Lesson Plan
Course Title:
Principles of Architecture and Construction
Session Title:
Architectural Building Systems
Performance Objective:
According to the TEKS, “The student examines all aspects of the built environment and systems
to complete project planning. The student is expected to: discuss the interrelationship of the
systems in the built environment.”
In other words, the student can identify basic systems (and components of construction), and
then they can discuss how they work together to form a completely built structure. Students
should be able to utilize various resources for research and examine documents to visually and
verbally express their comprehension.
Specific Objectives: (Refer to Outline on pages 6-8 for further information)
• Identify the Building Systems
• Identify the Building Components
• Verify which Components go with which Building Systems
• Interpret the Sequence of Construction
• Explore CSI Divisions, Sweets Catalog
• Examine the interdependency of Building Systems
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Preparation
TEKS Correlations:
This lesson, as written, correlates to TEKS 130.42.c.24.C. which states that:
“The student examines all aspects of the built environment and its systems to complete
project planning. The student is expected to: discuss the interrelationship of the systems
in the built environment”
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:
• Science: compare-and-contrast, charts and graphs, action vs. reaction, sequence, time.
Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
•
… to read step by step sequential instructions.
•
… to work together as a team.
•
… to list various fundamental building systems used in residential construction.
•
… to identify various fundamental building components used in residential
construction.
•
… to interpret diagrammatic illustrations.
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
•
…Site Plan, Building Plan, Elevation, Isometric, and Section Construction Documents
•
… Specifications Manuals
•
… Material usage
•
… Building Code, ADA, Structural, and other building assembly standards
•
… Zoning regulations
•
…Construction sequencing
•
… Familiarity with the CSI Divisions- basic 16, Master Format, and version 2010
•
… Interdependency of building systems
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References:
Carl Heldmann. Be Your Own House Contractor. Storey Publishing. 2006. ISBN 1-58017-840-5.
CSI Master Format. 2010. http://www.csinet.org/Home-PageCategory/Formats/MasterFormat.aspx April 30, 2010.
Construction Glossary from Home Building Manual. 2010. www.homebuildingmanual.com.
March 9, 2010. http://www.homebuildingmanual.com/Glossary.htm
Green Building Software Tips. 2010. http://www.chiefarchitect.com/green/green-softwaretips.html. April 30, 2010.
Building a House Step by Step. 2010. http://www.byoh.com/stepbystep.htm . April 30, 2010
Instructional Aids:
1. Student Primary Handout, refer to the Microsoft Word document (that accompanies this
Lesson) titled: “Arch Bldg Systems Student Handout”. This is a 4 page Handout,
which has 3 Student Team Activities. These Activities will correlate to the 6 Objectives,
as explained in the Notes to Instructor in the Outline below.
2. Teacher PowerPoint Presentation, refer to the PowerPoint document (that accompanies
this Lesson) titled: “Arch Bldg Systems PRESENTATION”
3. Sample of complete Master Format, a PDF you can download from this website:
http://www.csinet.org/Home-Page-Category/Formats/MasterFormat.aspx
4. Sweet’s Catalog – recent set
Materials Needed:
1. COLOR printed copies of the “Arch Bldg Systems Student Handout”
2. Pencils with erasers.
3. Scissors (1 pair per Student Team.)
4. Word Wall visible with various architectural “parts” defined
5. Classroom Set of Sweet’s Catalog (or internet access to it online)
6. Printed (or online version accessible) of the PDF list of the CSI Master Format List
ALSO SUGGESTED:
7. Have Architectural/Construction Glossaries on hand for students to reference
Equipment Needed:
1. Teacher computer workstation
2. Printer, capable of COLOR printing on 8 ½” x 11” sized paper
3. Overhead projection screen that can exhibit the teacher’s monitor
4. Scissors
5. Stapler
6. Children’s Building blocks set (or Lego’s® or any kind of early education stackable set of
blocks that have odd shapes and sizes) This is used for the Introduction. See page 5
below.
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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 pencils, scissors, and copies of the “Arch Bldg Systems
Student Handout” 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.
Compare: Look at what is the same and/or different between 2 or more things
Unit: specified amount of a quantity
Sequence: a continuous or connected series of events
Construction: the way in which a structure is made
Foundation: the natural or prepared ground or base on which some structure rests
Structure: mode of building, construction, or organization; arrangement of parts, elements, or
constituents
Thermal protection: designed to aide in the retention of climate controlled heat
Sheathing: a covering or outer layer of metal, wood, or other material, on a house, etc.
Stud: any of a number of slender, upright members of wood, steel, etc., forming the frame of a wall or
partition and covered with plasterwork, siding, etc.
Joist: any of a number of small, parallel beams of timber, steel, reinforced concrete, etc., for supporting
floors, ceilings, or the like
Grade: inclination with the horizontal of a road, railroad, etc., usually expressed by stating the vertical rise
or fall as a percentage of the horizontal distance; slope
Ridge: the horizontal line in which the tops of the rafters of a roof meet
Rafter: any of a series of timbers (lumber), usually having an obvious slope, that supports the sheathing
and covering of a roof
Introduction
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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 copy of the Student Handout,
which is a file called “Arch Bldg Systems Student Handout”. (It should be printed in COLOR.
It may be printed front and back to save paper.)
SAY: Building systems! Systems of the buildings! What are we talking about?
ASK: Who thinks they can define “Building Systems”? (Wait an appropriate amount of time for
student responses in the large group discussion environment, and then lead the class in
discussing the correct answer.)
SHOW: I’ve got a set of building block here; you probably all played with
these when you were little, right? (Start stacking a few blocks… try
building something with a triangular or round shape on the bottom and let
the squared shapes slip and slide and fall off.)
SAY: (While you’re still “playing” with the children’s building block set,
students might be looking at you funny- they KNOW you can’t build it the
way you’re “trying” to build it!) I’m doing something wrong here, aren’t I?
ASK: What are my building components here? (Wait an appropriate amount of time for student
responses in the large group discussion environment, and then lead the class in discussing the
correct answer.)
SHOW: My components are all the pieces I’m trying to build with- all these “squares” and
“triangles” and “cylinders.” Just like the parts of a house- you build your house with components
like these toy blocks.
SAY: Most components are interrelated to other components, to form a system ― a cohesive
group of parts that when assembled properly make more of a contribution than if left by
themselves.
ASK: So now that we know that the pieces (components) work together as systems, do we
need to assemble them in any particular order? (Referring back to that silly triangle on the
bottom of the stack of blocks… (Wait an appropriate amount of time for students to respond in
the large group discussion environment, and then lead the class in discussing the correct
answer.)
SHOW: Demonstrate again with the blocks, but this time in a sequence of
assembly that actually works…. Such as the “square” on the bottom and
the “triangle” on top.
SAY: We are going to take a look at a typical two story house, and see if
we can identify the components, the building systems, and the sequence
we put it all together in. There are 3 activities to complete as a Student
Team. Let’s get started!
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Outline
Outline (LSI Quadrant II):
• Instructor uses the PowerPoint presentation to help with the Student Team (ST) activity
pace and sequencing.
• Instructor will ensure that all STs receive the required materials:
• Printed copies of the “Arch Bldg Systems Student Handout”
• Pencils with erasers
• Scissors
•
Instructor Reviews the “Notes to Instructor” below that correlate with the sequencing and
pacing, the Handout, and of course these Objectives Outline.
MI
I.
Outline
Identify the Building Systems:
A. Types of Systems, e.g.:
1. Foundation
2. Structure (Roof, Floor, and Walls)
3. Thermal and Moisture Protection
4. Finishes
5. Specialty
B. Vocabulary
Notes to Instructor
Correlates with Activity “A” in
the Student Handout. STs
work together, following the
instructions.
II. Identify the Building Components:
A. Fundamental parts of a house
B. Vocabulary
C. Identification
Correlates with Activity “B” in
the Student Handout. STs
work together, following the
instructions.
III. Verify which Components go with which
Building Systems:
A. What systems does this diagram have
B. What components make up which system
Correlates with Activity “A” in
the Student Handout. STs
work together, following the
instructions.
IV. Interpret the Sequence of Construction:
A. Order of systems
B. Order of components
C. Can more than 1 system be assembled
at the same time?
Correlates with Activity “C” in
the Student Handout. STs
work together, following
instructions.
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V. Explore CSI Divisions, Sweets Catalog:
A. What are the Divisions?
B. How are they organized?
C. Why are they significant?
Does not directly correlate with
the Student handout. Please
have samples for class
demonstration on hand, as
suggested on page 3 above.
This is a “show and tell”
teacher led demonstration and
hands-on sample for the class
to get 1st exposure to. Purely
Introductory. Should expand
into other lessons which relate
to other TEKS. Refer to link on
this website to obtain a
complete Master Format list if
the CSI Divisions:
http://www.csinet.org/HomePageCategory/Formats/MasterForm
at.aspx
VI. Examine the interdependency of
Building Systems:
A. Are components “stand alone” items or
are they dependent on each other?
B. Can systems “stand alone” or are they
dependent on each other?
C. Is the sequence of construction
important?
D. Are there resources to help determine
the best sequence, the best component,
the best system?
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Does not directly correlate with
the Student Handout. This
acts as the end of class Wrap
Up class discussion, tying
back in to the Introduction
demonstration of the children’s
toy building blocks.
Interpersonal
Naturalist
Existentialist
Application
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Guided Practice (LSI Quadrant III): Student Teams Activity, as described above in the
“Introduction, Outline, Student Handout, and PowerPoint Presentation”
Independent Practice (LSI Quadrant III): After each ST has completed the Student Handout,
students are expected to participate in an end of class “Wrap Up” discussion. Independent
participation in this teacher-led discussion (correlating with Objectives 5 and 6 from the Outline
as noted above) is imperative. Students will need to demonstrate by class discussion
participation the completeness of their understanding of the Building Systems explored in the
activities, that multiple components make up the systems, and that there are resources in the
professional world that help us determine the correct sequencing.
Summary
Review (LSI Quadrants I and IV):
Incorporates the Independent Practice from above -- this is the end of class “Wrap Up”
discussion. Teacher leads the class in a discussion, and reviews the topic as presented in the
Student Team activities and in the “show and tell” portion.
Evaluation
Informal Assessment (LSI Quadrant III):
During the 20 minutes or so of group activity when Students are working together in Teams, the
teacher practices active classroom monitoring and regularly checks for understanding by
individuals while moving around from team to team. During the Teacher-led class discussions,
teacher calls on students and asks for voluntary contribution to a collaborative Wrap Up at the
end of the class period.
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 Systems. 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 “Arch Bldg Syst Student
handout RUBRIC with solutions” document for assessment of the ST activity with the Student
Handout.
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Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their knowledge of Building Systems by preparing more
complicated diagrammatic illustrations to them.
A rigorous approach might be supplying the students more complicated and advanced
documents which incorporate more types of systems. A real set of construction documents
(perhaps a donated set by a local architecture or engineering form is available on hand) is an
excellent opportunity for advanced students to explore the vast array of Building Systems in a
real world application.
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9
Building Diagram
Architectural Building Systems Lesson
STUDENT HANDOUT
Student Handout
Instructions: Activity “A” on Page 2
1. Cut out each of the colored words
(carefully) on the left side of the paper.
2. Sort the words into groups based on their
color.
3. Determine which category each group of
colored words belongs to.
Instructions: Activity “B” on Page 3
Using your new knowledge of which Building
System categories each of the components in the
word bank belongs to, write in the spaces
provided where you think each building system
component term belongs.
In the spaces provided next to each building
system component, order each Building System
Category component in the sequence you think it
will need to be assembled in. (Write “1” for the
first thing to be built, then “2” for the second,
etc….)
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Instructions: Activity “C” on Page 4
1
Building Diagram
Roofing
Plywood Roof Sheathing
Fascia
Gutter
Architectural Building Systems Lesson
A
STUDENT HANDOUT
Foundation
Window Sash
Window Sill
Wall Sheathing
Grade Line
Structure
Drywall/Gypsum board
Header Joist
Foundation Wall
Footing
Drain Tile
Sill
Thermal and Moisture Protection
Finish Floor
Siding
Sole Plate
Wall Stud
Finishes
Top Plate
Leader or Downspout
Gable Stud
Specialty
Collar Beam
Rafters
Ridge
Flashing
Chimney Flue
Chimney Cap
Cut here along this line.
UNT in partnership with TEA. Copyright ©. All rights reserved.
Soffit
2
Building Diagram
Architectural Building Systems Lesson
STUDENT HANDOUT
Plywood Roof Sheathing
Drain Tile
Leader or Downspout
Flashing
Chimney Cap
Collar Beam
Fascia
Sill
Window Sill
Window Sash
Gable Stud
Wall Stud
Wall Sheathing
Rafters
Ridge
Soffit
Gutter
Chimney Flue
Grade Line
Finish Floor
Roofing
Drywall/Gypsum board
Siding
Header Joist
Foundation Wall
Sole Plate
Footing
Top Plate
UNT in partnership with TEA. Copyright ©. All rights reserved.
B
3
Building Diagram
Architectural Building Systems Lesson
C
STUDENT HANDOUT
_____ Finish Floor
_____ Drywall/Gypsum board
_____ Roofing
_____ Plywood Roof Sheathing
_____ Gutter
_____ Window Sash
_____ Sole Plate
_____ Window Sill
_____ Wall Stud
_____ Flashing
_____ Top Plate
_____ Drain Tile
_____ Soffit
_____ Siding
_____ Fascia
_____ Leader or Downspout
_____ Gable Stud
_____ Wall Sheathing
_____ Collar Beam
_____ Rafters
_____ Ridge
_____ Grade Line
_____ Sill
_____ Foundation Wall
_____ Header Joist
_____ Chimney Flue
_____ Chimney Cap
This image used with permission by the author, Mr. Heldmann, from the book: Be Your Own House
Contractor, page 71.
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_____ Footing
4
Building Diagram
Architectural Building Systems Lesson
STUDENT HANDOUT
Student Handout RUBRIC
Instructions: Activity “A” on Page 2
1. Cut out each of the colored words
(carefully) on the left side of the paper.
2. Sort the words into groups based on their
color.
3. Determine which category each group of
colored words belongs to.
Did the Student Teams neatly cut out all
the listed Building System Components
from the list down the left side of the
paper?
Yes= 10
Sort of=5
No=0
Did the Student Teams sort the items by
color and place them in the correct
Category boxes down the right side of the
paper?
Yes= 20
Sort of=10
No=0
Worth 30 Points total
Instructions: Activity “B” on Page 3
Using your new knowledge of which Building
System categories each of the components in the
word bank belongs to, write in the spaces
provided where you think each building system
component term belongs.
Did the Student Teams correctly fill in all
the spaces, matching the Components to
the diagram of the house?
Yes- completely correct!
Almost- only missed a few
Half way- missed half of them.
They missed most of them.
No- they didn’t get any right.
= 40
=30
=20
=10
=0
Instructions: Activity “C” on Page 4
In the spaces provided next to each building
system component, order each Building System
Category component in the sequence you think it
will need to be assembled in. (Write “1” for the
first thing to be built, then “2” for the second,
etc….)
Worth 30 Points total
Did the Student Teams neatly cut out all
the listed Building System Components
from the list down the left side of the
paper?
Yes- in every category!
Almost- only missed a few
Half way- missed half of them.
They missed most of them.
No- they didn’t get any right.
= 30
=23
=15
=8
=0
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Worth 40 Points total
1
Building Diagram
Roofing
Plywood Roof Sheathing
Fascia
Gutter
Architectural Building Systems Lesson
A
STUDENT HANDOUT
Foundation
Window Sash
Window Sill
Wall Sheathing
Grade Line
Structure
Drywall/Gypsum board
Header Joist
Foundation Wall
Footing
Drain Tile
Sill
Thermal and Moisture Protection
Finish Floor
Siding
Sole Plate
Wall Stud
Finishes
Top Plate
Leader or Downspout
Gable Stud
Specialty
Collar Beam
Rafters
Ridge
Flashing
Chimney Flue
Chimney Cap
Cut here along this line.
UNT in partnership with TEA. Copyright ©. All rights reserved.
Soffit
2
Building Diagram
Architectural Building Systems Lesson
STUDENT HANDOUT
Plywood Roof Sheathing
Drain Tile
Leader or Downspout
Flashing
Chimney Cap
Collar Beam
Fascia
Sill
Window Sill
Window Sash
Gable Stud
Wall Stud
Wall Sheathing
Rafters
Ridge
Soffit
Gutter
Chimney Flue
Grade Line
Finish Floor
Roofing
Drywall/Gypsum board
Siding
Header Joist
Foundation Wall
Sole Plate
Footing
Top Plate
UNT in partnership with TEA. Copyright ©. All rights reserved.
B
3
Building Diagram
Architectural Building Systems Lesson
C
STUDENT HANDOUT
___1__ Finish Floor
__2___ Drywall/Gypsum board
__4___ Roofing
__2___ Plywood Roof Sheathing
__9___ Gutter
___7__ Window Sash
__3___ Sole Plate
___8__ Window Sill
__4___ Wall Stud
__3___ Flashing
__5___ Top Plate
__1___ Drain Tile
__11___ Soffit
__6___ Siding
__10___ Fascia
__10___ Leader or Downspout
__6___ Gable Stud
__5___ Wall Sheathing
__9___ Collar Beam
__8___ Rafters
__7___ Ridge
__1___ Grade Line
___2__ Sill
__3___ Foundation Wall
___1__ Header Joist
___1__ Chimney Flue
__2___ Chimney Cap
This image used with permission by the author, Mr. Heldmann, from the book: Be Your Own House
Contractor, page 71.
UNT in partnership with TEA. Copyright ©. All rights reserved.
___2__ Footing
4