product usually leads to more interesting
discussion.
ASK: Has anyone ever been to a real cool or interesting bathroom? Maybe in a nice restaurant?
How did they find something so unique?
SAY: Architects and Interior Designers try to stay very educated about products that are
available in their field. One way of doing this is using the internet. Almost every single
manufacturer of architectural products has some type of website. Most of these websites
contain all the information you would need to know about their products.
ASK: Where do you think that most furniture is made? Here in the United States or maybe
overseas? Does the furniture made in other countries look different? Could they use different
materials or methods for making furniture?
SAY: There are many manufacturers all over the world. When a designer chooses an item, they
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literally have the world at their fingertips by properly using the internet. They have access to
thousands of manufacturers from all over the world.
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 architectural products and
how they can affect a project.
Use PowerPoint and
websites as aid.
II. Define the terms used in the field.
Use PowerPoint as
aid.
III. Demonstrate several basic manufacturer websites
and how to search for a specific item.
Use PowerPoint and
websites as aids.
IV. Have a class discussion over products and how
they might change the look or style of an architectural
project. Discuss different examples of products
(furniture, hardware, plumbing, etc.)
Use PowerPoint and
websites as aid.
V. Explain that each student or groups are to use the
materials (magazines, catalogs, websites) to find the
specified items for their assigned scenario.
This is where the most
time will be used. Give
a definite stop time to
allow for discussion
and evaluation.
Evaluation or
additional research
can even be
homework assignment
if time does not allow.
A.
B.
C.
D.
Assign groups (if needed)
Hand out materials
Cover scenario criteria
Give time for independent work and
observation
E. Refocus class for discussion and findings
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VI. Discuss with students their findings.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Allow students to lead
discussions. Point out
interesting points,
difficulties, types of
files found, etc.
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate to students how to locate a search engine and use it to search for a
certain product.
Teacher will demonstrate how to download some type of file from the website and properly
organize the files on a computer.
Teacher will distribute various scenarios to students for their independent practice.
Students will be given a scenario to research for this exercise.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Students will have time to research and evaluate different websites for the assigned scenario.
Use the handouts as a guide for this exercise.
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.
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(Depending on given educational setting, teacher may have to physically observe students
behavior on-line or utilize monitoring software if located within a lab environment)
Summary
Review (LSI Quadrants I and IV):
Question: Was the product information easy to find on the websites?
Question: What type of files or information did the websites contain?
Question: Do these websites make a designer’s job easier?
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 grade for completing the assigned scenario or presenting materials.
Additional credit may be given for additional research or work.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could be given longer
more complicated scenarios.
Students could be given more stringent criteria.
Student could develop their list of products needed for a house and gather that information.
Students could be assigned an actual budget to go along with certain scenarios.
Students can contact the manufacturer for samples and materials, then develop a color board
for display.
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Principles of Architecture and Construction
Product Search
Handout
Vocabulary:
Fixture:
something that is fixed in place, especially a permanent appliance or other item of
personal property that is considered part of a house
Budget:
the amount of money or resources earmarked for a particular institution, activity or
time-frame
Specifications:
are an explicit set of requirements to be satisfied by a material, product, or
service
Manufacturer:
a business engaged in manufacturing some product
Search Engine:
a computer program that retrieves documents or files or data from a database
or from a computer network (especially from the internet)
Sustainability:
the use of ecosystems and their resources in a manner that satisfies current
needs without compromising the needs or options of future generations
Sample Scenario:
Restaurant Bathroom:
You are on a team of designers for a high end restaurant. Your job is to
find the fixtures for the restrooms located in the restaurant. The design
work for the restrooms has not begun and your team designer needs
you to find some interesting pieces to go in the restrooms to help begin
the process.
Utilize your research skills to find the required fixtures for the restroom.
Present these products in a clear and concise method to your team
designer.
Extra Criteria:
You have a budget to maintain.
You have a set amount of fixtures, furniture, etc.
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You have a material constraint (only steel, ceramic, etc.).
You have a color criteria.
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Rubric Template
Task Statement: __Product Search_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be Assessed
Followed directions
(Possible 4 points)
Use of given scenarios
Novice
1
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 utilize any of
the scenarios given
Did not fully use all the
information given for
the assigned scenarios
Utilized most of the
information given for
the assigned scenarios
Utilized all the
information given for
the assigned scenarios
Did not use one of the
search
engines/websites
Improperly used one of
the search
engines/websites
Properly used one of
the search
engines/websites
Accurately used one of
the search
engines/websites
Is not able to present
information
Presented limited
amount of product
information
Presented product
information
Properly presented
complete product
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 search
engines/websites
Developing
2
Criteria Categories
(Novice to Exemplary)
Accomplished
3
(Possible 4 points)
Product 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