Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: Building Codes
Performance Objective:
After completing this lesson the student will be able to locate and interpret building codes.
Specific Objectives:
•
•
•
•
•
•
The student will interpret building codes
The student will identify building codes
The student will apply building codes to a construction project
The student will distinguish between building codes
The student will demonstrate code research
The student will assess building codes
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)(22)(A)
…identify occupation-specific governmental regulations and national, state, and local building
codes to establish appropriate regulations and codes…
130.42 (c)(22)(B)
…follow governmental regulations and building codes…
130.42 (c)(22)(C)
…use information given in regulations and codes correctly…
130.42 (c)(22)(D)
…pass job inspections and comply with regulations at all times…
130.42 (c)(22)(E)
…monitor activities to comply with governmental and other applicable safety regulations such as
the Environmental Protection Agency and Occupational Safety and Health Administration…
130.42 (c)(22)(F)
…read and discuss information on Occupational Safety and Health Administration,
Environmental Protection Agency, and other safety regulations…
130.42 (c)(22)(G)
…pass safety inspections and comply with regulations at all times…
UNT in partnership with TEA. Copyright ©. All rights reserved.
1
130.42 (c)(22)(H)
…use Material Safety Data Sheet information to manage and dispose of hazardous materials…
130.42 (c)(22)(I)
…identify environmental hazards to promote safety…
130.42 (c)(22)(J)
…follow safe practices relating to environmental hazards…
Interdisciplinary Correlations:
English:
110.31 (c)(22)(C)
… critique the research process at each step to implement changes as the need occurs and is
identified…
110.31 (c)(23)(B)
…provides an analysis for the audience that reflects a logical progression of ideas and a clearly
stated point of view…
Teacher Preparation:
The purpose of this lesson is to familiarize the student with the concept of building codes. The
teacher should create a scenario that lines up with codes/situations. Teacher should obtain a
current or older copy of building codes book.
Teacher will review the terms in the outline, power point and handouts to become familiar with
lesson.
Teach should become familiar with the building codes.
Teacher should develop scenario and criteria depending upon their need. Sample scenarios are
listed on the handout and can be altered or modified to fit the availability of materials.
References:
Teacher will need to obtain code books to actually use for this lesson. They do not have to be
current.
International Code Council. 2009 International Building Code. CENGAGE Delmar Learning.
2009. Print
Ching, Francis K. Building Codes Illustrated. Wiley, John & Sons, Incorporated. 2009. Print
UNT in partnership with TEA. Copyright ©. All rights reserved.
2
Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference books (if available)
3. Reference websites (if needed)
Materials Needed:
1. Paper
2. Pens, pencils
Equipment Needed:
1. Code books
Learner Preparation:
Discuss rules and guidelines for reference book usage.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show pictures of buildings in develop or construction
phases. Allow students to ask questions and discuss about pictures if they are unclear or
curious. The idea is to introduce the student to building codes and their implementation as part
of construction process.
ASK: Has anyone ever heard of building codes?
SAY: Building codes are regulations and rules put in place to help ensure a safe building
environment. They can range from small shed type structures to skyscrapers.
ASK: Do you think that it is handy to know these building codes if you were an architect? Do
you think they could affect your design?
SAY: Building codes are created with safety in mind first and foremost. They can easily hinder
or alter plans for certain design styles. Most designers are familiar with building codes and how
they apply to their trade. Let’s look at a few codes and how to research them for a project.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
UNT in partnership with TEA. Copyright ©. All rights reserved.
3
MI
Outline
Notes to Instructor
I. Cover the concept of building codes.
Use PowerPoint and
websites as aid.
II. Discuss inspections as the implementation of
building codes.
Use PowerPoint and
websites as aid.
III. Discuss the role of a designer and how codes
affect their jobs.
Use PowerPoint and
websites as aid.
IV. Demonstrate how to utilize the code book for
finding codes of a specific topic.
Use PowerPoint and
reference books as
aid.
V. Explain that each student (or groups) are given
certain criteria/scenario and will find the building code
information as it relates to the criteria/scenario.
This is where the most
time will be used. Give
a definite stop time to
allow for discussion
and evaluation.
A.
B.
C.
D.
Assign teams (if needed)
Hand out criteria/scenario
Cover criteria/scenario
Give time for independent work and
observe
E. Refocus class for discussion and findings
VI. Discuss with students how the different building
codes can effect construction and design. Discuss
several of the codes and their meanings. Discuss
some of the main characteristics of the building
codes.
Allow students to lead
discussions. Point out
main points,
characteristics, and
similarities of the
building codes.
UNT in partnership with TEA. Copyright ©. All rights reserved.
4
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will demonstrate how to find building codes using book.
Teacher will assign various or single scenario to research codes.
Optional: Students can be broken into small teams or groups for this exercise.
Independent Practice (LSI Quadrant III):
Students will have time to explore and evaluate the building codes.
Students will record or print designated code items found from research.
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 did not realize about building codes?
Question: Did you know some of the codes or standards already?
Question: Can you understand why these are important?
Question: Do you feel that these were easy to find and understand?
Evaluation
Informal Assessment (LSI Quadrant III):
UNT in partnership with TEA. Copyright ©. All rights reserved.
5
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 finding the requested codes and standards.
Student can receive a grade from direct observation from the teacher.
Student/group can be asked to present to class and answer questions about building codes and
their applications.
Additional credit may be given for additional understanding or interpretation.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could be given a more
complex scenario to research.
Student could be given an actual set of drawings and site location and then be expected to find
all building codes pertaining to the construction.
A scenario could be created by the teacher that is against certain codes and then have the
student’s research in order to find the discrepancies.
UNT in partnership with TEA. Copyright ©. All rights reserved.
6
Principles of Architecture and Construction
Building Codes
Handout
Vocabulary:
Building Codes:
a set of rules that specify the minimum acceptable level of safety for
constructed objects
Code Research:
the process of checking a building project to ensure that all applicable building
codes are satisfied
International Code Council: a membership association dedicated to building safety, fire prevention
and energy efficiency; develops the codes used to construct residential
and commercial buildings
Sample Code Research Scenario:
There is a large vacant lot next to the school. Someone wants to purchase the lot and build a car
wash. The student would be expected to do some preliminary research about the area and find
out if this is possible or not. Alternately, the teacher would find some criteria and establish some
guidelines, then student could be asked to find these rules also.
UNT in partnership with TEA. Copyright ©. All rights reserved.
Rubric Template
Task Statement: __Building Codes_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be Assessed
Followed directions
(Possible 4 points)
Proper use code books
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 code
books
Understood and used
parts of the code
books
Understood and used
most of the code books
Understood and
properly used the code
books
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 research
material
Improperly researched
material
Properly researched
material
Accurately researched
material
Did not satisfy any
scenario criteria
Satisfied some
scenario criteria
Satisfied most scenario
criteria
Accurately satisfied
scenario criteria
(Possible 4 points)
Proper use of vocabulary
Developing
2
Criteria Categories
(Novice to Exemplary)
Accomplished
3
(Possible 4 points)
Research
(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
UNT in partnership with TEA. Copyright ©. All rights reserved.
Points
Earned