monroe township schools · monroe township school district administration dr. ralph p. ferrie,...

Monroe Township Schools

Curriculum Management System

Architectural Design

Grade 10-12 August 2006

* For adoption by all regular education programs Board Approved: August 2006

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8 Goals/Objectives/Instructional Tools/Activities Pages 9-21 Benchmarks 2

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Ralph P. Ferrie, Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Ms. Carol Haring Mr. Joseph Homoki

Mr. John Leary Ms. Kathy Leonard Mrs. Rita Ostrager Ms. Amy Speizer

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Ms. Gina Antoniello Mr. George Leonard

Mr. Alex Malvone 3

Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Melissa Hill Supervisor Name: Robert Mele. Supervisor of Arts Careers and Technology Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals. 5

INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

Technology Education teaches students about the nature of technology and the human-designed world. It is a new curriculum

and a strategy for teaching. Technology Education is becoming a significant part of the general curriculum in many schools throughout the country and throughout the world. Its primary goal is to develop the technological literacy and capability of all students in grades kindergarten through twelve so that they will be better prepared for life in a technological society. Technology Education will focus on the methods, tools and knowledge that are used to achieve a technological solution. In addition, Technology Education will explore technological systems; and the social, environmental and economic consequences of technological development.

Humans have been called the animals which make things, and at no time in history has that been as apparent as the present. Today, every human activity is dependent upon various tools, machines, and systems, from growing food and providing shelter to communication, healthcare, and entertainment. Some machines like the tractor speed up and make more efficient activities that humans have done for hundreds of years. Others, such as the airplane or the internet, make possible things that humans have never been able to do before. This collection of devices, capabilities, and the knowledge that accompanies them is called technology. Architectural drafting is the study and application of designing and preparing working drawings. The content of the course focuses on completing sets of architectural plans of residences designed by the student. A complete set of drawings are to include the floor plans, electrical, plumbing, heating and venting, lighting, plot (site) plans, wall sections, elevations as well as presentation and perspective renderings

Educational Goals

• Explore architectural styles • Study various architects and their individual architectural style • Develop creative expression • Recognize, identify, and apply the basic elements and principles of design in architecture from conceptualization through

planning and evaluation • Develop plans for residential buildings. • Produce architectural drawings utilizing AutoCAD.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about Technology Standards and Cumulative Progress Indicators. The technology education standard was developed to ensure the literacy needed by all students to succeed in a highly technological world. Business and industry has clearly stated the need for technological skills in the workplace of the 21st Century. More information about the Technology Standard can be found at:

http://www.state.nj.us/njded/cccs/s8_tech.htm

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http://www.state.nj.us/njded/cccs/s8_tech.htm

Architectural Drawing

Scope and Sequence

Quarter I I. History of Architecture a. Types of houses b. Famous Architects

II. House Design a. Types of houses(levels) b. Traffic Circulation c. Roof Designs d. Advantages and Disadvantages of different styles

III. Layout Of houses a. Measurements of rooms b. Placement of rooms

IV. Review of AutoCAD a. Architectural commands b. Drawing Set-up

Quarter II V. Building Codes & Requirements a. Foundations & footings b. Sill & Floor construction c. Wall & Ceiling construction d. Doors & Windows e. Stairs

Quarter III

VI. Plans a. Electrical Plans for residential construction b. Plumbing Plans for residential construction

VII. Elevations a. Information needed in elevations b. Right Side c. Left Side d. Front Side e. Back Side

Quarter IV VIII. Architectural Models a. Types of models b. Materials Used in Building residential construction

IX. Attributes of design a. Define a Problem b. Brainstorming c. Exploring all possibilities d. making a model

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Topic: History Of Architecture Curriculum Management System

Grade Level/Subject: Grades 10-12 Architecture

Goal 1: To become familiar with a variety of architectural styles and identity how style was impacted by culture and time

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Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Essential Questions Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

1.1. identify the historical influences that helped shape today’s’ home designs.

1.2. recognize and describe the elements of a contemporary dwelling.

1.3. discuss current trends in architecture. CCS: 8.1.8.B.6. 8.1.8.B.5. thru 8.1.8.B.8. 8.2.12.B.1.

• What factors influence modern architecture? • What makes a house fit into a certain architectural style? • What are some examples of current architectural styles?

• Class Discussions, handouts on history of architecture, Book (Architecture, Residential Drawing and Design by: Kicklighter.)

• Test showing various styles of houses.

• Class Discussion, Describe the common trends regarding architecture styles.

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Topic: Notable Architects Curriculum Management System

Grade Level/Subject: Grade 10-12, Architecture

Goal 2: To differentiate famous architectural styles that were influential within the culture of their time.

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2.1. list several different famous architects and the time period in which they worked.

2.2. identify at least three famous influential architects.

CCS: 8.1.8.B.6. 8.1.8.B.5. thru 8.1.8.B.8. 8.2.12.B.1.

• What influential attributes did each architect demonstrate? • What architects designs are still used in today’s designs? • What cultural influences are still used in today’s designs?

• Quiz on architects, class discussion

• Project Based Learning: Great World Architects Research Project. Students will select a famous architect and report his/her findings to the class. Students must prepare an oral presentation using power point.

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Topic: House Design Curriculum Management System


Goal 3: To develop and understanding of basic house design.

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3.1. identify the basic house styles used in current residential construction.

3.2. list chief advantages of each design.

3.3. identify various roof styles.

CCS: 8.2.12.B.1. thru 8.2.12.C.1.

• What are the basic house designs? • Which are the advantages and disadvantages of each design? • Which design is most widely used in today’s time?

• Class Discussion on house designs.

• Worksheets that will require students to identify the house designs shown.

• Handouts that show various types of roof styles.

• Project Based Learning: Students will draw two roof designs using a predetermined floor plan.

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Topic: Traffic Circulation Curriculum Management System


Goal 4: To recognize the rules that govern traffic flow and proper circulation when designing a house.

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4.1. identify the basic and most common ways to layout a house with good traffic circulation.

4.2. identify traffic circulation and explain why it is an important consideration when designing a house.

CCS: 8.2.12.B.1. thru 8.2.12.C.1.

• What makes a house have good traffic circulation? • What is the most common traffic design layout for a ranch house? • What is the most common traffic design layout for a bi-level house? • What is the most common traffic design layout for a split-level house? • What is the most common traffic design layout for a two-story house? • What are the most important factors to consider when designing a house?

• Class discussion on what constitutes good traffic circulation in a house.

• Project Based Learning: Sketch a floor plan detailing traffic patterns and circulation.

• Worksheets on traffic circulation.

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Topic: Layout of Houses Curriculum Management System


Goal 5: To identity major factors that are an integral part of the design process.

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5.1. discuss the important factors when designing bedrooms.

5.2. discuses important factors when laying out bathrooms.

5.3. identify the rooms and areas that comprise the living area.

5.4. identify what the service area should look like.

5.5. sketch a floor plan of the Dream House Project.

CCS: 8.2.12.B.1. thru 8.2.12.C.1.

• Bathrooms in current times are substantially different from the past. Why do you think that is true? What are the handicap accessibility standards?

• What is normally included in the living area? • What is a triangle in the service area and should this be a major design

consideration?

• Class discussion on the important design factors when thinking about the layout.

• handout on bedroom layouts

• Handout on bathroom layout

• Handout on living area • Handout on service area • Hands On Activity:

furniture cut out method • Book (Architecture,

residential drawing and design by: Kicklighter.)

• Project Based Activity: Introduce students to project they will be working on for the remainder of the year: THE DREAM HOUSE: Students will complete a full set of working plans for a house of their choice. Parameters to include land size, square footage, budget, and geographical location.

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Topic: Review of AutoCAD Curriculum Management System


Goal 6: To review the AutoCAD commands.

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6.1. prepare and utilize the architectural drawing template found in the AutoCad software program.

CCS: 8.1.4.A.1. thru 8.1.4.A.9. 8.2.12.B.4.

• Are templates standardized and are they prepared for a “one size fits all” model?

• Computers • AutoCAD • Handouts to show what is

needed on the template • Project Based Learning:

Students will open and customize a standard template from the AutoCad program. Customized templates must reflect the needs of their house design and must be safed to their network directory.

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Topic: Architectural Commands in AutoCAD Curriculum Management System Grade Level/Subject: Grade 10-12, Architecture

Goal 7: To demonstrate the use of new commands for the architectural components of AutoCAD.

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7.1. draw walls using the wall command.

7.2. draw doors using the doors command.

7.3. draw windows using the windows command.

7.4. add a slab using the slab command.

7.5. add a roof using the roof command.

7.6. add stairs using the stairs command.

7.7. add railings using the railings command.

CCS: 8.1.4.A.1. thru 8.1.4.A.9.

8.2.12.B.4.

• What structural differences characterize inside and outside walls? • What is the minimum width for a door opening? • What roof style is best suited for your particular house? • What is rise over run and how is it calculated? • What is the standard spacing between posts and railings?

Project Based Learning: Students will use AutoCad to

develop sample working drawings for slabs, exterior walls, interior partitions, doors, windows, roofs, stairs, and railings. After completing initial exercises students will develop finished drawings to be used as part of The Dream House project.

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Topic: Building Codes & Requirements Curriculum Management System Grade Level/Subject: Grade 10-12, Architecture

Goal 8: The student will be able to identify local building codes for excavation, foundation, framing and roof construction.

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8.1. describe the procedure for “staking out” the location of a house.

8.2. list the code requirements for designing a footing for a residential foundation.

8.3. identify the primary features included in the floor plan.

8.4. recognize platform and balloon framing.

8.5. determine the proper joist sizes using typical span chart data.

8.6. name the typical members of a wall frame.

8.7. interpret information shown on ceiling joist plan.

8.8. draw appropriate door and window symbols on the floor plan.

8.9. define common stair terminology.

8.10. design and draw a stairway for a two-story house.

• What procedures are completed by land surveyor? • What is the purpose of the footing and why is it necessary for footings to be

placed on virgin soil? • Which framing method is used most often in residential construction? What

are some of the advantages and disadvantages of each? • How do you read the data span chart? • What is the function of a window and/or door header? • What is the standard width for a set of stairs? CCS: 8.1.4.A.1. thru 8.1.4.A.9. 8.2.12.B.4. 8.2.12.A.1. thru 8.2.12.A.3.

• Class discussion • Project based activities:

Students will use a “dumpy Level” to layout a rectangle and record elevations in an area outside the classroom. Students will use AutoCad to develop sample working drawings for the plot plan, foundation plan, ceilings and floors. After completing initial exercises students will develop finished drawings to be used as part of The Dream House project.

• Worksheets for: drawing a foundation plan drawing the joist support for the house drawing wall sections drawing window schedules drawing door schedules

• Textbook (Architecture, residential drawing and design by: Kicklighter.

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Topic: Electrical Plans Curriculum Management System

Grade Level/Subject: Grade10-12, Architecture

Goal 9: To draw electrical plans for residential construction that satisfies local and state building code requirements

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9.1. identify and reproduce electrical symbols on a floor plan.

9.2. draw an electrical floor plan for a residential house.

9.3. identify specific code requirements within Monroe Township that impact the design process as it relates to electricity and the electrical layout CCS: 8.1.4.A.1. thru 8.1.4.A.9. 8.2.12.B.4. 8.2.12.A.1. thru 8.2.12.A.3.

• Are code requirements for electricity more important than any other aspect of construction?

• Quiz on symbols • Handouts on electrical

symbols. • Worksheets requiring

students to label the electric.

• Project Based Activity Students will develop an electrical plan based on local code requirements to be used in The Dream House project

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Topic: Plumbing Plan Curriculum Management System

Grade Level/Subject: Grade10-12, Architecture Goal 10: To draw plumbing plans for residential construction that satisfies local and state building code

requirements.

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10.1. draw all plumbing symbols used in residential construction.

10.2. develop a plumbing fixture schedule. CCS: 8.1.4.A.1. thru 8.1.4.A.9. 8.2.12.B.4. 8.2.12.A.1. thru 8.2.12.A.3.

• Why have symbols used in residential and commercial plumbing become standardized?

• What information needs to be included in a plumbing fixture schedule?

• Test on symbols • Worksheets on plumbing

plan • Book (Architecture,

residential drawing and design by: Kicklighter.)

• Project Based Activity Students will develop a plumbing plan based on local code requirements to be used in The Dream House project

• Project Based Activity: Students will develop a plumbing fixture schedule based on their needs for THE DREAM HOUSE.

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Topic: Elevations Curriculum Management System


Goal 11: To draw four view elevation plans to include all information required by local and state building codes for residential house construction.

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11.1. list all features needed on elevations to include front, back, right and left views.

11.2. draw all four elevations of their house design using proper dimensioning techniques.

CCS: 8.1.4.A.1. through 8.1.4.A.9. 8.2.12.B.4. 8.2.12.A.1. through 8.2.12.A.3.

• What views should be included, and how much detail should be in every view.

• What is the most important information that is needed in elevations?

• Elevations, Book (Architecture, residential drawing and design by: Kicklighter.)

• Worksheets that will require students to sketch the elevations of a floor plan.

• Project Based Activity Students will develop a complete set of elevations showing front, back, right, and left side views. Elevations will be based on predetermined plot plan and must follow local code requirements. Elevations will be included in The Dream House project

Topic: Architectural Models Curriculum Management System

Grade Level/Subject: Grade10-12, Architecture

Goal 12: To design and construct a scaled model of THE DREAM HOUSE DESIGN.

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12.1. explain types of architectural models that represent a structure.

12.2. define and select various types of materials used in constructing a scaled model house.

12.3. list materials that are exclusive to certain geographical locations.

12.4. to develop a list of materials needed to construct a scaled model of THE DREAM HOUSE project

12.5. construct a scale model of THE DREAM HOUSE project

12.6. prepare a presentation of the finished model to the students in the class along with selected staff members. CCS: 8.1.4.A.1. through 8.1.4.A.9. 8.2.12.B.4. 8.2.12.A.1. through 8.2.12.A.3. 8.1.8.B.9. through 8.1.8.B.12.

• Which architectural style best describes your personality? • Is it necessary to construct a scaled model prior to construction? • What are the most common types of materials used in constructing a

model? • What is the difference between the structural and presentation model?

• Handouts on types of architectural models

• Class discussion on models

• Book (Architecture, residential drawing and design by: Kicklighter.)

• • Project Based Learning

Students will develop a materials list for their Dream House Design.

• Project Based Learning Students will follow the elevation drawings to constructed a scaled model of THE DREAM HOUSE project

• Teacher reservation • Project Based Activity:

Students will complete a model of their Dream House Floor Plans.

• Presentation to the class and selected staff

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Architectural Drawing

COURSE BENCHMARKS

1. To become familiar with a variety of architectural styles and identity how style was impacted by culture and time 2. To differentiate famous architectural styles that were influential within the culture of their time

3. To develop and understanding of basic house design

4. To recognize the rules that govern traffic flow and proper circulation when designing a house.

5. To identity major factors that are an integral part of the design process

6. To review the AutoCAD commands.

7. To demonstrate the use of new commands for the architectural components of AutoCAD.

8. The student will be able to identify local building codes for excavation, foundation, framing and roof construction.

9. To draw electrical plans for residential construction that satisfies local and state building code requirements To draw electrical plans for

residential construction that satisfies local and state building code requirements 10. To draw plumbing plans for residential construction that satisfies local and state building code requirements.

11. To draw four view elevation plans to include all information required by local and state building codes for residential house construction

12. To design and construct a scaled model of THE DREAM HOUSE DESIGN

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monroe township schools · monroe township school district administration dr. ralph p. ferrie,...

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