Lesson Plan
Course Title:
Principles of Architecture and Construction
Session Title:
Construction Schedule Management
Performance Objective:
According to the TEKS, “The student evaluates and adjusts plans and schedules to respond to
unexpected events and conditions. The student is expected to: modify existing schedules to
reflect an unexpected change.”
In other words, student should be able to read a construction schedule timeline and adjust the
timing of the construction processes when something happens to alter the schedule, such as a
weather delay or a manufacturer’s fabrication delay.
Specific Objectives: (Refer to Outline below for further information)
• Identify Construction sequence
• Management of building supply deliveries scheduled to the job site
• Adherence to the construction schedule timeline
• Estimation of construction delays due to various factors
• Adjusting the construction schedule timeline accordingly
• Adjusting the building supply delivery schedules to the job site
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following: TEKS 130.42.c.11.F. This TEKS states
that “The student evaluates and adjusts plans and schedules to respond to unexpected
events and conditions. The student is expected to: modify existing schedules to reflect
an unexpected change.”
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:
UNT in partnership with TEA. Copyright ©. All rights reserved.
1
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, sequence, average, area, volume, length, scale factor, and more.
• Science: time, equivalent, comparison, mark-up, climate, precipitation, temperature, and
more.
• History/Social Studies: climatic patterns, precedent, 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 estimate cost of materials.
• … to measure area, length, and volume.
• … to identify the primary components of constructing a small residential-type structure,
including what sort of order they might need to be constructed in.
• … to read a timeline.
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
• … material cost analysis.
• … calculating % of waste of building materials.
• … time required for construction processes.
• … construction sequencing.
• … ordering building materials.
• … client/builder/designer roles and responsibilities.
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)
UNT in partnership with TEA. Copyright ©. All rights reserved.
2
Instructional Aids:
1. This Lesson, Construction Schedule Management LESSON
2. Student Primary Handout, refer to the Microsoft Excel document (that accompanies this
Lesson) titled: “const sched mgmt STUDENT timeline and materials list”
3. Teacher PowerPoint Presentation, refer to the PowerPoint document (that accompanies
this Lesson) titled: “Construction Schedule Management Presentation”
4. A sample Microsoft Excel spreadsheet of Building Materials (with a sample Timeline)
also accompanies this Lesson, and it is titled: “const sched mgmt SAMPLE timeline
and materials list.” This can be used as a guide to help aid the sequencing with the
students.
Materials Needed:
1. Pencils with erasers
2. Colored pencils or markers
3. Graph paper*
* NOTE: Graph Paper, of most grid sizes and variations, can be found at this website:
www.printfreegraphpaper.com. If you don’t have pads of graph paper but have a computer with
internet access and a printer, this could be a source for this required material.
Equipment Needed:
1. Teacher computer workstation
2. Printer, capable of COLOR printing on 8 ½” x 11” paper
3. Overhead projection screen that can exhibit the teacher’s monitor
4. Access to a copy machine to run black and white copies for student handouts
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 on page 4.
•
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
UNT in partnership with TEA. Copyright ©. All rights reserved.
3
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 two 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
Timeline: A schedule of activities in chronological sequence
Contract: A written agreement between two or more parties, legally enforceable.
Outlines the roles and responsibilities of service/product providers as well as the owner
paying for such services/products.
Introduction
UNT in partnership with TEA. Copyright ©. All rights reserved.
4
Introduction (LSI Quadrant I):
Students enter the classroom and receive the Primary Handout, one for every Student Team
(ST). (These STs are based on seat assignment and established peer partnerships.) A copy of
this Handout (the file called “const sched mgmt STUDENT timeline and materials list”) is
projected on the overhead screen on the 3rd slide of the PowerPoint presentation (the file called
“Construction Schedule Management Presentation”).
SAY: We are going to take a closer look at Construction Scheduling today, and each of you will
get a chance to “call the shots” on the job site about who is going to do what and when.
ASK: Who in here can tell us what is the first thing we do when we start building a structure?
(Wait for student responses in a class discussion warm up.)
SHOW: A-hah! It’s sort of a trick question. When we start a new project, it begins before we
ever touch a shovel full of dirt. It starts when an owner approaches an Architect (the designer)
and/or a General Contractor (the builder) and establishes the professional relationship that
becomes a contractual agreement. Everyone take a look at the Handouts you and your
Teammates are holding. See the categories at the top left?
SAY: We are going to take this new job and determine its construction sequence and timeline.
ASK: Who can tell us what sort of structure this is going to be? (Wait for student responses in
the class discussion warm up.)
SHOW: That’s right, a small residential office. It’s a detached structure on the property, meaning
that it is freestanding and separate from the main house. It has an office room, 2 closets, and a
bathroom.
SAY: Let’s assume we are the Architects, the designers, for this homeowner. And let’s assume
that finding a General Contractor, or Builder, has already been done. We arrange for contracts
to be signed and all the parties involved understand the expectations of the client (homeowner).
The client wants an approximate date for completion. Based on our knowledge and expertise,
we know it’s going to take several months.
ASK: Can we commit to an exact date for completion? (Wait for student responses in the class
discussion warm up.)
SHOW: Not really. Let’s look at the Timeline you and your Teammates are holding; there are a
lot of factors to think about here!
SAY: Let’s assume that over all, it will take about 5-6 months (give or take) to finish. A rough
estimation.
ASK: What if something goes wrong? What if we have a tornado? Or two weeks of nonstop
rain? Or what if the guy making the windows has a delay and can’t get the windows delivered
and installed when he first said he would? What happens to our estimated timeline? (Wait for
student responses in the class discussion warm up.)
SHOW: It’s going to shift a bit, isn’t it?
SAY: So how will these shifts affect everything else that happens on site that depends on these
items to happen first? It’s a big jigsaw puzzle -- but the shapes of the puzzle pieces aren’t fixed
and can change on us in the middle of putting it together! We have to learn to roll with the
punches and identify how to keep things as much on track as we possibly can. So let’s get
started! STs, nominate one representative to come forward and get your pencils/markers and
graph paper.
UNT in partnership with TEA. Copyright ©. All rights reserved.
5
Outline
Outline (LSI Quadrant II):
•
•
•
Instructor uses the PowerPoint presentation (“Construction Schedule Management
Presentation”) to help with the ST activity pace and sequencing.
Instructor will ensure that all STs receive the required materials:
• “const sched mgmt STUDENT timeline and materials list,” which is the
Primary Student Handout. This is the handout each ST must turn in for the grade.
• 3-4 sheets of Graph paper*
• Colored pencils/markers
Instructor Reviews the “Notes to Instructor” below that correlate with the sequencing
and pacing, the Handout, and of course, the Objectives Outline.
* NOTE: Graph Paper, of most grid sizes and variations, can be found at this website:
www.printfreegraphpaper.com. If you don’t have pads of graph paper but have a computer
with internet access and a printer, this could be a source for this required material.
MI
Outline
I.
Identify Construction Sequence
A. Pre-Construction and Design
B. Site Visitors
C. Order of Construction
D. Building supplies delivered to site
Notes to Instructor
STs identify the first
three categories on the
Primary Handout, and,
using pencils, mark
when they think these
things will happen.
They can mark their
choice with little stars,
draw lines with arrows,
fill it in solid, hatch it,
etc.
Work through this with
them- direct it in
collaborative
discussions within each
ST.
I.
Management of Building supply deliveries
scheduled to the job site
A. What supplies need to arrive to the job site
for construction?
B. When do they need to arrive?
C. How and where are the supplies going to be
stored and kept safe/dry/clean before their
usage or installation?
STs identify the 6th
category on the
Primary Handout, and,
using pencils, mark
when they think these
supplies will need to be
delivered...
NOTE: Some items will
UNT in partnership with TEA. Copyright ©. All rights reserved.
6
D. Who will fabricate them? Order them?
Deliver them? Remove any waste after
shipment or installation?
get changed after they
see how the
construction schedule
time-lining works out in
Outline Item #3 below,
and that’s OK!
Changing their answers
is evidence of their
comprehension.
Work through this with
them- direct it in
collaborative
discussions within each
ST.
II. Adherence to the construction schedule
timeline
A. What order do we need to assemble the
building in?
B. When do Inspectors show up to see the
progress?
C. When does the Client/Homeowner show
up?
STs identify the rest of
the categories on the
Primary Handout, and,
using pencils, mark
when they think these
construction activities
will need to be
performed, installed, or
assembled.
Work through this with
them- direct it in
collaborative
discussions within each
ST.
IV. Estimation of construction delays due to
various factoring delays
A. Specific Delay Example #1:
Uh oh - check the weather report! A big
storm system is blowing through town. 4
inches of rain, high wind, and a full week’s
worth of drizzle. It’s going to halt all site
activity for a full week.
B. Specific Delay Example #2:
Uh oh- not a problem with the tile supplier!
The sub contractor responsible for laying
the tile in the bathroom says the tile the
homeowner picked out is out of stock- it’s
going to take 2 weeks to get it delivered.
Pick a week in the
timeline for an
imaginary “weather
delay” and “material
delivery delay”…
STs estimate where on
the timeline these 2
“delays” are going to
affect the construction
scheduling.
.
Work through this with
them- direct it in
collaborative
discussions within each
UNT in partnership with TEA. Copyright ©. All rights reserved.
7
ST. The graph paper
can be helpful at
scratching out some
rough ideas first before
making the changes to
the actual Handout.
V. Adjusting the construction schedule timeline
accordingly
A. Moving the Timeline
B. Affecting the overall length of the job
C. Notifying the homeowner
STs identified above
where on the timeline
these 2 “delays” fit in,
and, using pencils,
mark when they think
the remaining
construction activities
will need to be pushed
back to.
Work through this with
them -- direct it in
collaborative
discussions within each
ST.The graph paper
can be helpful at
scratching out some
rough ideas first before
making the changes to
the actual Handout.
VI. Adjusting the building supply delivery
schedules to the job site
A. Shifting delivery dates.
B. Notifying the subsequent
distributors/contractors the shift will be
affecting.
STs alter any delivery
dates for building
supplies to the job site,
and identify who these
changes are going to
affect.
Work through this with
them, each direct it in
collaborative
discussions within each
ST.
UNT in partnership with TEA. Copyright ©. All rights reserved.
8
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentiali
st
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 (“const sched mgmt STUDENT timeline and materials list”), they will be given a
personal copy of the Student Primary Handout for any independent assignment utilizing the
colored pencils.
As a ST, they worked through with pencil what they thought the Timeline would end up looking
like.
As an individual, they will replicate this timeline but IN COLOR… they have an opportunity here
to make modifications at any point in the Timeline if they disagreed with what the ST determined
as a group. They can reconsider the timing and sequencing and submit in color their own
determination.
A piece of graph paper can be used as “scratch” paper to help them formulate their ideas.
Summary
Review (LSI Quadrants I and IV):
End of Class Wrap Up discussion, reviewing the ST activity with the Primary Handout, as well
as the Independent activity with the Handout. 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 group activity when Students are working together in Teams,
the teacher exhibits HIGHLY ACTIVE and engaged classroom monitoring through constant
movement from team to team. Regular discussion to check for comprehension and student
involvement.
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 construction schedule management in
regards to construction sequencing timelines and corrections due to weather and/or building
supply delivery delays.
UNT in partnership with TEA. Copyright ©. All rights reserved.
9
Formal assessments should take place regularly so as not to overload them, suggesting several
mid-unit projects where students must draw their own timelines or decipher ready-made
construction schedule timelines. Rubrics can be supplemented with peer-to-peer “criteria
charts.”
Refer to the “const sched mgmt STUDENT timeline and materials list RUBRIC” Microsoft
Excel document for assessment of the ST activity with the Student Primary Handout, as well as
the assessment of individual comprehension with Independent assignment that also utilizes the
Student Primary Handout.
Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their knowledge of construction schedule management
by completing this same process for a more complicated structure with many more contributing
factors to consider.
A rigorous approach might be to pose more difficult and challenging “delay” scenarios… such
as:
• Some materials have been purchased, and arrived damaged.
• Something was fabricated on site but did not pass building code, and had to be rebuilt.
Examples of complications on site are endless.
UNT in partnership with TEA. Copyright ©. All rights reserved.
10