Lesson Plan
Course Title: Principles of Architecture and Construction
Session Title: House of Cards
Performance Objective:
After completing this lesson the student will be able to work within a team to accomplish a
common goal.
Specific Objectives:
•
•
•
•
•
•
The student will identify team members roles.
The student will demonstrate how to work in a team.
The student will distinguish between team member roles.
The student will identify successful attributes of a team.
The student will identify undesirable attributes of a team.
The student will demonstrate the roles of teams in industry.
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)(28)(A)
…use human relations skills to work cooperatively with coworkers representing different
cultures, genders, and backgrounds…
130.42 (c)(28)(B)
…track team goals to contribute constructively and positively to the team…
130.42 (c)(28)(C)
…match team members to appropriate activities…
130.42 (c)(28)(D)
…manage skills to effectively accomplish assignments…
130.42 (c)(28)(E)
…effectively use conflict resolution skills with coworkers to maintain a smooth workflow…
130.42 (c)(28)(A)
…use mentoring skills to inspire and motivate others to achieve and enhance performance…
Interdisciplinary Correlations:
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English:
110.31 (c)(26)
… Listening and Speaking/Teamwork. Students work productively with others in teams.
Students will continue to apply earlier standards with greater complexity. Students are expected
to participate productively in teams, building on the ideas of others, contributing relevant
information, developing a plan for consensus-building, and setting ground rules for decisionmaking.…
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint and handouts to become familiar with
lesson.
Teacher should establish a level work surface for lesson.
Teacher should attempt lesson to establish variables and strategies to complete successful
lessons.
Teacher should read over lesson and establish roles, criteria for the roles, guidelines for teams,
team sizes and norms as necessary.
References:
http://www.wikihow.com/Build-a-Tower-of-Cards
http://www.instructables.com/id/How-to-using-techniques-ish--make-a-house-of-car/
http://www.ehow.com/how_4705471_build-card-house.html
Instructional Aids:
1. Display for PowerPoint, websites, pictures
2. Reference websites (if needed)
Materials Needed:
1. Decks of cards (varies according to class size)
2. Tape, rubber bands, paperclips, binder clips, various binding materials
Equipment Needed:
1. Level surface (as needed)
2. Digital camera (multiple cameras if available)
3. Optional: Music player (music can be played during build time to enhance the
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competitive environment and as audio signal to begin and end)
Learner Preparation:
Discuss rules and guidelines for working in teams.
Introduction
Introduction (LSI Quadrant I):
SHOW: Throughout the introduction, show the slideshow.
ASK: Has anyone ever worked or played on a team? Did you like playing or working on a team
or group?
SAY: In the workforce, you will be called upon to work on teams. Teams are usually established
because it is easier to accomplish tasks or assignments when more people are working on
them, but only if they work together.
ASK: Do you know what makes a good team? What are some of the characteristics?
SAY: Even when you have more than one person working on an assignment, this can be a
disastrous endeavor without proper structure. You could have several people working on the
same item and just wasting time or doubling your efforts.
ASK: What are some ways to ensure you have a good team structure?
SAY: Team leadership, establishing someone as a team leader to organize and oversea
everyone is completing their own tasks towards a common goal. Assigning member roles,
making sure that everyone has a role on the team. Utilizing team members’ strengths, make
sure that team members utilize their various talents to reach their goals.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
I. Cover the concept of teams and team roles.
Use PowerPoint as
aid.
II. Discuss how teams are utilized in the industry and
other professions.
Use PowerPoint as
aid.
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III. Demonstrate the various roles that could be used
in a team.
Use PowerPoint as
aid.
IV. Cover and establish the roles of team members
for this assignment.
Example: Team leader, team recorder, minute/note
taker, workers, etc.
These roles will vary
according to team
sizes and class
accommodations.
You can also establish
certain criteria for each
member, such as the
team leader cannot
touch the cards only
give verbal commands
V. Explain that each team is given a deck of cards to
build a house of cards.
This is where the most
time will be used. Give
a definite stop time to
allow for discussion
and evaluation.
Remember that the
focus is not
necessarily the card
house, but how they
worked together as a
team.
A.
B.
C.
D.
Assign teams.
Let students establish member roles.
Cover criteria for card house.
Give time for independent work and
observe.
E. Stop building after established time frame.
F. Refocus class for discussion and findings.
VI. Discuss with students how they liked working in
teams and their roles. Discuss how it would be to
work on a real-life project versus a house of cards.
Allow students to lead
discussions. Point out
main points,
characteristics and
attributes of teams,
good and bad.
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Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will discuss the team member roles and establish team rules.
Independent Practice (LSI Quadrant III):
Students will have time to assign roles and organize themselves as a team.
Students will build their house of cards as a team.
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.
Optional: If enough cameras are available, one team member can be assigned as the “recorder”
and take the pictures of the team at various stages.
Summary
Review (LSI Quadrants I and IV):
Question: Did you like your role on the team?
Question: Do you think you would have been better in other roles?
Question: Do you like working in teams with established roles?
Question: Did the organization of the team make sense? Why or why not?
Question: Do you feel that everyone contributed equally and fulfilled their roles?
Evaluation
Informal Assessment (LSI Quadrant III):
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.
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Formal Assessment (LSI Quadrant III, IV):
Student can receive a grade for successfully building a house of cards. (This card house could
be determined according to the teacher’s standards and accommodations)
Student can receive a grade from direct observation from the teacher. (Teacher could observe
students for their participation to the team)
Student/group can be asked to present to class and answer questions about their process and
team structure.
Additional credit may be given for additional understanding or interpretation of team structure.
Extension
Extension/Enrichment (LSI Quadrant IV):
This lesson could be expanded into a longer time frame project. Students could be given more
time to build houses using additional cards.
This lesson could be expanded into a longer time frame project. Students could be given more
time to build houses using additional cards and adhesive materials for stronger structures.
Students could be assigned roles that complicate the task. Example: one has to cover their eyes
and let another team member tell them what to do. One could work backwards and have a
guide. One would have to put their hands around someone else’s body and have the guide their
hands.
Students could be asked to create technical drawings of their card houses.
Students could be given a specific amount of “money” and allowed to buy certain items
(paperclips, tape, etc.) to help with the building process. In addition, you could have a team role
designated as the money holder or buyer; it would be their decision as to the limited types of
supplies they would purchase for the team.
Students could be required to create a presentation of their process for building or team work
process.
Students could be asked to report on their role in the team and give the pros and cons of the
position.
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Principles of Architecture and Construction
House of Cards
Handout
Vocabulary:
Team:
a group of people who work collaboratively together towards a common goal
Team work:
is a joint action by two or more people, in which each person contributes with
different skills and express his or her individual interests and opinions to the unity
and efficiency of the group in order to achieve common goals
Card building:
Surfaces:
you will have a level work surface to build your house upon.
Cards:
you will have a standard deck of 52 cards to utilize to build; you cannot alter or change
the cards in any way.
Optional:
Materials: you may be given additional materials to use in conjunction with the cards to build the
house.
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Rubric Template
Task Statement: __House of Cards_______
Task Assignment: _______________________________________
Criteria Concepts/Skills to be Assessed
Followed team role
Novice
1
Developing
2
No understanding and
did not follow team role
Followed team role and
showed some
understanding of
direction
Followed team role and
showed most
understanding of
direction
Understood team role
and completed that
role for the team
Did not collaborate with
team members
Collaborated some
with team members
Collaborated mostly
with team members
Collaborated well with
team members
Did not contribute at all
to the team
Some contribution to
the team
Mainly contribution to
the team
Contributed to the
team
Is not an active
member of the team
Was partly active as a
member of the team
Was mostly active as a
member of the team
Was an active member
of the team
Did not build card
house
Built part of card house
Built most of card
house
Successfully built a
house of cards
(Possible 4 points)
Worked collaboratively
Criteria Categories
(Novice to Exemplary)
Accomplished
3
Exemplary
4
(Possible 4 points)
Contributed to team
(Possible 4 points)
Active team member
(Possible 4 points)
Built card house
(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
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Points
Earned