Lesson Plan
Course Title:
Principles of Architecture and Construction
Session Title:
Alternative Materials
Performance Objective:
According to the TEKS, “The student identifies the relationship between available resources and
requirements of a problem to accomplish realistic planning. The student is expected to:
implement appropriate alternatives.”
In other words, the student knows how to substitute alternative building materials for a project if
the original material specified is unavailable, too expensive, etc. It allows a dialog between
owner, contractor, and designer to develop in order to meet the needs of the project for the
client.
Specific Objectives: (Refer to Outline below for further information)
• Unit of Measurement: Student will identify the correct unit of measurement to use for
calculating appropriate material usage.
• Cost per Unit: Student will calculate the cost of various building materials per unit of
measurement.
• Comparing Attributes of Materials: Student will compare and contrast various aspects
of the alternative materials that will affect the final choice of material.
• Comparing Costs of Materials: Student will compare and contrast various materials
that can be alternative choices for a particular part of the project.
• Appropriate Materials Usage: Student will determine which material is best suited for
the project.
• Pro’s and Con’s – Weighing the Odds: Student will discuss and debate their
reasoning for choosing the material that they have chosen.
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1
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following: TEKS 130.42.c.10.C. states that “The
student identifies the relationship between available resources and requirements of a
problem to accomplish realistic planning. The student is expected to: implement
appropriate alternatives.”
Any changes/alterations to the activities may result in the elimination of any or all of the TEKS
listed.
Interdisciplinary Correlations:
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Building Trades, Facilities Management, Landscape
Architecture, Engineering, Construction Management, Real Estate, Property Development,
Environmental Systems, Zoning and Regulations, Building Codes, among others.
Relevant Core Curriculum Concepts:
• Math: fractions, addition, subtraction, multiplication, division, rounding, net vs. gross,
units, area, volume, percentage, conversion, charts and graphs, ratio, circumference,
arc, radius, diameter, exponents, nets (as 3D surfaces).
• Science: units, surface area, spatial volume, compare-and-contrast, time, charts and
graphs.
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2
Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
•
… to identify the difference between feet ( ft or ‘ ) and inches ( in or “ ) and be able to
write dimensions accurately (e.g., 3’-10 ½”, 11’-6 ¾”, etc.).
•
… to identify the difference between square and cubic measurements. (e.g.,
difference between 1 ft2 and 1 ft 3).
•
... to use an Architectural and/or Engineering scale.
•
… to discern between standard (imperial) and metric increments. (e.g., inch vs.
centimeter, yard vs. meter).
• … to use a Standard (imperial) and/or Metric ruler.
• … to know how to read charts and graphs.
• … to measure lengths, distances, areas, and volumes.
•
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
•
…Site Plan, Building Plan, Elevation, and Section Construction Documents.
•
… Specifications Manuals.
•
… material usage.
•
… Standards of incremental measurements.
•
… Building Code, ADA, Structural, and other building assembly increments of
measurement standards.
•
… Zoning regulations.
•
… Mathematical calculations involving percentage, area, volume, circumference, etc.
(Refer to the list of math terms listed on Page 2 under “Relevant Core Curriculum
Concepts”).
PRIOR TO THIS LESSON, Teacher should have already reviewed and/or taught a
lesson on dealing with taking measurements of building materials to calculate material
usage and the units of measurement used to do so.
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3
References:
Ramsey/Sleeper. Architectural Graphic Standards (Student Edition). New York, John Wiley &
Sons, Inc., 1994. ISBN 0-471-01284-X (or most currently published edition).
Nichols and Schwartz. Mathematics Dictionary and Handbook. Pennsylvania, Nichols Schwartz
Publishing. 1999. ISBN 1-882269-07-1 (or most currently published edition).
Construction Glossary from Home Building Manual. 2010. www.homebuildingmanual.com.
March 9, 2010. http://www.homebuildingmanual.com/Glossary.htm
Instructional Aids:
1. Student-generated CAD documents of a simple structure, such as a small residential
home. Students should be able to generate printed floor plan and elevation drawings at
a specific and identifiable scale factor.*
2. Student Primary Handout, refer to the Microsoft Word document (that accompanies this
Lesson) titled: “Alternative Materials Primary Student Handout.”
3. Teacher PowerPoint Presentation, refer to the PowerPoint document (that accompanies
this Lesson) titled: “Alternative Materials Presentation.”
4. A sample spreadsheet of Building Materials that are able to be calculated also
accompanies this Lesson, and it is titled: “Alternative Materials Sample materials list
spreadsheet.”
*NOTE: If students do not have access to print such documents of their own, you may use the 8
½” x 11” sized PDF versions of computer-generated construction documents that are provided.
Below is a list of these provided documents:
“Alternative Materials Student Handout 1” a floor plan.
“Alternative Materials Student Handout 2” South wall interior elevation.
“Alternative Materials Student Handout 3” West wall interior elevation.
“Alternative Materials Student Handout 4” North wall interior elevation.
“Alternative Materials Student Handout 5” East wall interior elevation.
“Alternative Materials Student Handout 6” isometric floor overview, not to scale.
“Alternative Materials Student Handout 7” a floor plan with the roof lines shown.
“Alternative Materials Student Handout 8” West wall exterior elevation.
“Alternative Materials Student Handout 9” North wall exterior elevation.
“Alternative Materials Student Handout 10” East wall exterior elevation.
“Alternative Materials Student Handout 11” South wall exterior elevation.
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Materials Needed:
1. Architectural and/or Engineering scale
2. Pencils with erasers
3. A collection of various building material samples*
Suggestions: (these are suggestions- many others would be equally effective.)**
• Sample flooring material alternatives: Try using a few carpet swatches, hardwood
or laminate floor samples, and a few squares of tile. THIS IS THE BUILDING
MATERIAL THAT WILL BE REFERRED TO IN THIS LESSON FOR
SIMPLICITY, BUT YOU MAY SUBSTITUTE ANOTHER MATERIAL IF YOU
WISH.
• Sample roofing material alternatives: Try using a few pieces of asphalt shingles,
a few pieces of slate, and perhaps some standing seam metal roofing panels.
* NOTE: Building material samples can be large or small, as long as they are placed
appropriately in your classroom space. Roofing materials tend to be larger samples, but if your
room can accommodate them, they make excellent examples. Flooring materials can venture
into more “Interior Design” units. Both Flooring and Roofing alternative material samples can
cross over into “Green/Sustainable” Design alternatives. (Refer to the last page of this Lesson in
the “Extension” section for how you can diversify and increase rigor for advanced classes or
specific units on Eco-Friendly building materials)
**NOTE: You will need a sample material for each Student Team. So please ensure that you
have enough samples so that every Student Team gets one.
Equipment Needed:
1. Teacher computer workstation.
2. Printer, capable of black and white printing on 8 ½” x 11” papers.*
3. Overhead projection screen that can exhibit the teacher’s monitor.
4. Flat bed Scanner (to scan your own Construction Documents if you are not using the
sample PDFs provided. A copy machine in the teacher’s work room will do).*
5. Computers with Internet access for each Student Team.
* NOTE: Quite often, when copying scaled drawings, the scale of the original gets reduced ever
so slightly. Take caution with copying scaled documents that you intend students to take
measurements from as they often are inaccurate representations. Using a graphic scale when
reproducing documents eliminates the inaccuracies caused by the shrinking/expanding of the
copy machine. Suggestion: Test your documents first before running classroom sets and
student copies. Make scaling adjustments as necessary.
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5
Learner Preparation:
• Each Student is placed into a Team of 3-4 students; preferably these groups are
balanced with students of varied skill levels and learning styles. Also, if there is a group
of students with much slower learning processes or difficulty with English proficiency,
you would place them accordingly.
•
Refer to “Teacher Preparation” above for list of specific lessons students should already
be versed in.
•
Each Student receives proper Materials and Hand Outs after the “Introduction” as
scripted below.
•
Definition of various vocabulary words should be prominently placed in a visible location
in the room:
Building Materials: The substance of what the project is made of. For example, a
house is built of concrete, masonry, wood, glass, fiberglass, shingles, etc.
Quantity: A specific amount and/or an exact number
Quantity Survey: A detailed list of all materials and equipment for a project
Estimate: To calculate approximately; a rough calculation of quantity or size
Square footage: Also referred to as “area” in math terms (
The multiplication of width x length
x² )
Volume: The multiplication of length x width x height ( x³ )
Scale factor: a ratio that compares the size of an object in real life to the size as it is
seen on a document
Cost: How much you pay for something
Compare: Look at what is the same and/or different between two or more things
Ratio: proportional value of things
Unit: specified amount of a quantity
Approximate: a guess or estimate
Exact: accurate and correct
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Introduction
Introduction (LSI Quadrant I):
Students enter and gather at their assigned work stations, which are already arranged in small
work groups of 3-4 students each. At each station, there is a sample piece of flooring material;
each Team’s station has a different sample of material.*
SAY: Our goal today is to determine the material quantities for our small office design and
evaluate what the best flooring material will be for this particular project.
ASK: First, what unit of measurement do you think we will use to calculate the materials
needed? (Prompt and Wait for Student responses. Then discuss correct answers.) How do we
know how to measure them correctly? (Prompt and Wait for Student responses. Then discuss
correct answers.) How many different floor areas, or rooms, are there to calculate? (Prompt and
Wait for Student responses. Then discuss the correct answers.)
SHOW: (Hold up a few samples that are on nearby Student Team** work stations.) These
swatches and segments of flooring materials that each ST has will get researched and
presented to the class.
SAY: Each ST will conduct online research of cost of the material they represent, determine its
unit of measurement, and calculate how much it would cost to use in our small office design
project. Each ST also has to “sell” the rest of the class on why they think their floor material
should be used.
ASK: Who thinks their ST has the BEST flooring material? (Prompt and Wait for Student
responses. Then briefly discuss the responses.)
SHOW: In Architecture and Construction, just like most parts of life, what one person might
think is the “best” thing might not reflect what is actually “best” for the project at hand. People
come into situations with pre-conceived ideas and preferences. Educating yourself and your
client about the products available helps ensure the “best” choice of materials.
ASK: Who thinks they can tell the class what aspects of this project we might want to take into
consideration when choosing the “best” material? (Prompt and Wait for Student responses.
Then briefly discuss the responses.)
SAY AND SHOW: Sometimes, the answers to these kinds of questions are hard to find and
sometimes they are very easy. I will be your “client” on this project, and I thought that THIS
material (Teacher holds up a material sample of something else that none of the STs had.
Depending on your teaching style, it could be something serious and realistic or something silly
and obviously a poor choice.) Each ST is responsible for expressing the value of their flooring
material as an alternative to the one I came in today thinking I needed.
SAY: I think we are ready to begin! Let’s tackle this together in teams. Everyone, please
nominate 1 representative from your ST to come get supplies now, as we are ready to begin.
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*NOTE: Refer back to page 5 under “Materials Needed” to consider other suggestions. For the
duration of this Lesson, the Flooring Materials will be the suggested building material utilized.
Feel free to substitute in all places necessary if you choose to use another material.
**NOTE: Henceforth, every time the term “Student Team” is referred to in this lesson, it will be
abbreviated as “ST”.
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8
Outline
Outline (LSI Quadrant II):
• Instructor uses the PowerPoint presentation to help with the ST activity pace and
sequencing.
• Instructor will ensure that all STs receive the required materials:
• Printed copies of the Floor Plan and at least 1 Elevation to work with. (Alternative
Materials Student Handouts 1-11)
• Scale (Architectural).
• Alternative Materials Primary Student Handout. This is the handout each ST
must turn in for the grade.
•
Instructor Reviews the “Notes to Instructor” below that correlate with the sequencing and
pacing, the Handout, and of course the Objectives Outline.
MI
I.
Outline
Unit of Measurement: Student will identify the
correct unit of measurement to use for
calculating appropriate material usage.
A.
B.
C.
D.
E.
Area vs. Volume
Square Inch vs. Square Feet vs. Square Yard
Cubic Inch vs. Cubic Feet vs. Cubic Yard
Reading scaled drawing
Multiplying dimensions (in math terms that
means multiplying mixed numbers or fractions
and may involve conversions)
Notes to Instructor
STs respond to
Question 1 prompted
on the Student
Primary Handout.
STs must identify the
correct unit of
measurement to
calculate the floor
area of the main office
space from the floor
plan.
STs mark their
responses on their
Handouts accordingly.
II. Cost per Unit: Student will calculate the cost of
various building materials per unit of
measurement.
A. Converting units of measurement
B. Ratios of pricing based on the amount sold
C. Online resources
STs respond to
Question 2 prompted
on the Student
Primary Handout.
STs must research
online what the cost of
the material would be.
Most major hardware
and building supply
stores have prices
(per unit) available on
their websites.
STs mark their
responses on their
Handouts accordingly.
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III. Comparing Attributes of Materials: Student will
compare and contrast various aspects of the
materials that will affect the final choice of
material.
A. Lifespan of material
B. Is it “environmentally friendly”? (Sustainable or
renewable resource, non-toxic, etc.)
C. Installation costs – high, moderate, or low
D. Maintenance
E. Aesthetics
STs respond to
Question 3 prompted
on the Student
Primary Handout.
STs must research
online what the
benefits of using their
material would be.
What’s so great about
it? Why would we
want to use it?
STs mark their
responses on their
Handouts accordingly.
IV. Comparing Costs of Materials: Student will
compare and contrast various materials that can
be alternative choices for a particular part of the
project.
A. Whose product is least expensive?
B. Whose product is more expensive?
C. Why are they less/more expensive?
V. Appropriate Materials Usage: Student will
determine which material is best suited for the
project.
A. What type of foot traffic will the space have?
Low, moderate, or high?
B. What budgetary restraints might there be?
C. How long does the client (aka Teacher) plan to
maintain the property?
D. Is there a blatantly wrong choice of material?
E. Will upkeep for the client be more or less
difficult?
STs respond to
Question 4 prompted
on the Student
Primary Handout.
STs will join with
adjacent STs and
share data.
STs mark their
responses on their
Handouts accordingly.
STs respond to
Question 5 prompted
on the Student
Primary Handout.
STs will regroup and
determine if their
product is a better
choice or a worse
choice than their
adjacent STs product.
STs mark their
responses on their
Handouts accordingly.
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10
VI. Pro’s and Con’s – Weighing the Odds: Student
will discuss and debate their reasoning for
choosing the material that they have chosen.
A.
B.
C.
D.
Evaluation of data
Deductive reasoning
Synthesis of information
Summative analysis
STs will break out for
an independent
portion of the lesson
to respond to
Question 6 prompted
on the Student
Primary Handout. As
individuals, each
student must speak
out in a group debate
on behalf of the
building material they
feel best suits the
needs of the client.
This material may or
may not be the
material they started
with in their ST- it may
be a material that
another ST
researched and
presented data on.
Verbal
Linguistic
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmi
c
Bodily
Kinestheti
c
Intrapersonal
Interpersona
l
Naturalis
t
Existentialis
t
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11
Application
Guided Practice (LSI Quadrant III): Student Teams Activity, as described above in the
“Introduction, Outline, Student Primary Handout, and PowerPoint Presentation”
Independent Practice (LSI Quadrant III): After each ST has completed the Student Primary
Handout’s Questions 1-5 (correlating with Outlined Objectives I-X), each student will individually
assess the “pro’s and con’s” by weighing the odds of the materials researched by the class, and
evaluate the best choice of building material for the project. They will follow the instructions
explained at the end of the Student Primary Handout in Question 6 (which correlates with the
Outlined Objective XI). These answers will be compared in the end of class Wrap Up.
Summary
Review (LSI Quadrants I and IV):
Students will gather for guided group discussion. Discussable topics should include the correct
answers from the Independent assignment as well as the correlating objectives from the
Student Primary Handout. Teacher guides discussion to summarize what was learned today.
Evaluation
Informal Assessment (LSI Quadrant III):
During the 30 minutes or so of group activity when Students are working together in Teams,
teacher practices active classroom monitoring and regular checking for understanding by
individuals while moving around from team to team.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently- with drawings, numbers, and
words- the completeness of their understanding of building material calculation and evaluation
of the “best” or “most appropriate” alternative materials.
Formal assessments should take place regularly so as not to overload them, suggesting several
mid-unit projects where students must draw their own documents or decipher ready-made
documents. Rubrics can be supplemented by peer-to-peer “criteria charts.”
Refer to the “Alternative Materials Rubric” document for assessment of the ST activity with the
Student Primary Handout, as well as the assessment of individual comprehension with
Independent assignment that completes the ST activity on the Student Primary Handout.
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Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their knowledge of building material quantities and
potential alternative material choices by posing more difficult queries to them.
A rigorous approach might be supplying the students more complicated and advanced
documents which incorporate various geometric shapes and complicated adjacent spaces.
Students can also be challenged by converting units to Metric.
Students can be prompted to find material prices by unit, and then return to the construction
documents and measure for those units.
Students can be challenged to observe the special arrangement, and thus asked to separate
large areas and volumes (by utilizing percentages) into smaller areas and volumes based on
special usage. This way, they can determine the amount of building materials being used in
spaces such as Circulation, Office, Mechanical, etc. By breaking down the costs by space, they
can evaluate which portions of the project need “nicer” building materials and which portions
can be more frugal and use less expensive options.
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13
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Principles of Architecture and Construction
Is there a better building material we could use?
Comparing Alternative Materials
Team Members: 1
4
Assignment Summary:
2
5
We’ve all learned how to read scaled drawings,
and take measurements from dimensions. We’ve
learned HOW to calculate these spaces- but now
we will start to explore WHY we need to know
such things. What if you have to choose a building
material? Do you know how much you’ll need?
How much does it cost? Why you would want to
use that material? What if there was a better
material you could (or should) use? And there are
many other questions to ask, which we will
discuss. Knowing the aspects of alternative
materials is a critical part of efficient project
development.
3
6
Instructions:
Each Team will start with their own piece of flooring material sample. Using the
Architectural Scale, measure the dimensions of the main room of the Office on your Floor
Plan handout.
As a Team, you will answer Questions 1-5 below. Question #4 will require you to “join
forces” and share data with your neighboring Team. You will regroup to complete your
own Team’s answers. No Team Swapping!
Question #6 below will require each individual to “speak for themselves”- not as a Team.
This last question will count as our daily End of Class Wrap Up. Participation credit applies.
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Page 1 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Unit of Measurement
1
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
Do you need to use Square inches,
Square feet, or Square yards? Explain.
On your Floor Plan, measure the area
of the main office space, using the
MOST APPROPRIATE unit of
measurement. Show all your
calculations.
Honors Level Students: measure the
area of the adjacent closets and
bathroom spaces as well.
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Page 2 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Cost per Unit
2
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
On the internet, go to this website:
_______________________________
Find the flooring material that your
Team is using. Is it priced by the same
unit of measurement that you
measured your floor in?
Answer Yes or No.
If the answer is YES, write what the
cost per unit is.
If the answer is NO, convert the unit of
measurement. Show all your
calculations. Then write down what the
cost per unit is.
Honors Level Students: calculate the
flooring material cost for the area of
the adjacent closets and bathroom
spaces as well.
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Page 3 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Comparing Attributes of Materials
3
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
Write a list of all the qualities of the
material your ST has researched. What are
the flooring product’s benefits? Its
lifespan? Its maintenance?
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Page 4 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Comparing Costs of Materials
4
Principles of Architecture and Construction
2 or 3 Student Teams “join together” to share data
After consulting with your neighboring teams, Write out YOUR Student Team responses here:
Which Product was the LEAST expensive?
(Write out the product and its cost per
unit.)
Which Product what the MOST expensive?
(Write out the product and its cost per
unit.)
What made these products so different in
price? Explain what attributes or qualities
of these different materials account for the
difference in price.
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Page 5 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Appropriate Material Usage
5
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
Your client (the Teacher), has expressed
these 3 requirements for their small office
project. Your job is to determine which of
the flooring material options that you now
know about will be the best choice for the
client.
A: Client Requests that the floor be easy to
clean as there will be muddy feet regularly
trekking dirt in.
B: Client Requests that the floor is not the
most expensive but not the least expensive
choice either ― something “middle of the
road” in price.
C: Client Requests that the floor be a
neutral color ― nothing flashy or too
bright.
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Page 6 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question Question(s) for INDIVIDUALS to respond to in
#
our End of Class Wrap up discussion:
As a class, we will all voice our opinion as to
6
what flooring materials would be BEST suited
for this client’s project.
Principles of Architecture and Construction
There is no written response required for this Question. Your INDIVIDUAL grade will be based
on your class participation in the End of Class Wrap Up discussion.
You may or may not agree with your other
Team members, and that’s OK.
You can form “alliance” with other students
that agree with you as to what material
should be used.
You will be expected to defend your choice
verbally, and be able to explain why you feel
your chosen material is the best option.
When your Team has completed this exercise, you will turn it in for a Team Daily Grade. You will receive Participation credit for Question #6 as individuals.
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Page 7 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Principles of Architecture and Construction
Is there a better building material we could use?
Comparing Alternative Materials
Did the ST Members work together? Completely = 10pts
Team Members: 1
Somewhat = 5pts
Not at all = 0pts
4
Assignment Summary:
2
5
We’ve all learned how to read scaled drawings,
and take measurements from dimensions. We’ve
learned HOW to calculate these spaces, but now
we will start to explore WHY we need to know
such things. What if you have to choose a building
material? Do you know how much you’ll need?
How much does it cost? Why you would want to
use that material? What if there was a better
material you could (or should) use? And there are
many other questions to ask, which we will
discuss. Knowing the aspects of alternative
materials is a critical part of efficient project
development.
3
6
Instructions:
Each Team will start with their own piece of flooring material sample. Using the
Architectural Scale, measure the dimensions of the main room of the Office on your Floor
Plan handout.
As a Team, you will answer Questions 1-5 below. Question #4 will require you to “join
forces” and share data with your neighboring Team. You will regroup to complete your
own Team’s answers. No Team Swapping!
Question #6 below will require each individual to “speak for themselves”- not as a Team.
This last question will count as our daily End of Class Wrap Up. Participation credit applies.
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Page 1 of 7
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Unit of Measurement
1
Do you need to use Square inches,
Square feet, or Square yards? Explain.
On your Floor Plan, measure the area
of the main office space, using the
MOST APPROPRIATE unit of
measurement. Show all your
calculations.
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
Did the ST Members measure the main office space of the floor plan correctly?
Completely = 10pts
Somewhat = 5pts
Not at all = 0pts
Did the ST Members measure using the correct unit of measurement?
Completely = 10pts
Somewhat = 5pts
Honors Level Students: measure the
area of the adjacent closets and
bathroom spaces as well.
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Page 2 of 7
Not at all = 0pts
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Cost per Unit
2
On the internet, go to this website:
_______________________________
Find the flooring material that your
Team is using. Is it priced by the same
unit of measurement that you
measured your floor in?
Answer Yes or No.
If the answer is YES, write what the
cost per unit is.
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
Did the ST Members use the correct website?
Completely = 10pts
Somewhat = 5pts
Not at all = 0pts
Did the ST Members determine the unit of measurement used online, compare it to
the unit of measurement they used in Question #1, and convert it if necessary?
Completely = 10pts
Somewhat = 5pts
If the answer is NO, convert the unit of
measurement. Show all your
calculations. Then write down what the
cost per unit is.
Honors Level Students: calculate the
flooring material cost for the area of
the adjacent closets and bathroom
spaces as well.
UNT in partnership with TEA. Copyright ©. All rights reserved.
Page 3 of 7
Not at all = 0pts
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Comparing Attributes of Materials
3
Write a list of all the qualities of the
material your ST has researched. What are
the flooring product’s benefits? Its
lifespan? Its maintenance?
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
Did the ST Members thoroughly list all the possible attributes/qualities of the product
they researched?
Completely = 10pts
Somewhat = 5pts
UNT in partnership with TEA. Copyright ©. All rights reserved.
Page 4 of 7
Not at all = 0pts
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Comparing Costs of Materials
4
Principles of Architecture and Construction
2 or 3 Student Teams “join together” to share data
After consulting with your neighboring teams, Write out YOUR Student Team responses here:
Did the ST Members “join together” with another ST to share data?
Which Product was the LEAST expensive?
(Write out the product and its cost per
unit.)
Completely = 10pts
Which Product what the MOST expensive?
(Write out the product and its cost per
unit.)
Did the ST Members determine which were the most expensive and least expensive
products?
What made these products so different in
price? Explain what attributes or qualities
of these different materials account for the
difference in price.
Completely = 10pts
Somewhat = 5pts
Somewhat = 5pts
Not at all = 0pts
Not at all = 0pts
Did the ST Members explain what made these products so different in price?
Completely = 10pts
Somewhat = 5pts
UNT in partnership with TEA. Copyright ©. All rights reserved.
Page 5 of 7
Not at all = 0pts
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question
#
Question(s) for the Team to Answer:
Appropriate Material Usage
5
Your client (the Teacher), has expressed
these 3 requirements for their small office
project. Your job is to determine which of
the flooring material options that you now
know about will be the best choice for the
client.
Principles of Architecture and Construction
Student Team Response
Write out your Student Team responses here:
Did the ST Members determine the best choice for the client, given the requests the
client needed to have met?
Completely = 10pts
Somewhat = 5pts
A: Client Requests that the floor be easy to
clean as there will be muddy feet regularly
trekking dirt in.
B: Client Requests that the floor is not the
most expensive but not the least expensive
choice either ― something “middle of the
road” in price.
C: Client Requests that the floor be a
neutral color ― nothing flashy or too
bright.
UNT in partnership with TEA. Copyright ©. All rights reserved.
Page 6 of 7
Not at all = 0pts
Alternative Materials
Student Handout to be turned in for Daily Work Group Exercise
Question Question(s) for INDIVIDUALS to respond to in
#
our End of Class Wrap up discussion:
As a class, we will all voice our opinion as to
6
what flooring materials would be BEST suited
for this client’s project.
Principles of Architecture and Construction
There is no written response required for this Question. Your INDIVIDUAL grade will be based
on your class participation in the End of Class Wrap Up discussion.
Did each Individual participate and share their reasoning as to why they chose the
material that they had chosen?
You may or may not agree with your other
Team members, and that’s OK.
You can form “alliance” with other students
that agree with you as to what material
should be used.
You will be expected to defend your choice
verbally, and be able to explain why you feel
your chosen material is the best option.
When your Team has completed this exercise, you will turn it in for a Team Daily Grade. You will receive Participation credit for Question #6 as individuals.
UNT in partnership with TEA. Copyright ©. All rights reserved.
Page 7 of 7
CLOSET
4'-2" x 4'-8"
BATH
7'-2" x 7'-6"
UTILITY
4'-2" x 2'-6"
OFFICE
19'-6" x 13'-2"
SMALL OFFICE
451 sq ft
CLOSET
4'-2" x 4'-8"
BATH
7'-2" x 7'-6"
UTILITY
4'-2" x 2'-6"
OFFICE
19'-6" x 13'-2"
SMALL OFFICE
451 sq ft