Lesson Plan
Course Title:
Principles of Architecture and Construction
Session Title:
Spreadsheets
Performance Objective:
According to the TEKS, “The student uses spreadsheet applications. The student is expected
to: create, retrieve, edit, save, and print spreadsheets.”
In other words, student should be able to access, read, and manipulate a selection of data
(relevant to the design and construction industry).
Specific Objectives: (Refer to Outline below on pages 5-7 for further information)
• Export data from Chief Architect *
• Access data in Microsoft Excel
• Identify and edit “extra quantities”
• Identify and edit “prices”
• Sum up the total “cost”
• Save and print data spreadsheet
* Students should have access to CAD software. If Chief Architect is not used in your classroom
or district, hopefully comparable software is utilized. If no software is available for student
access at this time, there are documents accompanying this lesson that can be of assistance.
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Preparation
TEKS Correlations:
This lesson, as published, correlates to the following: TEKS 130.42.c.17.A. This TEKS states
that “The student uses spreadsheet applications. The student is expected to: create,
retrieve, edit, save, and print spreadsheets.”
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, Property Development, Environmental
Systems, Zoning and Regulations, Building Codes, among others.
Relevant Core Curriculum Concepts:
• Math: addition, subtraction, percentage, value, mixed numbers, whole numbers,
decimals, rounding, average, area, volume, length, and more.
Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
•
… to add/subtract mixed numbers (fractions) and/or decimals. (i.e., Dimensions)
•
… to calculate the cost of materials.
•
… to measure area, length, and volume.
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
•
… material cost analysis.
•
… calculating % of waste of building materials.
•
… reading, editing, and manipulating spreadsheet data and Microsoft Excel formulas.
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References:
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
Project Management for Construction: Fundamental concepts for Owners, Engineers,
Architects, and Builders. v. 2.2, Summer 2008. www.pmbook.ce.cmu.edu 04/01/2010.
Peurifoy/Schenxnayder. Construction Planning, Equipment, and Methods. New York, McGrawHill Higher Education. 2002. ISBN 0-07-232176-8 (or most currently published edition).
Instructional Aids:
1. This Lesson, Spreadsheet LESSON.
2. Teacher PowerPoint Presentation, refer to the PowerPoint document (that accompanies
this Lesson) titled: “Spreadsheet PRESENTATION”
3. A sample Microsoft Excel spreadsheet of a Building Materials List also accompanies this
Lesson, and it is titled: “Spreadsheet SAMPLE materials list” *
4. There is a jpeg image file called “12 piece jigsaw paper” that should be printed. On
each of the 12 pieces of the jigsaw, write a list of costs for various items in a category
from the Building Materials List (Siding, Roofing, Insulation, Doors and Windows, etc.).
Don’t forget to write the UNITS of MEASUREMENT too!
*This can be used as a student accessible Excel file (via Google Documents, a shared
network folder that students can access, transferred with a flash drive, etc.) if students
cannot access a self-generated Building Materials List. In this Lesson, students are
using software called Chief Architect to generate this list from a project they have
already completed.
Materials Needed:
1. Pencils with erasers.*
2. Copies of the “Spreadsheet SAMPLE materials list” *
3. Take the jigsaw puzzle with all the Building Materials listed (with costs by category), cut
each piece out, and have ready to give 1 piece to each student.
* Only if students cannot access a self-generated Building Materials List.
Equipment Needed:
1. Teacher computer workstation with access to Chief Architect and Microsoft Excel.
2. Students each have access to computer with Chief Architect and Microsoft Excel
software.
3. Printer, capable of Black and White printing on 8 ½” x 11” paper.
4. Overhead projection screen that can exhibit the teacher’s monitor.
5. Access to a copy machine to run black & white copies of “Spreadsheet SAMPLE
materials list”.*
* Only if students cannot access a self-generated building Materials List.
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Learner Preparation:
• Each Student is going to work independently at first, then there will be a small group
Student Team interactive element towards the end.
•
Refer to “Teacher Preparation,” “Materials needed,” and “Equipment needed” above for
list of specific lessons students should already be versed in and accessible files as well
as software and hardware.
•
Each Student will need access to a recent Chief Architect project file on their own
computer* 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 )
Cost: How much you pay for something.
Compare: Look at what is the same and/or different between 2 or more things.
Ratio: proportional value of things.
Unit: specified amount of a quantity.
Approximate: a guess or estimate.
Exact: accurate and correct.
% Mark Up: An amount added to the cost of a product or service, in order to make a
profit when selling.
* Again, if students do not have access to Chief Architect or another software application
that can generate a Building Materials List, please use the accompanying file called
“Spreadsheet SAMPLE materials list”.
Introduction
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Introduction (LSI Quadrant I):
Students enter the classroom and receive a piece of the jigsaw puzzle. Students follow
classroom entry procedures, logon to student computers, etc.
SAY: Jigsaw puzzles! Everyone has a piece of the puzzle!
ASK: So what’s on YOUR puzzle piece? (Wait for students to respond. Give adequate time for
responses to direct class discussion.)
SHOW: Each of you has a piece of the puzzle. On your puzzle piece, there are Categorized
items from our Building Materials List. Each has a unit of measurement, and a cost per unit
listed.
SAY: We are going to synthesize this data today. First on our own with our own little piece of
the puzzle, and then as a group we will help each other piece it all together.
ASK: So what sort of conclusion can we draw after we finish this exercise today? (Wait for
students to respond. Give adequate time for responses to direct class discussion.)
SHOW: Once we all determine what gets added to our data spreadsheet, we will share with
each other what we found. Then we will all have all the data we need.
SAY: So, don’t we need a way to work with the data?
ASK: Who in here thinks they know where we’re going to find our Building Materials list? (Wait
for students to respond. Give adequate time for responses to direct class discussion.)
SHOW: In Chief Architect, we will use our Building Materials List, like you see here. (Refer to
slide 3 on the PowerPoint Presentation.) Then we will edit the data in Microsoft Excel.
SAY: Ok, let’s get this puzzle started! Everyone should open their most recent Chief Architect
project file. *
* If students don’t have access to Chief Architect or a comparable software that they can
generate a Building Materials List from, please give each student access to the
“Spreadsheet SAMPLE materials list”.
Outline
Outline (LSI Quadrant II):
•
•
•
Instructor uses the PowerPoint presentation (“Spreadsheet PRESENTATION”) to help
with the lesson’s pace and sequencing.
Instructor will ensure that all students receive a piece of the jigsaw puzzle (printed jpeg
image file called “12 piece jigsaw paper”) and access to their Building Materials List
generated in Chief Architect, or the alternative as listed above several times.
Instructor Reviews the “Notes to Instructor” below that correlate with the sequencing and
pacing, and of course the following Objectives Outline.
MI
Outline
Notes to Instructor
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I.
Export Data
A. Open Chief Architect
B. Access the Building Materials
List
C. Export data to Microsoft Excel
Students open their most recent
Chief Architect project, which
should be a project that all students
created themselves. This project
should be identical among all
students, meaning they should
have all built the same structure.
For example, a small standalone
structure next to a house. The
“Spreadsheet SAMPLE materials
list” was generated from a simple
home office structure.
Direct students to the Building
Materials List, and show them how
to export the data.
Guide students through this
process by demonstrating to them
on your overhead projection screen.
II. Access Data in Microsoft Excel
A. Open Microsoft Excel
B. Retrieve the data they just
exported
C. “Clean up” the column
spacing, coloring, font, etc. in
order to make it easier to
read.
D. Mark the column Headings for
printing.
III. Identify and edit Extra Quantities
A. Identify Quantities and Units of
measurements on the
spreadsheet.
B. Identify any materials that will
require “extra” or “waste”
material amounts.
C. Edit any material “extra”
amounts as specified.
IV. Identify and edit Price
A. Identify Material prices.
B. Edit Material prices as specified.
Guide students through the process
by demonstrating to them on your
overhead projection screen how to
retrieve and “clean up” the data to
make it easier to read.
Guide students through the process
by demonstrating to them on your
overhead projection screen where
this information is on their
spreadsheet. On their jigsaw puzzle
pieces, you should have specified
the data that they need to edit.
Instruct them to do so now.
Guide students through the process
by demonstrating to them on your
overhead projection screen where
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this information is on their
spreadsheet. On their jigsaw puzzle
pieces, you should have specified
the data that they need to edit.
Instruct them to do so now.
V. Sum the total Cost
A. Identify the cost of their whole
category.
B. Identify the other categories that
they will alter with the data from
their peers.
Guide students through the process
by demonstrating to them on your
overhead projection screen where
this information will be tallied at the
bottom of all the categories on their
spreadsheet.
Have students systematically
present their data to the class, so
that each student can “add in” the
data that their peers have on their
jigsaw puzzle pieces.
This is a GROUP EXERCISE
portion to what is predominantly
an individual exercise.
VI. Save and Print data spreadsheet
A. Save the spreadsheet.
B. Print the Spreadsheet.
Guide students through the process
by demonstrating to them on your
overhead projection screen how to
save their work and print their work.
If students cannot access a printer,
have them save their work and turn
it in to a common shared network
folder, or perhaps even circulate a
flash drive around the room so that
you can collect all their
spreadsheets.
Verbal
Linguistic
Logical
Mathematica
l
Visual
Spatial
Musical
Rhythmi
c
Bodily
Kinestheti
c
Intrapersonal
Interpersona
l
Naturalis
t
Existentialis
t
Application
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Guided Independent Practice (LSI Quadrant III): Each student will complete their portion of
the data synthesis into the spreadsheet independently, following the teachers guidance as to
the procedures for doing so. This correlates with Objectives I, II, III, IV, and VI.
Guided Group Practice (LSI Quadrant III): Each student will present their data from their own
piece of the jigsaw puzzle to the class. They will explain the category, the Building Material
items listed, the units of measurement used, any materials with “extra” or “waste” quantities
(and if so, how much), and the cost per unit. Each student will add this data presented to them
by their peers into their own spreadsheet. When the students finish, they will have a
spreadsheet with their data as well as everyone else’s. This correlates with Objective V.
Summary
Review (LSI Quadrants I and IV):
End of Class Wrap Up, discussing the outcome of the spreadsheet from the Independent as
well as group efforts at combining the data. Check for student comprehension and synthesis of
content. Refer to the last slide of the PowerPoint Presentation.
Evaluation
Informal Assessment (LSI Quadrant III):
During the 30-40 minutes or so of independent and group activities, the teacher exhibits active
classroom monitoring through movement around the class room and observation of students’
computer screens. Regular discussion to check for comprehension and student involvement.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently the completeness of their
understanding of spreadsheets in regards to building material quantities and costs.
Refer to the “Spreadsheet RUBRIC” Microsoft Excel document for assessment of the
independent and group activities.
Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their knowledge of spreadsheets and data
manipulations by finding their own Building Material costs, and determining their own
estimations of “waste” quantities based on examples of precedent. Also, students can practice
converting units of measurement to find accurate cost figures.
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