This document provides an outline for Day 31 of a construction foundation course. It details the daily schedule and activities, which include reviewing blueprints, wood damage prevention, window types, and door types. Students will work in stations to develop hands-on proficiency with tools and equipment. The day involves classroom instruction, group work, and hands-on learning. Assessment includes vocabulary cards, proficiency rubrics, and reflection.
This document provides the daily lesson plan for Day 33 of a construction foundation course. The plan includes:
- An overview of the day's content (blueprints and tools/equipment) and materials
- A detailed schedule outlining various learning activities like reviewing drywall installation methods, analyzing blueprint vocabulary, and practicing tool identification
- Descriptions of each activity, including objectives, instructions for students, and timing
The day involves hands-on learning, group projects analyzing blueprints, and a homework presentation from student work teams. The goal is to build students' knowledge of construction documents and equipment.
This document outlines the daily plan for a construction foundation course on Friday of the fifth week. The day consists of four hours split between blueprints, construction math, and tools/equipment. In the first two hours, students review blueprint abbreviations, practice vocabulary, and check wall layouts for squareness using special right triangles and measuring techniques. The next two hours involve power drill and circular saw demonstrations, then hands-on practice with tools at work stations. Reflection and individual study time follow before computer lab access after hours.
The document outlines the schedule and activities for Day 39 of a Construction Foundation course. It includes substituting units on Green Construction, Construction Math, and Construction History. Students are reminded of an after-hours assignment to review building codes and thanked as they leave. After class, students have a team assignment to study material handling and the computer lab will be open.
This document provides an outline for Day 27 of a construction foundation course. The day focuses on blueprints, construction math, and tools/equipment. In the morning, students will learn about blueprints, roof styles/framing, and calculating slope using Pythagorean theorem. They will then practice calculating volume and excavation problems. The afternoon involves demonstrations of table saws and hand saws, followed by hands-on practice with tools. Homework assigned is an online safety game.
This document provides the daily lesson plan and activities for students in a construction foundation course on Day 34. The plan includes:
- Reviewing blueprints and tools/equipment, with activities on reading blueprints and identifying exterior finishes for a log cabin.
- Learning about types of paints and finishes through reading, note-taking and vocabulary work. Students recommend options for the cabin and estimate costs.
- Continuing work on interior painting techniques through reading, presentations and more vocabulary and cost estimation exercises.
- Hands-on time at work stations to practice skills like using tools and equipment while working towards proficiency benchmarks.
This document provides an overview of the content and materials for Day 22 of a construction foundation course. The day includes 4 hours of instruction covering construction math, blueprints, and materials handling. In the first two hours, students practice calculating square footage of different shapes using formulas for rectangles, triangles, and circles. They also learn about calculating board feet to measure lumber volume. The document outlines the lessons, exercises, and resources used to teach these construction measurement concepts.
This document provides an overview of the schedule and activities for Day 19 of a construction foundation course. The day includes lessons on communications in construction, construction math, and safety topics like scaffolds and personal protective equipment. Students will learn about writing persuasive memos and emails, and practice adding, subtracting, converting, and simplifying fractions. They will also participate in safety lessons and a game to reinforce vocabulary.
This document provides an overview of the daily schedule and activities for Day 18 of a Construction Foundation Course. The day consists of four hours covering the following topics:
1) Communications in construction, focusing on active listening skills and proper phone etiquette for business calls. Students practice these skills through role plays.
2) Construction math, where students learn how to read measurements in both eighths and sixteenths on a tape measure.
3) Safety training about fall protection with a discussion of harness and lanyard equipment.
4) Continued safety training involving the setup of extension ladders and related math calculations.
This document provides the daily lesson plan for Day 33 of a construction foundation course. The plan includes:
- An overview of the day's content (blueprints and tools/equipment) and materials
- A detailed schedule outlining various learning activities like reviewing drywall installation methods, analyzing blueprint vocabulary, and practicing tool identification
- Descriptions of each activity, including objectives, instructions for students, and timing
The day involves hands-on learning, group projects analyzing blueprints, and a homework presentation from student work teams. The goal is to build students' knowledge of construction documents and equipment.
This document outlines the daily plan for a construction foundation course on Friday of the fifth week. The day consists of four hours split between blueprints, construction math, and tools/equipment. In the first two hours, students review blueprint abbreviations, practice vocabulary, and check wall layouts for squareness using special right triangles and measuring techniques. The next two hours involve power drill and circular saw demonstrations, then hands-on practice with tools at work stations. Reflection and individual study time follow before computer lab access after hours.
The document outlines the schedule and activities for Day 39 of a Construction Foundation course. It includes substituting units on Green Construction, Construction Math, and Construction History. Students are reminded of an after-hours assignment to review building codes and thanked as they leave. After class, students have a team assignment to study material handling and the computer lab will be open.
This document provides an outline for Day 27 of a construction foundation course. The day focuses on blueprints, construction math, and tools/equipment. In the morning, students will learn about blueprints, roof styles/framing, and calculating slope using Pythagorean theorem. They will then practice calculating volume and excavation problems. The afternoon involves demonstrations of table saws and hand saws, followed by hands-on practice with tools. Homework assigned is an online safety game.
This document provides the daily lesson plan and activities for students in a construction foundation course on Day 34. The plan includes:
- Reviewing blueprints and tools/equipment, with activities on reading blueprints and identifying exterior finishes for a log cabin.
- Learning about types of paints and finishes through reading, note-taking and vocabulary work. Students recommend options for the cabin and estimate costs.
- Continuing work on interior painting techniques through reading, presentations and more vocabulary and cost estimation exercises.
- Hands-on time at work stations to practice skills like using tools and equipment while working towards proficiency benchmarks.
This document provides an overview of the content and materials for Day 22 of a construction foundation course. The day includes 4 hours of instruction covering construction math, blueprints, and materials handling. In the first two hours, students practice calculating square footage of different shapes using formulas for rectangles, triangles, and circles. They also learn about calculating board feet to measure lumber volume. The document outlines the lessons, exercises, and resources used to teach these construction measurement concepts.
This document provides an overview of the schedule and activities for Day 19 of a construction foundation course. The day includes lessons on communications in construction, construction math, and safety topics like scaffolds and personal protective equipment. Students will learn about writing persuasive memos and emails, and practice adding, subtracting, converting, and simplifying fractions. They will also participate in safety lessons and a game to reinforce vocabulary.
This document provides an overview of the daily schedule and activities for Day 18 of a Construction Foundation Course. The day consists of four hours covering the following topics:
1) Communications in construction, focusing on active listening skills and proper phone etiquette for business calls. Students practice these skills through role plays.
2) Construction math, where students learn how to read measurements in both eighths and sixteenths on a tape measure.
3) Safety training about fall protection with a discussion of harness and lanyard equipment.
4) Continued safety training involving the setup of extension ladders and related math calculations.
This document provides an overview of the daily lesson plan for a construction foundation course on Day 35. The plan includes reviewing blueprints and tools/equipment in the morning session. Students study concrete and learn about its composition, curing process, and uses. They discuss why wood may have been a better material choice than concrete for a patio. In the afternoon, students design deck and railing plans for a cabin porch, considering safety, aesthetics, and costs. The day concludes with a vocabulary and design review game.
This document provides the schedule and materials for Day 23 of a Construction Foundation Course. The day focuses on blueprints, construction math, tools, equipment and fasteners. In the morning, students will learn about blueprints by solving math problems related to floor plans. They will also cover ratios, proportions and mixing construction materials. The afternoon involves identifying different fasteners and practicing tool safety. Hands-on learning at tool stations is supported by advanced construction students under instructor supervision.
This document provides an outline for Day 30 of a Construction Foundation Course. The day focuses on blueprints, construction math, and tools/equipment. Activities include reviewing blueprints and plumbing/electrical systems, playing construction-themed games, working in stations to develop tool proficiency, and providing a construction recommendation to a hypothetical homeowner. The document lists learning objectives, materials, and a detailed schedule of activities for the full class period from 7:30am to 11:30am.
This document provides an outline for Day 26 of a Construction Foundation course. The content for the day includes blueprints, construction math, and tools/equipment. Students will work with blueprints, learn about calculating concrete volume, and participate in demonstrations of power tools. The day involves hands-on activities with templates, worksheets, and practice at work stations, as well as presentations and games to reinforce learning.
This document provides an overview of the daily schedule and activities for Day 18 of a 4-week construction foundation course. The day consists of 4 hours split between communications in construction, construction math, and safety training. In the first two hours, students practice active listening skills, take part in a phone skills role-playing activity, and learn how to read fractions on a tape measure. They then measure objects in the classroom and work on a worksheet identifying line fractions. The goal is to help students communicate effectively and measure accurately, which are important skills in the construction industry.
This document provides an overview and schedule for Day 24 of a construction foundation course. The day consists of four hours and covers blueprints, construction math, and tools/equipment. In the first two hours, students learn about blueprints including drawing perimeters and items to scale. They also learn the Pythagorean theorem and use it to solve construction math problems and square corners. The last two hours cover heavy equipment through a reading activity and hands-on work stations with various tools.
Students take a weekly quiz and prepare presentations on their CSS assignments. They spend the morning completing the quiz and continuing to prepare for their presentations with their work teams. In the afternoon, the student teams present their CSS assignments while being evaluated. They then review the feedback and reflections on their presentations before debriefing as a class. After hours, the work teams meet further to carry out their CSS assignment plans and study for the next quiz.
This document provides an outline for a construction foundation course on Day 21. The day includes instruction on construction math, blueprints, building codes, and measurement systems. In the morning, students practice reading standard and metric rulers and tape measures. They play a measurement speed game and track personal bests. Instruction covers converting between standard and metric units. Blueprints and drawing types are briefly introduced at the end of the morning.
This document provides the daily lesson plan for a construction foundation course on Tuesday of week seven. The plan includes reviewing blueprints, tools, and materials. Students will learn about roofing options and calculating roofing needs from blueprints. They will also cover insulation types and R-values. The day involves hands-on learning at work stations and playing educational games. Homework includes a role play about roofing regulations and practicing using an architect's scale.
This document provides an overview of the schedule and activities for Day 8 of the Construction Foundation Course. In the morning, students will finalize their resumes, cover letters, and applications. The afternoon will focus on job skills, including job survival, workers' rights, and apprenticeships. Students will also practice for interviews and write thank you letters. After class, work teams will meet to complete an assignment and review for an upcoming quiz, while the computer lab will be open.
This document provides the daily schedule and lesson plans for a classroom for the week of May 5-9. Key events include:
- Daily silent reading, blogging, and vocabulary work in the mornings.
- History lessons on the 1960s movements and US history chapters. Science lessons on biosphere cycles and matter.
- Assignments include history posters, science chapter questions, math geometry and algebra work.
- A literature circle to read and discuss a short story. Testing includes a science test on Friday.
- Detention assigned for students arriving late, which involves cleaning the classroom. All students must have work assigned to complete each day.
This document provides an overview and schedule for Day 8 of the Construction Foundation Course. The morning focuses on completing applications, resumes, and cover letters. The afternoon covers job skills like workers' rights, responsibilities, and apprenticeships. It describes using a Jigsaw activity to teach workers' rights. Students then write thank you letters, review interview preparation, and practice interviews. They finish with reflection and reviewing as a group for the next quiz. After hours includes team work on an assignment and open computer lab time.
This document provides an outline for a day of instruction in a Construction Foundation Course. The day includes lessons on job search skills, finding job leads, interview skills, and a mock interview assignment. Students are given class time to work on answering interview preparation questions and practicing their introduction and handshake. They also role play introductions with a partner playing the receptionist. After class, students work in teams to prepare for an assignment and quiz.
This document provides the schedule and materials for Day 17 of a Construction Foundation Course. The day consists of four hours and covers green construction, math, and safety topics. In the first two hours, students will learn about green construction and sustainability through a song, vocabulary, and scenario. They will then review whole numbers, fractions, and basic math operations through word problems. The second two hours focus on safety training involving personal protective equipment.
This document provides an outline for Day 28 of a Construction Foundation Course. The day's activities include:
1. Reviewing blueprints and construction math from the previous day. Students will practice calculating board feet and material costs.
2. Students will work in pairs to design a floor plan and side elevation drawing of a small addition to a cabin, including a bathroom, laundry area, and study.
3. The remainder of the morning will focus on construction math, including calculating board feet for various lumber sizes, determining material quantities from shorthand notation, and calculating total costs based on price per thousand board feet.
The document outlines the schedule and activities for Day 37 of an 8-week construction foundation course. It details that the remaining days will focus on reviewing key topics in preparation for the exit exam. On Day 37, students will review tools/equipment and safety topics, and plan their schedule of review games and study time for the day. They will take a 20-minute pre-test on these topics at the end of the day. Their homework is to review blueprints.
This document provides an overview of the daily schedule and lessons for a construction foundation course on Day 20. In the morning, students will practice communicating directions in memos and speaking, as well as learn about converting fractions to decimals. They will practice adding, subtracting, and multiplying decimals. In the afternoon, the lessons will cover building codes, types of homes, and the home building process. Vocabulary will be developed through notetaking and creating vocabulary cards.
Students participated in mock interviews to practice their interview skills. They received feedback on their performance from peers and interviewers. In the afternoon, students were assigned to work in teams to create a 5-minute presentation on an assigned Career Success Standard covering why it's important, what competent behavior looks like, and how it relates to customer service. They developed a plan to research the topic, create a PowerPoint, and plan a demonstration and audience activity. They will work on and practice their presentations over the next two days.
This document provides guidance for teaching students about finding the area of different shapes using side lengths. It includes instructions for activities where students will:
1) Practice skip-counting by different numbers to find products.
2) Use multiplication to find the area of rectangles on a worksheet.
3) Measure side lengths on a floor plan in centimeters and write expressions to calculate the area of bedrooms and other shapes, finding the total area of a floor plan.
The document outlines the schedule and activities for the final day of an 8-week construction foundation course. It includes:
1) A 40-minute study period in the morning followed by a pre-test on course material.
2) An exit exam in the early afternoon, after which students who finish early will write reflections, encouragement letters, and perform raps while waiting for others.
3) Passing out of exam scores and a celebration circle at the end of class, with individual meetings for any students who did not pass.
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
This document provides an overview of the daily lesson plan for a construction foundation course on Day 35. The plan includes reviewing blueprints and tools/equipment in the morning session. Students study concrete and learn about its composition, curing process, and uses. They discuss why wood may have been a better material choice than concrete for a patio. In the afternoon, students design deck and railing plans for a cabin porch, considering safety, aesthetics, and costs. The day concludes with a vocabulary and design review game.
This document provides the schedule and materials for Day 23 of a Construction Foundation Course. The day focuses on blueprints, construction math, tools, equipment and fasteners. In the morning, students will learn about blueprints by solving math problems related to floor plans. They will also cover ratios, proportions and mixing construction materials. The afternoon involves identifying different fasteners and practicing tool safety. Hands-on learning at tool stations is supported by advanced construction students under instructor supervision.
This document provides an outline for Day 30 of a Construction Foundation Course. The day focuses on blueprints, construction math, and tools/equipment. Activities include reviewing blueprints and plumbing/electrical systems, playing construction-themed games, working in stations to develop tool proficiency, and providing a construction recommendation to a hypothetical homeowner. The document lists learning objectives, materials, and a detailed schedule of activities for the full class period from 7:30am to 11:30am.
This document provides an outline for Day 26 of a Construction Foundation course. The content for the day includes blueprints, construction math, and tools/equipment. Students will work with blueprints, learn about calculating concrete volume, and participate in demonstrations of power tools. The day involves hands-on activities with templates, worksheets, and practice at work stations, as well as presentations and games to reinforce learning.
This document provides an overview of the daily schedule and activities for Day 18 of a 4-week construction foundation course. The day consists of 4 hours split between communications in construction, construction math, and safety training. In the first two hours, students practice active listening skills, take part in a phone skills role-playing activity, and learn how to read fractions on a tape measure. They then measure objects in the classroom and work on a worksheet identifying line fractions. The goal is to help students communicate effectively and measure accurately, which are important skills in the construction industry.
This document provides an overview and schedule for Day 24 of a construction foundation course. The day consists of four hours and covers blueprints, construction math, and tools/equipment. In the first two hours, students learn about blueprints including drawing perimeters and items to scale. They also learn the Pythagorean theorem and use it to solve construction math problems and square corners. The last two hours cover heavy equipment through a reading activity and hands-on work stations with various tools.
Students take a weekly quiz and prepare presentations on their CSS assignments. They spend the morning completing the quiz and continuing to prepare for their presentations with their work teams. In the afternoon, the student teams present their CSS assignments while being evaluated. They then review the feedback and reflections on their presentations before debriefing as a class. After hours, the work teams meet further to carry out their CSS assignment plans and study for the next quiz.
This document provides an outline for a construction foundation course on Day 21. The day includes instruction on construction math, blueprints, building codes, and measurement systems. In the morning, students practice reading standard and metric rulers and tape measures. They play a measurement speed game and track personal bests. Instruction covers converting between standard and metric units. Blueprints and drawing types are briefly introduced at the end of the morning.
This document provides the daily lesson plan for a construction foundation course on Tuesday of week seven. The plan includes reviewing blueprints, tools, and materials. Students will learn about roofing options and calculating roofing needs from blueprints. They will also cover insulation types and R-values. The day involves hands-on learning at work stations and playing educational games. Homework includes a role play about roofing regulations and practicing using an architect's scale.
This document provides an overview of the schedule and activities for Day 8 of the Construction Foundation Course. In the morning, students will finalize their resumes, cover letters, and applications. The afternoon will focus on job skills, including job survival, workers' rights, and apprenticeships. Students will also practice for interviews and write thank you letters. After class, work teams will meet to complete an assignment and review for an upcoming quiz, while the computer lab will be open.
This document provides the daily schedule and lesson plans for a classroom for the week of May 5-9. Key events include:
- Daily silent reading, blogging, and vocabulary work in the mornings.
- History lessons on the 1960s movements and US history chapters. Science lessons on biosphere cycles and matter.
- Assignments include history posters, science chapter questions, math geometry and algebra work.
- A literature circle to read and discuss a short story. Testing includes a science test on Friday.
- Detention assigned for students arriving late, which involves cleaning the classroom. All students must have work assigned to complete each day.
This document provides an overview and schedule for Day 8 of the Construction Foundation Course. The morning focuses on completing applications, resumes, and cover letters. The afternoon covers job skills like workers' rights, responsibilities, and apprenticeships. It describes using a Jigsaw activity to teach workers' rights. Students then write thank you letters, review interview preparation, and practice interviews. They finish with reflection and reviewing as a group for the next quiz. After hours includes team work on an assignment and open computer lab time.
This document provides an outline for a day of instruction in a Construction Foundation Course. The day includes lessons on job search skills, finding job leads, interview skills, and a mock interview assignment. Students are given class time to work on answering interview preparation questions and practicing their introduction and handshake. They also role play introductions with a partner playing the receptionist. After class, students work in teams to prepare for an assignment and quiz.
This document provides the schedule and materials for Day 17 of a Construction Foundation Course. The day consists of four hours and covers green construction, math, and safety topics. In the first two hours, students will learn about green construction and sustainability through a song, vocabulary, and scenario. They will then review whole numbers, fractions, and basic math operations through word problems. The second two hours focus on safety training involving personal protective equipment.
This document provides an outline for Day 28 of a Construction Foundation Course. The day's activities include:
1. Reviewing blueprints and construction math from the previous day. Students will practice calculating board feet and material costs.
2. Students will work in pairs to design a floor plan and side elevation drawing of a small addition to a cabin, including a bathroom, laundry area, and study.
3. The remainder of the morning will focus on construction math, including calculating board feet for various lumber sizes, determining material quantities from shorthand notation, and calculating total costs based on price per thousand board feet.
The document outlines the schedule and activities for Day 37 of an 8-week construction foundation course. It details that the remaining days will focus on reviewing key topics in preparation for the exit exam. On Day 37, students will review tools/equipment and safety topics, and plan their schedule of review games and study time for the day. They will take a 20-minute pre-test on these topics at the end of the day. Their homework is to review blueprints.
This document provides an overview of the daily schedule and lessons for a construction foundation course on Day 20. In the morning, students will practice communicating directions in memos and speaking, as well as learn about converting fractions to decimals. They will practice adding, subtracting, and multiplying decimals. In the afternoon, the lessons will cover building codes, types of homes, and the home building process. Vocabulary will be developed through notetaking and creating vocabulary cards.
Students participated in mock interviews to practice their interview skills. They received feedback on their performance from peers and interviewers. In the afternoon, students were assigned to work in teams to create a 5-minute presentation on an assigned Career Success Standard covering why it's important, what competent behavior looks like, and how it relates to customer service. They developed a plan to research the topic, create a PowerPoint, and plan a demonstration and audience activity. They will work on and practice their presentations over the next two days.
This document provides guidance for teaching students about finding the area of different shapes using side lengths. It includes instructions for activities where students will:
1) Practice skip-counting by different numbers to find products.
2) Use multiplication to find the area of rectangles on a worksheet.
3) Measure side lengths on a floor plan in centimeters and write expressions to calculate the area of bedrooms and other shapes, finding the total area of a floor plan.
The document outlines the schedule and activities for the final day of an 8-week construction foundation course. It includes:
1) A 40-minute study period in the morning followed by a pre-test on course material.
2) An exit exam in the early afternoon, after which students who finish early will write reflections, encouragement letters, and perform raps while waiting for others.
3) Passing out of exam scores and a celebration circle at the end of class, with individual meetings for any students who did not pass.
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
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2. Week Seven: Day 31 (Monday)
Content for the day
• Blueprints
• Tools and Equipment
3. Week Seven: Day 31 (Monday)
Materials for the day
Resource 5.26 – Name That
4. Week Seven: Day 31 (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 Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 2
15 min: Have pair-shares complete their plot plan and rose project
cost sheet from the last meeting.
10 min: Have Work Teams meet to compare their members’
responses to the following:
• Placement of the house on the property: where did people place
the house and why? What is the best option?
• Placement of the rose bushes: do they meet Mr. Plaza’s
specifications: 3 sides of the perimeter with roses at 4’ intervals,
a bush at each corner, and one empty slot at the walkway to the
front door?
• Cost of the rose project: what was the total cost?
Then have Work Teams take one minute to report out, showing
(perhaps on various plot plans) what they think are the best
responses.
Blueprints
6. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 3
5 min: Do Minute Math, slide 11
20 min: Explain that years ago, when Mr. Plaza was
getting ready to build his cabin on non-mountainous
land in Georgia, he was concerned about wood
damage, as many of the homeowners in his area had
problems. As a result of his study and inquiries, he
made an adjustment to the plans shown in Drawing
E. Let’s see if we can figure out what it was.
Have students turn to p. 328. Read the Causes of
Wood Damage (2 paragraphs) aloud as students take
notes.
7. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 4
Then assign the following jigsaw reading to Work Teams, giving them 5
minutes to prepare and 2 minutes to report out:
• Wood decay
- Fungi
- Dry rot
• Preventing decay and Decay-resistant woods
• Termites (p. 329 only)
- Subterranean termites
• Formosan and dry-wood termites and carpenter ants
- Formosan termites
- Dry-wood termites
- Carpenter ants
• Beetles and carpenter bees
- Beetles
- Carpenter bees
8. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 5
5 min: Have students look at the map on p.
330 and find Georgia. What does the legend
tell us? So, it’s likely that Mr. Plaza’s concern
about wood damage is related to termites.
Have Work Teams take 3 minutes to look at
Figure 12-12 on p. 330 and compare it to
Drawing E. Call on a Work Team to explain
what change they think Mr. Plaza made to the
plans. Ask for a second opinion.
9. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 6
5 min: Play a fast game of Construction Cards.
Stretch Break: Everyone stands. You ask Work
Team 4 to present their math rap. They perform.
Everyone claps and sits down.
5 min: Do Minute Math, slide 12
5 min: Ask Work Teams to review the plans for the
Plaza Cabin and write down the kinds of windows
included, the location, and the size of each. Be
sure to look at both floor plan and elevation
drawings. .
10. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 7
10 min: Let’s check to see if Mr. Plaza’s cabin meets
standard building code. Have students turn to p. 576. Read
Design Requirements aloud while they take notes about the
requirements:
• Total window area that can be opened must not be less
than 4% of floor area
• Bathrooms must have at least 3 SF of glazing
• Bedroom windows must have
- Sill height <44” from floor
- Height of opening > 24”
- Width of opening > 20”
- Unblocked open area > 5.7 SF (or 5.0 SF on main floor)
11. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 8
Show students how you wrote the notes, using the
symbols for equal to or greater than and equal to
or less than. Explain that one way to remember
the greater and lesser arrows is that most people
have greater skill with their right hand (the
direction of the greater arrow) than they do with
their left. Have students make vocabulary cards
for the following symbols
• greater than (>),
• less than (<),
• equal to or greater than (>), and
• equal to or less than (<).
Ask them to use these symbols in their notes
12. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 9
15 min: Now call on a Work Team to give you their list
of the windows in the Plaza cabin (and a second Team
as needed to generate this list):
• 2 2650 SL in living room
• 1 4040 SL in bedroom
• 0 in bathroom
• 1 3030 SL in kitchen
• 1 window in loft, size not known
Tell students how to read the size of the window: first
2 numbers is the width, second 2 numbers is the
length, all in inches. The width comes first because it
defines the header requirements. They say the size as
26 by 50 or 40 by 40.
13. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 10
Ask if Mr. Plaza is out of compliance because he
has no window in the bathroom. (No, because
there is a fan.)
Check the window in the bedroom to see if it
meets the requirements.
• Is the sill height <44” from floor? (We don’t
know)
• Is the height of opening > 24”? (Yes)
• Is the width of opening > 20”? (Yes)
• Is there an unblocked open area > 5.7 SF (or
5.0 SF on main floor)?
14. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 11
Ask Work Teams to take 2 minutes to figure
this out. Call on one Team to explain their
thinking and give their answer. Ask for a
second opinion.
Finally, does Mr. Plaza’s cabin meet the
overall requirement that the total window
area that can be opened must not be less
than 4% of floor area? Give Work Teams 3
minutes to figure this out. Call on one Team
to explain their thinking and give their
answer. Ask for a second opinion.
15. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 12
10 min: Note that all Mr. Plaza’s windows are SL.
Have students turn to p. 577, and, as pair-shares,
fill out vocabulary cards for
• Window sash (where have they heard
that word before?)
• Muntin
• Casement windows
• Awning window
• Hopper window
• Horizontal sliding window
• Double hung window
• Stationary window (fixed glass)
• Glass block
16. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 13
Compare definitions as a group and ask students to
add
• Mullion strips (p. 587)
•
15 min: Have Work Teams take 2 minutes to go back to
the Plaza cabin drawings to find the location of and
count the number of doors. Ask for a report out from
one Team. Have students make vocabulary cards for
• 1 exterior door—living room
• 2 interior doors—bathroom and bedroom
• 1 set bifold doors—closet (You may have
to ask for a second or third opinion to pick
up this one. See picture p. 615)
17. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 14
Give pair-shares 1 minute to scan pp. 596 and
597 to determine what kind of core construction
the exterior door probably is and what kind the
interior doors probably are. Make out vocabulary
cards for
• Solid-core doors
• Hollow-core doors
Next have Work Teams read Direction of Swing on
pp. 601-2 and take another look at the Plaza
cabin floor plan. Which direction do the exterior
and interior doors swing? Does that make sense?
18. Week Seven: Day 31 (Monday)
First and Second Hours (7:30 – 9:30) - 15
Finally, have Work Teams read pp. 615-617
and make vocabulary cards for the following:
• Bifold doors
• Folding doors
• Double-Acting (or Café) doors
• Pocket doors
• Snack Break (9:30-9:40)
19. Week Seven: Day 31 (Monday)
Third and Fourth Hours (9:40 – 11:30) - 1
100 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
20. Week Seven: Day 31 (Monday)
Third and Fourth Hours (9:40 – 11:30) - 2
Monitor student proficiency completion, so that you
set up project stations as needed. Monitor individual
students for time management. Remind students that
Friday is the last day in shop.
10 min: Play “Name That…” (See Appendix A for
explanation of how to play Name That….) Use
Resource 5.26.
Reflection
Out the door:Model Notes,Reflection, binders on the
shelf, shake hands.
21. Week Seven: Day 31 (Monday)
AFTER HOURS
• Academics homework
• Open Computer Lab
22. END
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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL