10 minute read
Residential Construction
GRADES 9‐12
This course is designed to introduce the student to the highly technical and profitable world of residential construction. Major
emphasis will be placed on design, layout of lumber, construction principles and practices, the importance of simple geometry and
mathematics skills as well as hands‐on lab work. Students will be instructed from a hands‐on, problem solving approach. It is the
aim of this course to complete a storage shed or similar project work as a class project.
Credit: 0.5
RESIDENTIAL CONSTRUCTION
GRADES 9‐12 UNIT 1: GENERAL SAFETY
Objectives
Students will define some of the safety concerns in a construction lab including personal safety equipment. Students will describe and demonstrate the procedures related to workplace and job‐site safety including personal protective equipment, machine safety, and material handling practices. Students will discuss personal responsibility for individual and group safety practices in the work areas. Students will indicate the locations of emergency stop buttons, exits, exit routes, eyewash station, first aid kit, and firefighting equipment. Students will discuss information on OSHA, EPA, MSDS sheets and other safety regulations as it relates to proper use and storage of hazardous materials and chemicals. Students will be able to describe safe practices and demonstrate use of the tools and equipment used in the construction lab.
Essential Questions
What are the dangers in performing construction activities in the shop? Why is tool and equipment safety important in a working environment? How can these dangers be reduced or eliminated? Are there governmental controls used in construction? Upon which trade or job position does responsibility lie for the safe performance, completion or quality of a given construction operation?
Knowledge and Skills
Instructional Strategies
Safety is a personal and a group responsibility. Practice emergency drills for fire and injury. Students will pass a prescribed safety instruction unit before Construction is an occupation whose many using the lab, tools, or equipment.dangers can be minimized with forethought and an appropriate attitude. Instructor monitors continuously, and students practice mutual feedback for compliance with safety procedures.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation. Use of the safety unit to prepare and monitor student safety preparation and practices.
RESIDENTIAL CONSTRUCTION
Objectives
Students will measure and divide wall lengths for stud, door and window spacing. Students will be able to describe and identify fractional measurements from a basic plan and assembly drawings and measure accurately to a sixteenth of an inch. Students will describe and prepare rough drawings and sketches. Students will be able to explain and prepare a cut list or bill of material from a basic plan and assembly drawing. Students will interpret a design to facilitate replication. Students will identify the difference between both nominal and actual dimensions. Students will project measurements around objects. Students will explain the relationship of diagonal lengths to squareness of rectangles and racking of walls. Students will use simple “Pythagorean” ratios to layout large rectangles. Students will discuss the process by which one trade’s work affects sequential trades’ activities. Students will recognize the information presented on a set of plans. Students will create a bill of materials that shows materials needed and proper board footage and linear footage. Students will have an understanding kerf and its application to cutting and layout operations.
Essential Questions
What techniques ensure accurate layout for building? Why is accurate layout, and good quality construction, necessary?
Knowledge and Skills
Instructional Strategies
Efficient building requires good planning. Student crews crosscheck each other’s layouts. Good quality group results demand individual Students will use measuring and layout tools to complete a responsibility. sample construction layout. Accurate measurement is essential in the building trades. The quality of the work on earlier procedures is indicated by any corrections necessary, or adjustments required, before performing the next sequential task.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
RESIDENTIAL CONSTRUCTION
GRADES 9‐12 UNIT 3: DESIGN, ENVIRONMENTAL, HUMAN, AND FINANCIAL FACTORS
Objectives
Students will recognize desirable factors in land shape and orientation. Students will discuss how design relates to comfort and costs. Students will describe how housing needs may change over a lifetime. Students will correlate human variety with design needs. Describe the phases of residential and commercial construction. Students will develop an understanding of local, state and global building and construction issues using critical and creative thinking skills; logical reasoning; analytical thinking and problem solving techniques. Students will describe the economic implications of using problem‐solving and critical thinking skills to improve a situation or process. Students will create ideas, proposals, and solutions to building construction problems. Students will evaluate ideas, proposals, and solutions to building construction problems. Students will generate new and creative building construction ideas to solve problems using a structured problem solving method.
Essential Questions
What makes a good site for construction, or a good residence? What are the effects of going “green” when constructing a building?
Knowledge and Skills
Community and individuals work together to produce a civil society. Planning results in efficiency of effort and cost in construction, and in comfort, utility and ease of maintenance in the finished product.
Instructional Strategies
Analysis and critique of various construction design examples. Production of designs according to criteria presented.
Analysis and critique of various construction sub‐systems used in residential construction.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
RESIDENTIAL CONSTRUCTION
Objectives
Students will discuss the interplay of individual and community interests in residential construction. Students will correlate the phases of construction with the concerns of governing bodies. Students will describe the inspections required during the construction process. Students will explain and demonstrate site layout procedures. Student’s will be able to describe the phases of residential and commercial construction.
Essential Questions
Why do communities regulate construction activities? What do communities require of the builder?
Knowledge and Skills
Construction is a community endeavor, with individual consequences. Community interests impose restrictions on construction activities.
Instructional Strategies
Lab practical, including completion of Town of Waterford requests for building permits. Group construction of site plans and framing diagrams for construction of class project.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
RESIDENTIAL CONSTRUCTION
GRADES 9‐12 UNIT 5: TOOLS, EQUIPMENT, AND METHODS OF SAFE USE
Objectives
Students will demonstrate the safe use of layout and measuring tools. Students will demonstrate the safe use of hand tools used in construction. Students will demonstrate the safe use of portable power tools used in construction. Students will demonstrate the safe use of stationary power equipment used in construction. Students will correlate the dangers of construction with methods to minimize their severity. Students will create a structure according to normal residential construction practices. Students will be able to describe safety practices for the following machines: table saw, drill press, stationary sander, router table, and miter saw.
Essential Questions
How can a builder reduce or eliminate the dangers inherent in the construction process? What tools are available to the builder, and how are they used?
Knowledge and Skills
Instructional Strategies
Safety depends on knowledge and attitude. Lab practical activities include safe tool use, methods and processes, and working in small and large groups with others.
The proper use of appropriate tools results in greater efficiency and safety.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
RESIDENTIAL CONSTRUCTION
GRADES 9‐12 UNIT 6: BUILDING MATERIALS AND CONSTRUCTION RESOURCES
Objectives
Students will compare different applications and characteristics of hardwoods, softwoods and engineered lumber used in construction systems. Students will identify different wood joinery used in construction and prepare stocks for use in construction. Students will how grain direction affects cutting and strength of building materials. Students will identify and describe the purpose and use of the following woodworking fasteners: common nails, round head screws, flat head screws, and oval head screws. Students will identify adhesives and abrasives used in construction. Students will identify the types and uses of clamping devices. Students will identify various wood finishes for interior and exterior use in construction. Students will identify and incorporate various building systems in their construction design projects. Students will access some construction‐related data online. Students will be able to identify subsystems, sub‐contractors, as well as some other sources of information useful to the builder.
Essential Questions
Where can the builders, or prospective builder, find the information he/she needs? How can various building materials affect the construction project? Do builders need any special certifications from the city, town or state to operate a construction company?
Knowledge and Skills
Several systems exist for the construction of foundations, floors, walls and roofs, electric, plumbing, heating and ventilation, etc. each with its own assets and liabilities. Information is an important and valuable tool in the construction industry, and much of it costs only the effort of research.
Instructional Strategies
Small group reports to the class on alternative systems to those used in the class project. Participate in construction projects in groups that relate to all phases of residential construction. Reports to the class on construction‐related information available through community sources, commercial sources, and the internet.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
RESIDENTIAL CONSTRUCTION
Objectives
Students will discuss the potential of some emerging materials and processes. Students will describe some historical changes in materials and methods of construction. Students will correlate demographic and life cycle changes to the construction process. Students will identify and appraise the impacts construction has on their future aspirations; both career based and/or as an educated consumer. Students will develop career goals and objectives as part of a plan for future career direction. Students will develop strategies to reach career objectives. Students will compare the advantages and disadvantages of different types of home purchases, additions, renovations and repairs
Essential Questions
What future changes in housing requirements can be expected and/or predicted? What emerging materials promise to meet future construction needs? What new building initiatives are taking place locally or on the state level?
Knowledge and Skills
Technological, personal and demographic changes demand a lifetime of readiness to learn. The construction field is changing to use resources more wisely and efficiently.
Instructional Strategies
The students will give individual or small group reports to the class on innovations in construction methods, materials, careers in construction or systems.
Evidence of Learning
Appropriate performance on student evaluation and/or classroom participation.
Content/Skill
Student completion of Safety handout and worksheet.
Student performance on individual safety evaluation.
Student demonstrates application of safety practices in the lab.
1 Excellent
Safety handout was effectively and appropriately completed. Safety handout was completed with few inaccuracies. Safety handout was completed with inaccuracies present. Safety handout was attempted and or completed with many inaccuracies Safety handout was never attempted
Student completed evaluation and shows excellent synthesis of all material and concepts. Student completed evaluation and shows a synthesis of all material and concepts. Student completed evaluation and shows adequate synthesis of all material and concepts. Student completed evaluation and shows minimal synthesis of all material and concepts. Student completed evaluation and shows little or no synthesis of all material and concepts.
Student always demonstrates appropriate safety practices to successfully accomplish a task. Student frequently demonstrates appropriate safety practices to successfully accomplish a task.
Student usually demonstrates appropriate safety practices to successfully accomplish a task. Student sometimes demonstrates appropriate safety practices to successfully accomplish a task.
Student rarely demonstrates appropriate safety practices to successfully accomplish a task.
RESIDENTIAL CONSTRUCTION
GRADES 9‐12 SHOP SAFETY RUBRIC
2 Very Proficient
3 Proficient 2 Approaching Proficiency 1 Score
Lacking Proficiency
RESIDENTIAL CONSTRUCTION
GRADES 9‐12 RESOURCES
Safety: handout and worksheet, lesson, video, test Measurement: lesson and worksheet, tools which include: rulers, scales, tape measures, squares and pencils Design lesson Use of internet for research Town of Waterford building permit forms Planning and Zoning regulations Tools and equipment lesson Lab, tools and equipment Community resources Town offices Internet research on construction materials Material testing
PACING GUIDE
Unit
Unit 1: General Safety Unit 2: Measurement and Layout Unit 3: Design, Environmental, Human, and Financial Factors Unit 4: Permits, Inspections, and Legalities Unit 5: Tools, Equipment, and Methods of Safe Use Unit 6: Construction Systems and Information Resources Unit 7: Materials, Technological Changes, and Future Methods
Quarter 1 Quarter 2
X
X
X
X
X
X > X
