ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Architectural Drafting and Design 1-6
GRADE LEVEL: Grades 9-12, Levels 1, 2, & 3
CREATION DATE: February, 2005
Essential Question, Concept or Theme: A. Introduction to Architecture
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
A. Introduction to Architecture
1. Architectural History and
Style
a. Recognize historical
architecture styles and
identify several distinct
characteristics of each
style
b. Relate how the
development of
materials and
construction methods
influenced architectural
styles.
2. Fundamentals of Design
a. Identify six elements
of design
b. Relate design concepts
to architecture.
c. Apply design principles
to a work of
architecture
Approx. Time Allotment:
Aligned Materials/
Resources/
Technology
Assessment
Instructional Strategies
A. Introduction to Architecture
A. Introduction to
Architecture
A. Introduction to
Architecture
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional
strategy for this program is to
coordinate individual learning
contracts with the students. After
the first semester of basic
instruction, the teacher serves as
mentor and coach to the students
offering expertise and assistance
to individuals or small groups as
they progress at different positions
and levels along the curriculum.
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Textbook:
Architecture Drafting and Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Standard drafting lab equipment /
facilities
Extra homework assignments, extra
problems, which are more difficult by
nature.
Teacher generated labs, activities,
and projects
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
Technical sketches
A size paper, pencils, erasers,
project blocks, isometric paper,
graph paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Architectural Drafting & Design – High School
The following is a general
outline applicable to each
semester instructional plan.
Library resources
Page 1 of 32
Course Approved Textbook:
AutoCAD Advanced,
Shumaker, Madsen
-1-
1. Demonstrate how
technology is currently
used in:
a. Technical communication
b. Product design/ engineering
i.e. designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe
use of drafting tools and
machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: A. Introduction to Architecture
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/
Technology
Assessment
Instructional Strategies
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
PC Computers ( 12 units Pentium
4 or better, Windows XP or
better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E size
paper or better
Color B size Plotter
Blu-Ray blue print copier
D size paper
Architectural Drafting & Design – High School
Page 2 of 32
-2-
In order to do this, the following
instructional strategies will be
implemented:
a. Teacher directed
instruction
b. Self directed software
tutorials
c. Hands on learning
Activities and
investigation
in the proper use of
hand tools and design
processes
d. Class discussion
e. Guest lectures
f. Field Trips
g. Illustrations and
diagrams
h. Use of Internet sites in
student research
February 2005
Essential Question, Concept or Theme: A. Introduction to Architecture
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
Approx. Time Allotment:
Remediation Strategies
Multicultural/
Interdisciplinary
Connection
A. Introduction to Architecture
A. Introduction to Architecture
A. Introduction to Architecture
A. Introduction to
Architecture
General adaptations for all
themes may include but are
not limited to:
All units A- J
May include, but are not
limited to:
Discuss contributions
made from various
cultures through
man’s history.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 3 of 32
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Student-Teacher Conferences
Discuss changes
made to man’s
lifestyle attributed to
various cultures
through man’s
history.
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
-3-
February 2005
Essential Question, Concept or Theme: B. Architectural Drafting Fundamentals
Approx. Time Allotment:
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
B. Architectural Drafting
Fundamentals
1. Drafting Scales and Instruments
a. Measure and prepare
drawings with different
scales
b. Draw with drafting
instruments
c. Identify and use appropriate
types of paper and other
drafting supplies.
2. Architectural Drafting
Conventions
a. Differentiate between
the types and purposes
of architectural
drawings.
b. Produce the line
conventions used on
architectural drawings
c. Identify and use good
lettering techniques,
sketch lines, patterns
and floor plans.
3. Introduction to Computer-Aided
Drafting and Design
a. Identify and use a
computer to prepare
architectural drawings
b. Identify and use different
kinds of hardware
and their functions.
c. Demonstrate and
evaluate CAD
software programs
B. Architectural Drafting
Fundamentals
B. Architectural Drafting
Fundamentals
B. Architectural Drafting
Fundamentals
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Textbook:
Architecture Drafting and Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Standard drafting lab equipment /
facilities
Extra homework assignments, extra
problems, which are more difficult by
nature.
Teacher generated labs,
activities, and projects
The following is a general outline
applicable to each semester
instructional plan.
Library resources
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
A size paper, pencils, erasers,
project blocks, isometric paper,
graph paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Technical sketches
Course Approved Textbook:
Supplemental worksheets
AutoCAD Basics, Shumaker,
Madsen
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Architectural Drafting & Design – High School
Page 4 of 32
Course Approved Textbook:
AutoCAD Advanced,
Shumaker, Madsen
-4-
1. Demonstrate how technology is
currently used in:
a. Technical communication
b. Product design/ engineering
i.e. designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe use
of drafting tools and machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: B. Architectural Drafting Fundamentals
Approx. Time Allotment:
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
PC Computers ( 12 units Pentium
4 or better, Windows XP or
better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E size
paper or better
Color B size Plotter
Blu-Ray blue print copier
D size paper
Architectural Drafting & Design – High School
Page 5 of 32
-5-
In order to do this, the following
instructional strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation
in the proper use of
hand tools and design
processes
4. Class discussion
5. Guest lectures
6. Field Trips
7. Illustrations and
diagrams
8. Use of Internet sites in
student research
February 2005
Essential Question, Concept or Theme: B. Architectural Drafting Fundamentals
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
Approx. Time Allotment:
Remediation
Strategies
B. Architectural Drafting
Fundamentals
B. Architectural Drafting Fundamentals
B. Architectural Drafting
Fundamentals
General adaptations for all
themes may include but are
not limited to:
All units A- J
May include, but are not
limited to:
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments
Architectural Drafting & Design – High School
Page 6 of 32
Extensions (time and
material) to assignments
Multicultural/
Interdisciplinary
Connection
B. Architectural
Drafting
Fundamentals
Discuss design and
style contributions
made from various
cultures
Written self-evaluation and
assessment
Frequent progress checks/
reports
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
-6-
February 2005
Essential Question, Concept or Theme: C. Basic Area Design
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
C. Basic Area Design
1. Environmental Design Factors
a. To orient a house on a lot
to take best advantage of
solar energy and features
of the lot.
b. Identify and design
structures ergonomically
and ecology.
2. Indoor Living Areas
a. Identify the functions of indoor
living areas
b. Design the location, décor,
size, and shape of indoor
living areas.
c. Develop and explain how
room’s orientation, walls,
floors, windows, ceilings,
lighting, and furniture can
contribute to room function
and appearance.
d. Develop and design indoor
living areas and work them
into a convenient floor plan.
3. Outdoor Living Areas
a. Design and identify a porch,
patio, and lanai
b. Identify and design a swimming
pool
- calculate the area and
volume of swimming pools
4. Traffic Areas and Patterns
a. Identify and determine the
effectiveness of a traffic pattern
in a house
b. Develop and design hallways
that function efficiently.
c. Identify and explain the
guidelines for designing stairs
Architectural Drafting & Design – High School
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
C. Basic Area Design
C. Basic Area Design
C. Basic Area Design
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Students in level 2 will complete the
above plus are required to complete
additional work beyond the minimum
requirements of the course, such as:
Extra homework assignments, extra
problems, which are more difficult by
nature.
Students in level 1 will complete the all
the above plus must maintain an 85 %
or better on required drawing or related
projects.
Technical sketches
Textbook:
Architecture
Drafting and Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Standard drafting lab
equipment / facilities
The following is a general outline
applicable to each semester
instructional plan.
Library resources
Teacher generated labs,
activities, and projects
1. Demonstrate how
technology is currently
used in:
a. Technical
communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe use
of drafting tools and machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and
tools.
Class work/participation /class
discussions
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Course Approved Textbook:
AutoCAD Advanced,
Shumaker, Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
Page 7 of 32
-7-
February 2005
Essential Question, Concept or Theme: C. Basic Area Design
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
Assessment
- to calculate the correct
space needed for
stairways and stairwells.
d. Develop guidelines for a
functioning entrance, foyer,
and entry
5. Kitchens
a. Apply and Identify guidelines for
efficient kitchen design
b. Develop shape, size, and
location for the kitchen
- design a work triangle for
a kitchen
c. Identify and design small
and large kitchens of the
basic kitchen shapes
6. General Service Areas
a. Describe what kinds of
equipment are included in
a utility room
b. Design and explain the
best location for a utility
room
c. Develop a plan for a
garage or carport
- design storage facilities
for a garage and driveways
- design and sketch an
efficient and safe
workshop area
7. Sleeping Areas
a. Develop a plan and draw
bedrooms for sleeping area
b. Identify and design
appropriate bathroom
size and efficient
arrangement of fixtures.
Architectural Drafting & Design – High School
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
PC Computers ( 12 units Pentium
4 or better, Windows XP or
better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E size
paper or better
Color B size Plotter
Blu-Ray blue print copier
D size paper
Instructional Strategies
In order to do this, the following
instructional strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Page 8 of 32
-8-
February 2005
Essential Question, Concept or Theme: C. Basic Area Design
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
Approx. Time Allotment:
Remediation
Strategies
Multicultural/
Interdisciplinary
Connection
C. Basic Area Design
C. Basic Area Design
C. Basic Area Design
C. Basic Area Design
General adaptations for all
themes may include but are
not limited to:
All units A- J
May include, but are not
limited to:
Discuss contributions
made from various
cultures through man’s
history.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 9 of 32
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Discuss changes made to
man’s lifestyle attributed
to various cultures
through man’s history.
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
-9-
February 2005
Essential Question, Concept or Theme: D. Basic Architectural Drawings
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
D. Basic Architectural Drawings
1. Designing Floor Plans
a. Identify and analyze
building site
- gather information
from a client that is
needed for the project
b. Develop a design
process to prepare
for accurate and
functional floor plans.
c. Identify and create
floor plan sketches
- design floor plans to
accommodate the
physically impaired
2.
Drawing Floor Plans
a. Develop a scaled floor
plan to draw a
complete floor plans
b. Identify and explain
the types of floor plans
c. Identify and explain
the graphic symbols
to communicate
information on the
floor plan
d. Develop a floor plan
according to a
sequence of steps
3. Identify and explain
dimensions that convey precise,
accurate information for a
structure
4. Designing Elevations
a. Identify and apply the
principles and elements
Architectural Drafting & Design – High School
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
D. Basic Architectural Drawings
D. Basic Architectural Drawings
D. Basic Architectural Drawings
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Textbook:
Architecture Drafting and
Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Standard drafting lab
equipment / facilities
Extra homework assignments, extra
problems, which are more difficult by
nature.
Teacher generated labs,
activities, and projects
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
The following is a general outline
applicable to each semester
instructional plan.
Library resources
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Technical sketches
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at evaluating
concepts, vocabulary and tools.
Class work/participation /class discussions
Course Approved Textbook:
AutoCAD Advanced, Shumaker,
Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
Page 10 of 32
- 10 -
2. Demonstrate how
technology is currently
used in:
a. Technical
communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe use
of drafting tools and
machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
In order to do this, the following instructional
February 2005
Essential Question, Concept or Theme: D. Basic Architectural Drawings
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
5.
6.
Assessment
of design to create
elevation drawings
- Select and design
window style in
relation to elements
of design and window
function.
- Locate doors on an
elevation design
considering style,
size, and type of doors
b. Explain and recognize
different roof styles as
options for roof design
Drawing Elevations
a. Develop a sequence
of steps to project
elevations from a floor
plan to and complete an
elevation drawing
b. Identify and draw
accurately scaled and
dimensioned elevations
- Explain
mathematically the
pitch of a roof
- Identify and explain
the symbols used on
an elevation
c. Demonstrate pictorial
drawing and rendering
techniques to use
on elevations.
Sectional, Detail, and
Cabinetry Drawings
a. Describe types of
sectional drawings
- communicate views
of sections based on a
Architectural Drafting & Design – High School
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
PC Computers ( 12 units
Pentium 4 or better,
Windows XP or better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E
size paper or better
Color B size Plotter
Blu-Ray blue print
copier D size paper
Instructional Strategies
strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Page 11 of 32
- 11 -
February 2005
Essential Question, Concept or Theme: D. Basic Architectural Drawings
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
7.
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
cutting plane
b. Develop and draw
sections, using correct
codes and proper
dimensioning
c. Identify and evaluate
when a detail sectional
drawing is needed
d. Explain detailed
drawing prepare
- design and prepare
cabinet drawing
Site Development Plans
a. Identify the major
elements used in site
design
b. Explain and understand
the role and use of
zoning ordinances in the
design process.
- draw survey, plat and
plot plans
- understand the polar
coordinate system and
and it’s application to
site plans
- design, draw, and
render landscape
plans and elevations.
Architectural Drafting & Design – High School
Page 12 of 32
- 12 -
February 2005
Approx. Time
Allotment:
Essential Question, Concept or Theme: D. Basic Architectural Drawings
PA Standards: 3.1.10 A,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
D. Basic Architectural
Drawings
Enrichment Strategies
D. Basic Architectural Drawings
Remediation Strategies
Multicultural/
Interdisciplinary
Connection
D. Basic Architectural Drawings
D. Basic Architectural
Drawings
May include, but are not
limited to:
Discuss contributions
made from various
cultures through man’s
history.
All units A- J
General adaptations for all
themes may include but are
not limited to:
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1.
Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2.
Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3.
While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4.
Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 13 of 32
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Discuss changes made
to man’s lifestyle
attributed to various
cultures through man’s
history.
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
- 13 -
February 2005
Essential Question, Concept or Theme: E. Presentation Methods
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
E. Presentation Methods
1. Pictorial Drawings
a. Identify between
isometric, oblique, and
perspective drawings
b. Explain geometric
principles involved in
projecting lines to create
3-D images
c. Develop and apply
principles of perspective
drawings to create
interior and exterior
pictorial drawings.
2. Architectural Rendering
a. Recognize the wide
selection of media
available for rendering
b. Evaluate when to use
which media to achieve
an artistic effect.
c. Explain the correct
sequence for preparing
a rendering
3. Architectural Models
a. Describe architectural
models made for design
study purposes.
b. Explain the differences
between presentation
and design study models
c. Identify the input needed
to create a computer
model.
d. Identify and construct
an architectural model
Architectural Drafting & Design – High School
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
E. Presentation Methods
E. Presentation Methods
E. Presentation Methods
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Textbook:
Architecture Drafting and
Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Standard drafting lab
equipment / facilities
Library resources
Extra homework assignments, extra
problems, which are more difficult by
nature.
Teacher generated labs,
activities, and projects
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Technical sketches
The following is a general outline
applicable to each semester
instructional plan.
1.
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Course Approved Textbook:
AutoCAD Advanced, Shumaker,
Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
Page 14 of 32
- 14 -
Demonstrate how
technology is currently
used in:
a. Technical communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe use
of drafting tools and
machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: E. Presentation Methods
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
PC Computers ( 12 units
Pentium 4 or better, Windows
XP or better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E
size paper or better
Color B size Plotter
Blu-Ray blue print
copier D size paper
Instructional Strategies
In order to do this, the following
instructional strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Architectural Drafting & Design – High School
Page 15 of 32
- 15 -
February 2005
Essential Question, Concept or Theme: E. Presentation Methods
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
Approx. Time Allotment:
Remediation Strategies
Multicultural/
Interdisciplinary
Connection
E. Presentation Methods
E. Presentation Methods
E. Presentation Methods
E. Presentation Methods
General adaptations for all
themes may include but are
not limited to:
All units A- J
May include, but are not
limited to:
Discuss contributions
made from various
cultures through man’s
history.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 16 of 32
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Discuss changes made
to man’s lifestyle
attributed to various
cultures through man’s
history.
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
- 16 -
February 2005
Essential Question, Concept or Theme: F. Foundations and Construction Systems
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
F. Foundations and Construction
Systems
1. Principles of Construction
a. Identify and define the
physical forces that act
on a building.
b. Describe the factors that
determine the strengths of
structural components.
c. Develop a modular floor
plan, elevations, and
detail drawing.
2. Foundations and Fireplace
Structures
a. Identify and describe
the types of foundations
- describe the components
and materials used in
foundations
b. Develop and design a
fireplace with sufficient
structural support and
appropriate safety
components.
c. Develop and draw
foundation plans
3. Wood-Frame Systems
a. Identify between
skeleton-frame and
post-and-beam construction
b. Identify major
characteristics of
lumber, plywood, and
structural timber
- calculate the number
of board feet in a
piece of lumber
F. Foundations and Construction Systems
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Extra homework assignments, extra
problems, which are more difficult by
nature.
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
Technical sketches
F. Foundations and
Construction Systems
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Textbook:
Architecture Drafting and
Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Standard drafting lab
equipment / facilities
The following is a general outline
applicable to each semester
instructional plan.
Library resources
Teacher generated labs,
activities, and projects
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Architectural Drafting & Design – High School
F. Foundations and
Construction Systems
Course Approved
Textbook: AutoCAD Advanced,
Shumaker, Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
Page 17 of 32
- 17 -
1. Demonstrate how
technology is currently
used in:
a. Technical
communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe use
of drafting tools and
machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: F. Foundations and Construction Systems
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
4. Masonry and Concrete Systems
a. Identify the types of
masonry materials used
in construction
b. Describe four types of
masonry walls
c. Explain and describe
ways to strengthen
concrete and prevent
deflection
- describe how concrete
used for slabs and
other structural
components.
5. Steel and ReinforcedConcrete Systems
a. Describe three types of
steel construction and
explain the basic
purpose of each.
b. Identify manufactured
steel forms and their
functions as structural
members
- Relate the types of
fasteners and intersections of steel
members to
construction methods.
c. Develop, read and
interpret steel symbols,
notations, identification
and measurements for
working drawings
6. Disaster Prevention Design
a. Describe the measures
that can be taken
during construction to
minimize potential
Architectural Drafting & Design – High School
PC Computers ( 12 units
Pentium 4 or better, Windows
XP or better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E
size paper or better
Color B size Plotter
Blu-Ray blue print
copier D size paper
is
In order to do this, the following
instructional strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Page 18 of 32
- 18 -
February 2005
Essential Question, Concept or Theme: F. Foundations and Construction Systems
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
damage from
natural disasters.
b. Identify and explain how
to prevent gas leakage
c. Identify ways to provide
fire protection for a
structure and its
residents
- Discuss methods for
ensuring clean air
and water in a
building.
Architectural Drafting & Design – High School
Page 19 of 32
- 19 -
February 2005
Essential Question, Concept or Theme: F. Foundations and Construction Systems
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
F. Foundations and
Construction Systems
Enrichment Strategies
F. Foundations and Construction Systems
Approx. Time Allotment:
Remediation
Strategies
Multicultural/
Interdisciplinary
Connection
F. Foundations and
Construction Systems
F. Foundations and
Construction Systems
May include, but are not
limited to:
Discuss contributions
made from various
cultures through man’s
history.
All units A- J
General adaptations for all
themes may include but are
not limited to:
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 20 of 32
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Discuss changes made
to man’s lifestyle
attributed to various
cultures through man’s
history.
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
- 20 -
February 2005
Essential Question, Concept or Theme: G. Framing Systems
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
G. Framing Systems
1. Floor Framing Drawings
a. Identify the components
of floor systems
b. Describe and demonstrate
drawing a floor framing
plan that shows all
structural parts
- draw details of sills,
supports, and stairwells.
2. Wall Framing Drawings
a. Explain and draw an
exterior wall framing
elevation and plan
- draw an interior wall
framing elevation and
plan
- draw details and
sections of walls
- draw wall intersections
3. Roof Framing Drawings
a. Describe roof framing
members, components,
and methods
b. Draw a roof framing plan
showing structural
members, size, pitch, and
spacing.
- calculate roof pitch
- draw framing details
and elevations
Assessment
G. Framing Systems
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
G. Framing Systems
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Extra homework assignments, extra
problems, which are more difficult by
nature.
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
Technical sketches
G. Framing Systems
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Textbook:
Architecture Drafting and
Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Standard drafting lab
equipment / facilities
The following is a general outline
applicable to each semester
instructional plan.
Library resources
Teacher generated labs,
activities, and projects
1.
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Course Approved Textbook:
AutoCAD Advanced,
Shumaker, Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
Architectural Drafting & Design – High School
Page 21 of 32
Instructional Strategies
- 21 -
Demonstrate how
technology is currently
used in:
a. Technical
communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe
use of drafting tools and
machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: G. Framing Systems
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
PC Computers ( 12 units
Pentium 4 or better,
Windows XP or better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E
size paper or better
Color B size Plotter
Blu-Ray blue print
copier D size paper
Instructional Strategies
In order to do this, the following
instructional strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Architectural Drafting & Design – High School
Page 22 of 32
- 22 -
February 2005
Approx. Time
Allotment:
Essential Question, Concept or Theme: G. Framing Systems
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
Remediation
Strategies
Multicultural/
Interdisciplinary
Connection
G. Framing Systems
G. Framing Systems
G. Framing Systems
G. Framing Systems
General adaptations for all
themes may include but are
not limited to:
All units A- J
May include, but are not
limited to:
Discuss contributions
made from various
cultures through man’s
history.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 23 of 32
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Student-Teacher Conferences
Discuss changes made to
man’s lifestyle attributed
to various cultures
through man’s history
contributed to various
cultures through man’s
history.
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
- 23 -
February 2005
Essential Question, Concept or Theme: H. Electrical and Mechanical Design and Drawings
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
H. Electrical and Mechanical
Design and Drawing
1.
2.
Electrical Design and
Drawings
a. Develop a plan and draw
electrical circuits for a
house on a floor plan.
b. Develop a plan and draw
lighting for each room in
a house.
- calculate electrical
measurements for
each circuit.
- draw electrical and
electronic symbols.
c. Design and draw an
electronic building control
system.
Comfort-Control Systems
(HVAC)
a. Develop and draw a
mechanical heating and
cooling system on a floor plan.
b. Explain appropriate
symbols to draw devices,
ductwork, or piping for
heating and cooling
systems.
- calculate heat lose to
design HVAC systems
needed for specific
situations.
c. Develop and draw a
passive and active solar
heating and cooling
system.
Architectural Drafting & Design – High School
H. Electrical and Mechanical
Design and Drawing
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Extra homework assignments, extra
problems, which are more difficult by
nature.
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
H. Electrical and Mechanical
Design and Drawing
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Textbook:
Architecture Drafting and
Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Standard drafting lab
equipment / facilities
The following is a general outline
applicable to each semester
instructional plan.
Library resources
Teacher generated labs,
activities, and projects
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Page 24 of 32
H. Electrical and Mechanical
Design and Drawing
Course Approved Textbook:
AutoCAD Advanced,
Shumaker, Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
- 24 -
1.
Demonstrate how
technology is currently
used in:
a. Technical
communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe use
of drafting tools and machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: H. Electrical and Mechanical Design and Drawings
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
3. Plumbing Drawings
a. Develop and draw
plumbing fixtures on a
floor plan
- draw the water supply
lines and waste
discharge system on a
floor plan.
- draw the water supply
lines and waste
discharge system on
an elevation.
PC Computers ( 12 units
Pentium 4 or better,
Windows XP or better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E
size paper or better
Color B size Plotter
Blu-Ray blue print
copier D size paper
In order to do this, the following instructional
strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Architectural Drafting & Design – High School
Page 25 of 32
- 25 -
February 2005
Essential Question, Concept or Theme:
PA Standards:
3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
H. Electrical and
Mechanical Design
and Drawings
H. Electrical and Mechanical Design and Drawings
General adaptations for all
themes may include but are
not limited to:
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or demonstrating
“extended thinking”
d. Participating in Physics Olympics or Science Olympiad
competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
Approx. Time
Allotment:
H. Electrical and Mechanical Design and Drawings
All units A- J
Architectural Drafting & Design – High School
Page 26 of 32
Remediation
Strategies
H. Electrical and
Mechanical Design
and Drawings
Multicultural/
Interdisciplinary
Connection
H. Electrical and
Mechanical Design
and Drawings
May include, but are not
limited to:
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
- 26 -
February 2005
Essential Question, Concept or Theme: I. Checking Plans and Support Services
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
I. Checking Plans and Support
Services
1. Drawing Coordination and
Checking
a. Organize and check a
complete set of
architectural drawings
- how drawing in a set
are related
b. Identify identical locations
on all drawing in a set
c. Develop and select the
drawings needed to
complete a set of
architectural drawings.
- develop methods of
drawing and recording
changes on drawings
according to change
orders.
2. Schedules and Specifications
a. Create schedules for a
set of architectural
drawings
b. Develop a material list for
on-site construction
c. Create a set of
specifications
in a standard format.
3. Building Costs and Financial
Planning
a. Estimate building cost by
the square foot method
- estimate building cost
by the cubic volume
b. Develop a home budget
calculate monthly payments
Architectural Drafting & Design – High School
I. Checking Plans and Support
Services
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Extra homework assignments, extra
problems, which are more difficult by
nature.
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
I. Checking Plans and
Support Services
I. Checking Plans and
Support Services
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Textbook:
Architecture Drafting and
Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Standard drafting lab
equipment / facilities
The following is a general outline applicable
to each semester
instructional plan.
Library resources
Teacher generated labs,
activities, and projects
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
1.
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Page 27 of 32
Course Approved Textbook:
AutoCAD Advanced,
Shumaker, Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
- 27 -
2.
3.
Demonstrate how
technology is currently
used in:
a. Technical
communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
Develop skills in the safe
use of drafting tools and
machines
Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: I. Checking Plans and Support Services
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
4. Code and Legal Documents
a. Consider building codes
in architectural design
b. Develop legal documents
needed for building
construction
PC Computers ( 12 units
Pentium 4 or better,
Windows XP or better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E
size paper or better
Color B size Plotter
Blu-Ray blue print
copier D size paper
.
In order to do this, the following instructional
strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Architectural Drafting & Design – High School
Page 28 of 32
- 28 -
February 2005
Essential Question, Concept or Theme: I. Checking Plans and Support Services
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
I. Checking Plans and
Support Services
Enrichment Strategies
I. Checking Plans and Support Services
Approx. Time Allotment:
Remediation
Strategies
Multicultural/
Interdisciplinary
Connection
I. Checking Plans and
Support Services
I. Checking Plans and
Support Services
All units A- J
General adaptations for all
themes may include but are
not limited to:
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
1.
Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
2.
Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
3.
While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
4.
Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 29 of 32
May include, but are not
limited to:
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
- 29 -
February 2005
Essential Question, Concept or Theme: J. Careers in Architecture and Related Fields
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
J. Careers in Architecture and
Related Fields
1. Architecture-Related Careers
a. Describe and name many
of the career opportunities
available in architecture
and related fields.
b. Identify skills and
knowledge required in
specific careers in
architectural design,
engineering design, and
construction.
2. Preparing for a Career in
Architecture
a. Describe educational
and training programs
available to prepare you
for a career in architecture
and related fields.
b. Develop a list of
educational requirements
for specific careers in
architecture design,
engineering design, and
construction.
c. Develop contact sources
of further information
about various careers in
architecture and related
fields.
J. Careers in Architecture and
Related Fields
J. Careers in Architecture
and Related Fields
J. Careers in Architecture
and Related Fields
Students will satisfactory complete the
minimum requirements at Level 3,
which include:
All benchmarks and skills
sets may include, but are
not limited to the following
materials:
The general instructional strategy
for this program is to coordinate
individual learning contracts with
the students. After the first
semester of basic instruction, the
teacher serves as mentor and
coach to the students offering
expertise and assistance to
individuals or small groups as
they progress at different positions
and levels along the curriculum.
Complete assigned drawings from list,
complete all worksheets, pass all
tests, complete all written
assignments, and work socially and
responsible in a group.
Students in level 2 will complete the above
plus are required to complete additional
work beyond the minimum requirements
of the course, such as:
Extra homework assignments, extra
problems, which are more difficult by
nature.
Students in level 1 will complete the all the
above plus must maintain an 85 % or
better on required drawing or related
projects.
Standard drafting lab
equipment / facilities
The following is a general outline
applicable to each semester
instructional plan.
Library resources
Teacher generated labs,
activities, and projects
A size paper, pencils,
erasers, project blocks,
isometric paper, graph
paper, compass, scale,
30-60-90 triangle, 45-90-45
triangle, dividers
Course Approved Textbook:
AutoCAD Basics, Shumaker,
Madsen
Technical sketches
Supplemental worksheets
Note taking strategies
Exams and quizzes aimed at
evaluating concepts, vocabulary and tools.
Class work/participation /class discussions
Architectural Drafting & Design – High School
Textbook:
Architecture
Drafting and Design,
Hepler, Wallach, Hepler,
7th Edition, ©1998.
Page 30 of 32
Course Approved Textbook:
AutoCAD Advanced,
Shumaker, Madsen
Course Approved workbook:
AccuCadd Quick-Start,
RoboCad Systems.
- 30 -
3. Demonstrate how
technology is currently
used in:
a. Technical
communication
b. Product design/
engineering i.e.
designing processes
c. Product manufacturing/
fabricating
2. Develop skills in the safe
use of drafting tools and
machines
3. Develop skills in using
computers and software
applications related to
Mechanical Drawing and
Architectural Drafting and
Design.
February 2005
Essential Question, Concept or Theme: J. Careers in Architecture and Related Fields
Approx. Time Allotment:
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
PC Computers ( 12 units
Pentium 4 or better,
Windows XP or better OS
AutoCAD Software
(latest version)
AccuCadd Software
(latest version)
Adobe 3D Vis Software
(latest version)
Microsoft Office
Internet Access
Laser Printer
Color Plotter up to E
size paper or better
Color B size Plotter
Blu-Ray blue print
copier D size paper
In order to do this, the following
instructional strategies will be
implemented:
1. Teacher directed
instruction
2. Self directed software
tutorials
3. Hands on learning
Activities and
investigation in the
proper use of hand tools
and design processes
Class discussion
Guest lectures
Field Trips
Illustrations and Diagrams
Use of Internet sites in
student research
Architectural Drafting & Design – High School
Page 31 of 32
- 31 -
February 2005
Approx. Time
Allotment:
Essential Question, Concept or Theme: J. Careers in Architecture and Related Fields
PA Standards: 3.1.10 A,B,C,D; 3.2.10 D; 3.6.10 B,C; 3.7.10 A,B,C,D,E
Adaptations/Inclusion
Techniques
Enrichment Strategies
J. Careers in Architecture
and Related Fields
J. Careers in Architecture and Related Fields
General adaptations for all
themes may include but are
not limited to:
All units A- J
Those adaptations listed in
the students’ IEP
Extended test time
Modified tests/assignments
Preferential seating
Alternate assignments and
assessment
Visual & auditory aids
Aide in the classroom
What opportunities can be offered to students outside the regular
classroom, to enhance and expand their experience. How can we
give them applicable credit for this effort?
5. Extra Credit - Each student may receive no more than
50 Extra Credit Points each marking period. They may
receive points for:
a. Correctly answering questions in class.
b. Catching teacher making mistakes
(especially spelling or problem solutions)
c. Making insightful comments or
demonstrating “ extended thinking”
d. Participating in Physics Olympics or
Science Olympiad competitions
e. Students who, after school, help find, pickup, or help
distribute materials for other students use
f. Bring in objects or independent study assignments
such as supplementary articles, projects, or research
g. Additional original and creative projects
agreed upon by both instructor and student
6. Students who demonstrate real capability in lab exercise
can become lab assistants who help set up and run labs
for their classmates, plus extend an helping hand for those
in need.
7. While students are generally permitted to select their own
seating placement in class – teachers may assign seats
as needed – do well and you may freely select your seat.
8. Students who excel in and out of class may request a
letter of recommendation for their college applications.
These letters are carefully written and document these
contributions and personal developments.
Architectural Drafting & Design – High School
Page 32 of 32
Multicultural/
Interdisciplinary
Connection
Remediation
Strategies
J. Careers in
Architecture and
Related Fields
J. Careers in Architecture
and Related Fields
May include, but are not
limited to:
Extensions (time and
material) to assignments
Written self-evaluation and
assessment
Frequent progress checks/
reports
Student-Teacher Conferences
Those adaptations listed
in the students’ IEP
Extended test time
Modified tests/ assignments
Preferential seating
Alternate assignments
and assessment
Additional after school help
Basic computer instruction
Visual aids
Study guides
Peer tutors
Small group instruction
- 32 -
February 2005