CFC Day 25

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Lesson Design for Day 25 of Construction Foundation Course

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CFC Day 25

  1. 1. LEARN – DAY 25 Construction Foundation Course
  2. 2. Week Five: Day 25 (Friday) Content for the day • Hour 1: Blueprints • Hour 2: Construction Math • Hour 3: Tools and Equipment • Hour 4: Tools and Equipment
  3. 3. Week Five: Day 25 (Friday) Materials for the day • 24 blank vocabulary cards per student • Standard Measuring tapes, one for each of the 4 workgroups • Masking tape • Resource 5.1 – Minute Measure PPT • Resource 5.26 – Name That PPT
  4. 4. Week Five: Day 25 (Friday) 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. 5. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 2 5 min. Explain to students that before we can go further with the drawing, we need to identify and become familiar with the most common abbreviations used in drawings. Ask students to take out their Plaza Cabin Blueprint set, and, as a Work Team take 5 minutes to identify all the different abbreviations they can find in the drawings. List them in alpha order as you go. Demonstrate how to do that with MIN, VERT, and EA. Blueprints
  6. 6. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 3 5 min. Start with a Work Team and ask for their first five abbreviations in alpha order while you write them on the board/chart paper. Ask the remaining teams if they identified any abbreviations to this point in the alphabet that the first Team missed. Add any others. Check for thoroughness and legitimacy with Blueprint Abbrev, Symbols, Terms 5.27 in Instructor Resources. Have students make vocabulary cards for A.B. BLKG CDX (p. 340) d (p. 385) DIA(M) = diameter by finding the abbreviation on pp. 1024-1025 of their text (unless you’ve given a different page in the text or the definition noted in parentheses in the list above.)
  7. 7. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 4 20 min. Continue through the list in this manner. You will need to make the following notes: MIL is much more commonly written MM = millimeters SF = square feet SL = slider window (horizontal)
  8. 8. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 5 15 min. Have Work Teams go back through the Plaza Cabin Blueprints, this time to identify any symbols they do not have cards for from last week (pp. 46-47 in text). Their list should include the following: * Arrow * Light fixture (p. 876) * Dimensional slash * Roof pitch notation (Drawing D) *Bifolddoors (Drawing C) * Shingle roofing (Drawing B) * Fan (same) * Shower (p. 1026-7) * Insulation (p. 894) * Switch (same)
  9. 9. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 6 10 min. Have pair-shares practice all blueprint vocabulary cards for competition tomorrow. 5 min. Do Resource 5.1 – Minute Measure PPT, slide 5 Stretch Break:Everyone stands. You ask Work Team 5 to present their first rap (their choice). They perform. Everyone claps and sits down.
  10. 10. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 7 15 min. Work Teams display images from last night’s homework—the large drawing and the smaller scale drawings from each Team member. Have students take out their performance criteria. One person from each Work Team stays with the display to answer any questions. The others have 2 minutes at each display to evaluate the work in relation to the performance criteria, followed by a general discussion of each Team’s work.
  11. 11. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 8 5 min. Have students read the section on Exterior Walls on pgs. 438-439 as you hand out [standard measuring tapes, masking tape].Remind students to add to their previous day’s notes about special right triangles. 10 min. Explain that today we are going to use the geometry we learned yesterday and apply our knowledge to a more realistic situation. Before carpenters build walls, they must layout the exterior and interior walls using chalk lines. Construction Math (45 MIN)
  12. 12. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 9 Carpenters will begin with two exterior walls that intersect and use a special right triangle to check for square. Ask what the two special right triangles were from yesterday. [3-4-5; 6-8-10] Point out that these are two of the three most common right triangles used to check for square and the third one is a 5-12-13. Ask why there are not more. If you can use multiples of the 3-4-5 why wouldn’t the 16-20-25 be used very often? [Most interior rooms are not nearly this large, at least in residential homes. The size of the room must be quite large for the larger special right triangles to be used.] , If a Carpenter checks and the corner is not square he/she will adjust one of the layout lines until it is square, similar to what we did yesterday when we adjusted our lines to form a special right triangle.
  13. 13. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 10 Ask students to describe what should be done to the layout lines if the hypotenuse measurement is too short. [Move the lines apart to increase the angle measurement.] Ask what should be done if the hypotenuse measurement is too long. [Move the layout lines closer together to decrease the angle measurement.] Once the exterior walls are square, the Carpenter will move to the interior wall layout. We are going to develop some steps to check for square on a wall layout and we will then practice the procedure in our work groups.
  14. 14. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 11 Have students look at figure 16-5 on pg.439 of Glencoe: Carpentry and Building Construction to see an example of how ―squareness‖ is checked. Measure exactly 3’ along one line and 4’ along the other line from the chalk line intersection. If the diagonal measurement between these two points is exactly 5’, the corner is square. Remind students that any multiples of these numbers that preserves the same ratio such as 9, 12, and15, will work in the equation.
  15. 15. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 12 5 min. Lead the students in a discussion to develop the steps to check for square on a wall using figure 16-5 as the example. Remind them to capture the steps in their notes as they will need them to complete today’s activity. The steps should read something like this: Step 1: Choose the largest special right triangle that you are able to use on your walls. Let us use 3-4-5 in this example.
  16. 16. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 13 Step 2: Measure and mark one wall layout at threefeetand the other wall layout at four feet. (These measurements will vary depending on which special right triangle you are using.) Step 3: Now measure the line between your two marks. If the layout is square, what will the line measure in this example? (Students should respond with 5 feet – or the measure of the hypotenuse in the special right triangle.) Step 4: If the line is shorter or longer than it needs to be, use trial-and-error to adjust the layout lines, you will repeat the above process until the corner is square.
  17. 17. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 14 Draw an approximate right triangle on the board. Look at the hypotenuse. Discuss with students how you would adjust the legs of the triangle if the hypotenuse is too short. Remind students that we are not moving our marks on the legs, rather we would need to spread the legs farther apart to increase the angle and also increase the length of the hypotenuse. Ask students how to adjust the legs if the hypotenuse is too long. Again, we would not be moving the marks we initially made on the legs, rather we would need to close the legs together more in order to decrease the angle. Point out the importance of precise and accurate measurements on both legs and the hypotenuse. If any measurement is off by even an eighth of an inch the mistake will continue to worsen as you complete construction. For example, if the two original walls are not square and another wall is coming off of one of the two original walls then the new wall will not be square and so on.
  18. 18. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 15 20 min. Organize students into four work teams. Explain the remainder of class today will be spent in your work groups. You will each be working off of a classroom wall. You will need to create an interior wall off of the exterior classroom wall that is square. Each group will need to use a 5-12-13 special right triangle as they check for square. Use masking tape to layout the interior wall your group creates. Assign the following roles within your group: Leader, two measurers, recorder, and speaker. The leader will keep your group working in the right direction. The measurers will be measuring and marking the layout and hypotenuse formed, while also adjusting the layout when necessary. The recorder will record the group process. The speaker should be prepared to describe the process and results of their group work.
  19. 19. Week Five: Day 25 (Friday) First and Second Hours (7:30 – 9:30) - 16 Once your group is confident the wall is square, check your wall for square again using the 3-4-5 special right triangle. Have two different group members measure this time. 5 min. Have each work group share their process and their most significant learning. Snack Break (9:30-9:40)
  20. 20. Week Five: Day 25 (Friday) Third and Fourth Hours (9:40 – 11:30) - 1 25 min. Power drill demonstration. Follow directions for Day 23. 25 min. Circular Saw demonstration. Same as above. Stretch Break. Everyone stands. You ask Work Team 1 to present their second rap. They perform. Everyone claps and sits down Tools and Equipment– Demonstrations
  21. 21. Week Five: Day 25 (Friday) 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. Tools and Equipment– Hands-on exposure
  22. 22. Week Five: Day 25 (Friday) Third and Fourth Hours (9:40 – 11:30) - 3 Monitor student proficiency completion, so that you set up project stations as needed. 10 min. Play ―Name That…‖ (See Appendix A and Use Resource 5.26.) Reflection. Out the door:Model Notes,Reflection, binders on the shelf, shake hands
  23. 23. Week Five: Day 25 (Friday) AFTER HOURS • Academic extended day individual work (approximately 1 hour) • Open Computer Lab
  24. 24. 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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