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Lesson Design for day 26 of the Construction Foundation Course

Lesson Design for day 26 of the Construction Foundation Course

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- 1. LEARN – DAY 26 Construction Foundation Course
- 2. Week Six: Day 26 (Monday) Content for the day • Blueprints • Construction Math • Tools and Equipment
- 3. Week Six: Day 26 (Monday) Materials for the day • Scissors • Tape • Ruler • Resource 5.1 – Minute Measure PPT • Resource 6.1 - Calculating Concrete Cube Templates • Resource 6.2 - Calculating Concrete Activity Recording Worksheet • Resource 6.3 - Calculating Concrete Instructor Resource A & B • Resource 6.4 - Calculating Concrete Project Cards • Resource 5.26 – Name That PPT
- 4. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 1 • Check-in: Shake hands. Remind students: binders, seating. Start class. • Review the day: Review the day’s activities from the list on the board or chart paper. • Binder check: This can be done at any time during the day.
- 5. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 2 30 min. Have students take out their Plaza Cabin Blueprints and their 1:48 scale version of the floor plan. Ask students to complete the next task on their scale version, which is to write in abbreviations, notations, symbols, and room names, keeping these in scale. Have them add their name to the legend at the bottom, putting it first and then changing NTS to the appropriate scale marking. Have students check in with the Work Team frequently to see if their plans are looking like others students’ plans. Blueprints
- 6. Week Six: Day 26 Monday) First and Second Hours (7:30 – 9:30) - 3 When they have completed that task, students should move to the last item, writing in the dimensions. If they finish early, have them review their vocabulary cards for blueprints. Remind students of time every 5 minutes. 5 min. Students post their scale versions, and Work Teams do a Gallery Walk in which each Team looks at all the scale versions in another Team’s display and determines which they think is best and second best and why. They have just 1 minute to make that determination for each of the other teams. Then, as a group, ask students which drawings stood out and why.
- 7. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 4 10 min. Have Work Teams study for blueprint vocabulary competition. 10 min. Play a round of Darts. 5 min. Do Minute Measure, slide 6 Stretch Break: Everyone stands. You ask Work Team 2 to present their second rap. They perform. Everyone claps and sits down.
- 8. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 5 5 min. Ask students to read Concrete Basics on pgs. 218 and 219 while you pass out to each pair-share: • Resource 6.1 - Calculating Concrete Cube Templates, • Resource 6.2 - Calculating Concrete Activity Recording Worksheet, • One pair of scissors, a standard ruler and one roll of cellophane tape • Resource 6.4 Calculating Concrete Project Cards. Construction Math
- 9. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 6 Review with students the importance of accuracy in all construction trades. Use measurement and squaring corners as examples of where accuracy is important. Explain that we will now be discussing the mathematics involved in accurately calculating a concrete estimate. What mathematical formula do you suppose is going to help us calculate a concrete estimate? (Volume) 5 min. Engage students in a short discussion about volume. Ask students to explain what volume is and provide an example of where they calculated volume in a previous lesson. [board foot, cylindrical tube] Facts that students should include are: volume described as the amount something can hold e.g. a cup, expressed in cubic units, and/or the formula for volume v = πr2h for a cylinder and v = L x W x H for a square or rectangle. Remind students to take notes add to their previous notes on calculating volume. .
- 10. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 7 Reintroduce the example and the formula v = πr2h used in Construction Math on Day 22 and walk students through the problem: Explain that many foundations require “piles” which are cylindrical tubes and of various lengths which are filled with concrete. Write the formula v = πr2h on the white board and explain that in order to calculate the volume of any cylinder the formula is π (pi, the constant number 3.14) times the radius squared times the height of the cylinder. An example would be a cylinder with a radius of 1’ and a height (length) of 5’. Therefore volume equals 3.14 x 1 ft. x 1 ft. x 5 ft. = 15.70 cubic feet. If there are 28 piles to be poured for the foundation, 15.7 ft.3 x 28 = 493.6 cubic feet. Explain that there are 27 cubic feet in 1 cubic yard. To convert cubic feet to cubic yards, we must divide 493.6 cubic feet by 27 (3 x 3 x 3) to get 18.28 cubic yards of concrete. Round up and add a waste factor to make the order.
- 11. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 8 439.6 ft.3 x 1 yd.3 = 18.28 yd.3 You should order 19 yd.3 27 ft.3 Explain that we’re going to work with a concrete project today and an excavation project tomorrow that will require us to calculate volume as a first step in estimating materials and excavation costs. Ask students what they would need to keep in mind as they prepare an estimate. Students should also write these key points in their notes. Estimation facts might include: rounding up, ordering extra due to a waste factor, it may be necessary to approximate measurements, concrete is normally ordered in cubic yards.
- 12. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 9 15 min. Students will first complete an activity that helps to build their background knowledge of volume. Students will work in pair-shares using Resource 6.1, Resource 6.2 scissors, tape and ruler to complete the following activity. Explain the instructions to students before they get started. • Step 1: Cut out the large and small cube template. Then fold along the lines and tape the edges to form two different cubes. Leave a flap open on the large cube. • Step 2: Use the two cubes created to help answer the questions on the Activity Recording Worksheet. [Answers found in Part A of Resource 6.3 - Calculating Concrete Instructor Resource A & B]
- 13. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 10 5 min. Call on pair-shares to answer each question on the worksheet and explain their thinking. 15 min. Use Part B of Resource 6.3 - Calculating Concrete Instructor Resource A &B to model a sample calculation for the students. Remind students to take notes as you explain the steps. You have a project that requires concrete. The rectangular space is 20 feet long by 5 feet wide. The concrete needs to be poured at a thickness of 5 feet. Calculate how many cubic yards of concrete are needed for the project. Remember, one cubic yard is equal to 27 ft3. Round up to the nearest cubic yard if necessary.
- 14. Week Six: Day 26 (Monday) First and Second Hours (7:30 – 9:30) - 11 10 min. Assign pair-shares project cards #1 through #4 in Resource 6.4 - Calculating Concrete Project Cards Instructor will rotate between groups, observing student discussion and work. 5 min. Ask pairs to trade worksheets to check for accuracy. Problems should then be turned in. Snack Break (9:30-9:40)
- 15. Week Six: Day 26 (Monday) Third and Fourth Hours (9:40 – 11:30) - 1 25 min. Reciprocating saw demonstration. Follow directions for Day 23. 25 min. Chop saw demonstration. Same as above. Stretch Break: Everyone stands. You ask Work Team 3 to present their second rap. They perform. Everyone claps and sits down. Tools and Equipment– Demonstrations
- 16. Week Six: Day 26 (Monday) Third and Fourth Hours (9:40 – 11:30) - 2 50 min. Students continue at work stations, moving on when they’ve reached at least a basic proficiency level. Students always complete their vocabulary cards for each new station before beginning work on proficiencies. Continue to balance the groups at the work stations so none are too crowded. Monitor carefully; initial proficiencies on your file copy and the student’s copy of the rubric as students demonstrate competency. Monitor student proficiency completion, so that you set up project stations as needed. Monitor individual students for time management. 10 min. Play “Name That…” (Use Resource 5.26 – Name That PPT). Tools and Equipment– Hands-on exposure
- 17. END If you continue to click forward, you will see links to presentations of similar content available through slideshare.com Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL

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