TITLE: Architectural Design Standards for Kitchens and Bathrooms
TASK DEVELOPER: Ralph Magwood
GRADE AND CONTENT AREA: Grade 9-10, Consolidated T&I
SCOPE AND SEQUENCE: This lesson is taught after the student completes the perimeter walls and understands how a floor plan is drawn based on the wall detail given. Then, the standards for designing the various rooms are taught.
SCHOOL: Mergenthaler Vocational Technical Senior High School
STANDARDS:

Technology Foundation Standards for Students (ISTE)

Standard: 1 Basic operations and concepts:
Students demonstrate a sound understanding of the nature and operation of Architectural Standards.

Standard: 2 Social, ethical, and human issues:
Students practice responsible use of information.

Standard: 5 Technology research tools:
Students evaluate and select new information resources based on the appropriateness to specific tasks.

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PERFORMANCES:
  1. The students will construct a drawing showing their proposed kitchen and first floor restrooms on the detail sheet previously created.

  2. Ultimately the students will locate and draw the kitchen and bathroom on the new first floor plan.

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SETTING:

Real World Setting -Technology Applications: You are designing your home and you are faced with determing what size and type of kitchen and restroom you are going to have on your first floor. You must read your architectural standards and select the size and type of kitchen and restroom you desire. Once you have made your selections you will locate and draw them on your proposed floor plan. When you have completed your drawings, you should discuss why you made your selections with one of your classmates.

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PREFERENCES:

Task Approach - The students will complete the task individually.

Task Delivery - The task will be organized and delivered in a student booklet during class time

Assistive Technology Accommodations - Students with special needs will require the following materials:
  • To be given special attention and assistence while the other students are working on the task.

Use of Resources - The students will provide classroom materials such as pencils, paper, notebooks, and equipment

Customer for Student Work - The student will present their work as evidence of task completion to peers and teachers.

Assessment of Student Work - The following people will be involved in assessing student work generated to complete the task: The student's teacher

Assessment of Student Work - The following forms of assessment will be used to determine progress and results: Performance assessment

Reporting Results - The assessment results will be reported as a score point on a rubric.

Timeline - The estimated time needed to plan, teach, and score this task is one to three class periods.

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INSTRUCTIONAL ACTIVITIES:

20-60-20 Teaching Model

Segment One: Mini-Lesson - Estimated Time: 20% of allocated time

  1. After reviewing the previous days lessons on standards, the teacher will introduce the Architectural Graphic Standards for Residential Kitchens and Restrooms. Then, the teacher will discuss and review the data given on the handouts.
  2. The Students will be given handouts.
  3. The Students will read through the handouts during the lecture.

Activity Two: Practice - Estimated Time: 60% of allocated time

The Student will:

  1. Select the type and size Kitchen and restrooms they desire.

  2. The selections shall be per reasonable design critera.

  3. The student will draw the kitchen and restroom details on their detail sheet using the scale determined by the teacher.

  4. This lesson will continue through Day two and three if needed. (see day two and three below.

The students will use their drawing tools.

The work will not be scored until the entire task is completed.

Segment Three: Feedback - Estimated Time 20% of allocated time

The teacher will give an overview of day one activities and provide feedback between the student and the teacher.

Day Two: Continue drawing details on proposed plan - Estimated Time 70% of allocated time

Day Three: Continue drawing details on proposed plan - Estimated Time 70% of allocated time

The teacher will access the drawing using the Rubric called out in scoring below.

The teacher will generate feeback from students and students from their classmates at the end of days two and three - Estmated Time 20% each day.

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SCORING:

Sectional Views Rubric: Completing drawing problems.

SCALE/DESCRIPTION

Very good (80 to 100)

  • The student completes all important components of the task to include linework, lettering and the design critera.

  • The student demonstrates in-depth understanding of the relevant concepts and/or process.

Good (70 to 80)

  • The student completes most important components of the task and communicates clearly.

  • The student demonstrates understanding of major concepts even though she/he has poor linework, lettering and doesnot select a workable design.

Poor (60 to 70)

  • The student does not complete some important components of the task.
  • The student demonstrates that there are gaps in his/her conceptual understanding.

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RESULTS:

Organize: I will show the following data for each time that I assess and score the same learning standard(s):

  • number of students who performed at or above the proficient level on my scoring tool was 80%

  • number of students who performed below the proficient level on my scoring tool was 20%

Analyze: I examined the data above to look for trends, contributing factors, and implications of student performance over a series of assessments of the same learning standard.

  • Trends: Students who had problems with designing their kitchens and bathrooms also had problems with completing the task for drawing the same.

  • Trends: Students who failed to read the handouts did not understand the different types of kitchens and bathrooms.

Reflect: I considered two or more of the following stems to reflect on the instructional practices I used and others I might benchmark and apply in the future.

  • I noticed that I need to get more visual aids so that students can better understand how to view objects.
  • My students will continue designing their house to gain more experience.