Course Profile Construction Technology, Grade 10, Open, Catholic
Unit 2: The Atrium: Research and Presentation.
Time: 15 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
In this unit, students will further develop their skills in the design process, the research of materials, critical path charts, and delivery of a formal presentation to potential customers. Students will be challenged to come up with both creative and practical solutions to a design problem and build project. This activity will include a wide range of possible materials, keeping in mind the potential for ecological and environmental impacts. Participating students are asked to create a complete recreational area that will include furniture design and build, masonry products (patio stones), a landscape plan and an operational pond.
Ontario Catholic School Expectations: CGE 1d, 1I, 2b, 2c, 3b, 3c, 4a, 4f, 5a, 5d, 7b.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations: TFV.01, .02, .04, SPV.02, .03, ICV.02, .05.
Specific Expectations: TF1.08, .09, SP1.01, .02, IC1.04, .05, .08, .09, .10.
|
Activity 1 |
Introduction to the Atrium Project |
60 minutes |
|
Activity 2 |
Examining the Design Process |
120 minutes |
|
Activity 3 |
Landscape Concept Plan |
300 minutes |
|
Activity 4 |
Material Selection and Environmental Concerns |
300 minutes |
|
Activity 5 |
Pulling it Together |
120 minutes |
The focus of this unit is to encourage the students to work together on a project that will encourage and promote creative thinking, improve skills in design and building processes, and increase awareness of the environment as well as their working knowledge of municipal building and construction codes. Teachers will find that local community businesses are often willing to donate equipment, parts, and materials for school projects. Business partnerships can be an integral part of the school community. The local parish priest can also be a source of information regarding potential parishioners, or others in the community, who may require work to be done around their home.
· Grade 9 Integrated Technology (Construction Unit) valuable but not required.
· Problem solving techniques.
· Ability to work co-operatively within a group.
This unit will allow students in groups to be delivered information in various forms in order to make informed ethical and moral decisions. They will use brainstorming, peer mentors, local businesses and government, interviews with contractors, and Socratic lessons.
This unit will further develop the student’s ability to use their design process skills as well as problem solving. They will be evaluated not only on the final product, but also on participation within the group in solving problems and resolving differences of opinion among members. Formal and informal teacher observations; student conferencing; individually and in small groups; will help monitor progress and ensure an ongoing evaluation.
Fundamentals of Technical Drawing. Gage Education Publishing. ISBN 0-7715-0327x
Better Homes and Gardening. ISBN 0-696-00041-5
Introduction to Urban Planning. McGraw Hill.
3D Home Design
Van Ness Water Gardens, for all
your Water Gardening needs
http://www.vnwg.com
Canadian Gardens Online
http://www.canadiangardening.com
Garden Construction- Peter’s Pond
Page
www.geocities.com
How to Make Garden Gnomes
www.pacificconcrete.com
Material Search site
www.recycle.net
Local businesses Landscape Companies.
Environment Canada, Ministry of Natural Resources, Inland Waters.
Municipal Government (Parks and Recreation, by-law enforcement).
School Science Department Teachers (Biology…..).
School Library/Resource Centre and public libraries.
Time: 60 minutes
Students will be introduced not only to the design project, but to use critical path charts so the project remains organized. They will be made aware of the need to follow Municipal by-laws that apply, and the lasting effect of the project on the neighbourhood, community, and environment as a whole. Students will be involved in lively discussions on what they think an Atrium area should contain (plants, grading, ponds, flag stones, ornaments etc.). As Catholics, we are expected to care not only for each other but also for our environment. Care of our planet is one of our expectations of graduates. There is an opportunity to have the students experience a cross-curricular connection in these activities with courses such as Social Science, Biology, Science, Religion, Mathematics and others, and that is be taken advantage of.
Ontario Catholic School Graduate Expectations
CGE1i - integrate faith with life
CGE2a - listen actively and critically to understand and learn in light of the common good
CGE2b - read, understand and use written materials effectively.
Strand(s): Theory and Foundation, Impacts and Consequences
Overall Expectations
TFV.01 - communicate ideas and solutions to technological problems;
TFV.02 - describe the qualities, characteristics, and uses of different building materials;
ICV.02 - recognize and describe the impacts of construction technology on society and the environment.
Specific Expectations
IC1.04 - explain the purpose of building codes in relation to health and safety;
IC1.10 - identify some impacts of construction on society and the environment.
· There should be an open discussion promoting participation from all students.
· Students should be shown some pictures of finished gardens, parks, etc.
· If possible take the students to the area that will be used to help them visualize the before and after ideas.
· Discuss the need to improve the area in which we live but stress that it is a gift from God and must be treated with respect.
· The students should discuss the responsibility they are about to take on with possible effects in the area of personal, environmental and financial consequences.
· Teachers are to be aware that this project will allow for all types of learning skills to be applied and must identify those students who need to be challenged and those who need support systems put in place to ensure full potential is realized.
· Give a brief review of the problem solving and design models to be applied (they will be used in later activities).
· The use of design and problem-solving models.
· Measuring, sketching and drawing skills.
· Technology courses on proper tool and construction room expectations.
· Group participation skills.
· Students will learn of the responsibility of undertaking an environmental project of this type.
· Examine and explain different materials and their effect on the environment (brainstorming).
· Be aware in discussions that we are to treat all ideas presented as worth discussing.
Teachers will
(whole class)
· Introduce the project and its expectations.
· Discuss how Technology affects the environment (good and bad).
· Discuss how we, as a community, can effect not only our lives but those of others by making changes to our environment.
· Display some completed projects (books, videos, etc.).
· Discuss the gardens in students homes (what they like, don’t like, would change) document the results for review later.
· Arrange for a guest speaker; discuss co-op placements, job opportunities.
· Review classroom conduct expectations and explain some conflict resolution techniques to ensure group co-operation.
Students will
· Participate in discussions and show respect for all ideas (thus reflecting Catholic values of respecting the dignity of all group members), resolve all differences of opinion co-operatively and collegially.
· Relate ideas that they feel would be important to an area of peace and quiet.
· Identify the impacts of construction on society and the environment.
· Collect thoughts and ideas in print form for all class discussion.
· Teacher will note participation and discussion by students.
· OCGE Rubric Appendix A, Co-operative Learning Rubric – Appendix 8.
· Collect and review group notes.
· Ensure visual aids, large print books, etc., are available for students with special needs.
· All enriched students will be encouraged to work at an enriched level (e.g., extra computer time made available).
· Co-op students could/should be used as group leaders where applicable.
· Ensure all room facilities are accessible for any students who may have physical handicaps.
· Ensure that rubrics/testing/assessment tools are understood and that extra time is given where needed.
· Foster an atmosphere respectful of all individuals and their needs.
Printed Texts
Fundamentals of Technical Drawing. ISBN 0-7715-0327x
Water Gardens-Step by Step. ISBN 1-85223-295-1
Better Homes and Gardening. ISBN 0-696-00041-5
Other
Videos from the Home and Garden Network.
Landscape architect drawings (local companies, School Board drawings).
Copy of municipal by-laws, Board by-laws.
Provincial Departments such as Natural Resources, and Community and Social Affairs, Ontario Municipal Board, etc.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
The student contributes to the development of the group’s plan. |
- rarely contributes to the development of the group’s plan. |
- contributes to the development of the group’s plan some of the time |
- contributes to the development of the group’s plan most of the time |
- always or almost always contributes to the development of the group’s plan |
|
The student is prepared to discuss issues and make project changes as necessary. |
- rarely prepared to discuss issues and make changes to the project |
- prepared to discuss issues and make changes to the project some of the time |
- prepared to discuss issues and make changes to the project most of the time |
- always or almost always prepared to discuss issues and make changes to the project as necessary |
|
The student shows respect for the ideas and opinions of others in the group or class. |
- rarely shows respect for the ideas and opinions of others in the group or class |
- shows respect for the ideas and opinions of others in the group or class some of the time |
- shows respect for the ideas and opinions of others in the group or class most of the time |
- always or almost always shows respect for the ideas and opinions of others in the group and class |
|
The student encourages group members to participate and/or stay on task. |
- rarely encourages group members to participate and/or stay on task |
- encourages group members to participate and/or stay on task some of the time |
- encourages group members to participate and/or stay on task most of the time |
- always or almost always encourages group members to participate and stay on task |
|
The student shares the workload and helps others. |
- limited effort toward sharing the workload and helping others |
- some effort toward sharing the workload and helping others |
- constantly shares the workload and helps others |
- seeks opportunities to shares the workload and help others |
|
The student is aware of the group’s plans and follows them. |
- seldom aware of the group’s plans and rarely follows them |
- is aware of the group’s plans and follows them some of the time |
- is aware of the group’s plans and follows them most of the time |
- always or almost always aware of the group’s plans and routinely follows them |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 120 minutes
Students will review the steps required for a successful design and build project. This will be accomplished by examining completed projects from other students or even companies (large and small). Further discussions could include small business representatives, municipal employees, and other professionals as resources where possible. Students should be made aware of the contribution to the community and the opportunity for personal growth that is present in this project. The students will review problem-solving models for application use and use of critical path charting (flow charts). These skills will be used to develop the necessary timelines to complete the project.
Ontario Catholic School Graduate Expectations
CGE2b - read, understand and use written materials effectively;
CGE3c - think reflectively and creatively to evaluate situations and solve problems;
CGE4b - demonstrate flexibility and adaptability;
CGE4c - take initiative and demonstrate Christian leadership.
Strand(s): Theory and Foundation, Skills and Processes
Overall Expectations
TFV.03 - use technological concepts correctly in the design, fabrication and evaluation of projects;
SPV.02 - apply the design process either individually or in small groups.
Specific Expectations
TF1.07 - name different types of support systems and their function;
SP1.02 - apply problem solving methods to investigate, analyse and resolve challenges.
· Students will work in small groups to review examples of different types of problem solving models supplied by the teacher. These skills are directly applicable to the next two units of this Atrium Project.
· The use of critical path flow charts will be introduced and demonstrated by the teacher as a means to keep all the groups on task so the project is completed on time.
· This is a great opportunity to have a local contractor or architect come and speak to the students about these topics.
· Discuss the impact on the community and the environment when projects such as this are considered.
· Use of a problem-solving model (SPICE or similar) .
· Respect for the ideas of others in their group.
· An ability to communicate ideas clearly to others in the group.
Teachers will
· Supply examples and review exercises to refresh and improve students’ ability to work with problem-solving models.
· Provide real-life examples of how flow charts are created and applied to construction projects and relate this to the upcoming student project.
· Observe and note student participation in exercises.
· Structure the groups in such a way that all students can obtain full benefit from the exercises.
· Encourage a discussion on the affects of changes on people and the environment.
Students will
· Complete activities supplied by instructor for the review of problem solving models.
· Demonstrate an understanding of how these problems solving models are applied to potential problems.
· Demonstrate knowledge and understanding of how Critical Flow Path Charts are applied.
· Work as a integrated and valued team member during the exercises.
· Demonstrate an awareness of how changes affect others and the environment.
· Teacher-conferencing and brainstorming with students.
· Questioning of group members.
· Students’ demonstration of their knowledge of the design process, and how it leads in progression to completed architectural drawings suitable for project work.
· Check for any IEP, IPRC, and OSR reports that may be applicable for students who need extra help.
· Provide large print text for visibly handicapped students.
· Provide samples of completed flow charts as reference notes.
· Use students who may have done co-op placements as resources.
· Ensure all students are encouraged to work at their own pace to achieve maximum results.
Local contractors, architects or landscaping companies
SPICE or similar problem-solving models in the form of handouts
Review of school drawings
Problem-solving and design examples
Time: 5 hours
Students will now begin to investigate the responsibilities connected to landscaping an area for improvement. They will contact the municipality involved to obtain permits and find out any limitations that may be applied. This first contact will also involve the preliminary selection of plants for the area and also possible pond shapes and sizes. The groups will provide a series of drawings and final poster of their ideas for class discussion. This activity will give the students an opportunity to see first hand, future job choices in the Construction Industry. As a consequence of this project, students will better understand the need to preserve our natural habitats.
Ontario Catholic School Graduate Expectations
CGE2c - present information and idea clearly and honestly and with sensitivity to others;
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE3d - make decisions in light of Gospel values with an informed moral conscience;
CGE5b - think critically about the meaning and purpose of work;
CGE7i - respect the environment and uses resources wisely;
CGE7j - contribute to the common good.
Strand(s): Theory and Foundation, Skills and Processes, Impacts and Consequences
Overall Expectations
TFV.03 - use technological concepts correctly in the design, fabrication, and evaluation process
SPV.01 - demonstrate skill in the use of tools, materials, and processes
ICV.01 - identify common architectural styles and building materials
ICV.05 - identify and describe careers in the construction technology
Specific Expectations
TF1.01 - identify and describe building materials, products, pre-engineered components;
TF1.02 - describe the products and materials used to construct different types of foundations;
SP1.01 - demonstrate skill in the use of tools, materials and processes;
SP1.02 - apply the problem solving process;
IC1.04 - explain the purpose of building codes in relation to health and safety;
IC1.08 - explain the impact and application of health and safety laws.
· Group students to ensure full potential.
· The use of IPRC and OSR may be required to ensure all students have an opportunity for success.
· Groups are to be supplied with completed landscape drawings to be used as guides.
· Supply chart paper to each group for their sketches and notes.
· Arrange guest speakers (municipal or provincial governments, local business people etc.).
· Remind students to keep environmental changes to a minimum.
· Remind groups to discuss and arrange for sharing of task responsibilities.
· Students can use this activity to express their cultural background.
· Ability to sketch ideas clearly and accurately
· Ability to work as a productive team member
Teachers will
· Encourage all ideas to be drawn and discussed for their positive points.
· Allow for student flow from one group to another to expand on ideas.
· Form groups to ensure that they will have an opportunity to succeed.
· Evaluate group proposals for content, presentation, and accuracy to detail.
· Stress the idea that we are keepers of the earth and everything we have is a gift from God and therefore must be treated with respect.
· Explain/demonstrate to students, group dynamic skills to be used in cases of disagreement or conflict within the group.
Students will
· Provide sketches and a final poster for review of their groups’ ideas and plans.
· Research materials supplied and draw up a concept plan for group discussion.
· Use the problem solving models to obtain the best possible design scenario.
· Select materials that are environmentally friendly to minimize environmental concerns.
· Ensure that changes to the existing land will compliment surrounding areas, cause a minimum amount of possible damage, and meet all local codes.
· Respect the earth as a gift from God.
· Treat the ideas of others within/not in their group with the respect they deserve.
· Demonstrate a knowledge of conflict resolution techniques they can use in the project.
· The assessment of this activity includes both summative and formative evaluations of:
· Daily work including quality and quantity of participation within the group and class.
· Use of Appendix 8 – Co-operative Learning Rubric for group participation etc.
· Use of Appendix 9 – The Atrium for sketches and drawing evaluation.
· Use strengths (previous experience, IEP, IPRC) within the group when assigning tasks.
· Students with special needs could be paired with enriched students for extra help.
· Handicapped students must be given special consideration.
· Students are to be given extra time for work completion, if necessary.
Chart paper, computer drawing programs.
Computer-generated engineering drawing programs.
Guest speakers from the Landscape Industry.
Co-op students who have worked in this area.
Completed drawings and sketches already evaluated to be used as samples.
Magazines on gardening design.
Better Homes and Gardens.
Canadian Gardener.
Local library and School Library/Resource Centre.
Web Sites
Van Ness Water Gardens
http://www.vnwg.com
The Atrium- Landscape and Pond Working Drawings and Installation
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
TF1.08C ·
use
technological terms correctly in written and oral presentations |
- demonstrates limited knowledge of facts, technical terminology,
procedures, and standards |
- demonstrates some knowledge of facts, technical terminology,
procedures, and standards |
- demonstrates considerable knowledge of facts, technical
terminology, procedures, and standards |
- demonstrates thorough knowledge of facts, technical terminology,
procedures, and standards |
|
TFV.03 ·
use
technological concepts correctly in the landscape and pond designs,
fabrication and evaluation |
- demonstrates limited understanding of concepts, fabrication and
evaluation |
- demonstrates some understanding of concepts, fabrication and
evaluation |
- demonstrates considerable understanding of concepts fabrication and
evaluation |
- demonstrates thorough and insightful understanding of concepts
fabrication and evaluation |
|
SP1.01C ·
interpret
and produce technical drawings using graphic conventions, techniques,
instruments, and computer technologies |
- demonstrates limited ability to interpret, produce, and understand
technical drawings and conventions |
- demonstrates some ability to interpret, produce, and understand
technical drawings and conventions |
- demonstrates considerable ability to interpret, produce, and
understand technical drawings and conventions |
- demonstrates thorough and insightful ability to interpret, produce,
and understand technical drawings and conventions |
|
TFV.01C ·
communicate
ideas and solutions to technological problems through a variety of media ·
landscape
and pond design and working drawings |
- limited ability to communicate ideas and solutions through a
variety of media |
- able to communicate some ideas and solutions through a variety of
media |
- able to communicate considerable ideas and solutions through a
variety of media |
- able to communicate ideas and solutions through a variety of media
with clarity and appropriate detail |
|
SPV.03C ·
apply
problem solving skills to projects |
- applies few of the skills involved in an inquiry/design process |
- applies some of the skills involved in an inquiry/design process |
- applies most of the skills involved in an inquiry/design process |
- applies all or almost all of the skills involved in an
inquiry/design process |
|
SP1.01 ·
demonstrate
skill in the use of tools, materials and processes |
- uses equipment, and technology safely and correctly with
supervision |
- uses equipment, and technology safely and correctly with some
supervision |
- uses equipment, and technology safely and correctly |
- demonstrates and promotes the safe and correct use of equipment and
technology |
|
ICV.02C ·
recognize
and describe the impacts of construction technology on society and the
environment |
- recognizes and describes the impacts of construction technology
with limited effectiveness |
- recognizes and describes the impacts of construction technology
with moderate effectiveness |
- recognizes and describes the impacts of construction technology
with considerable effectiveness |
- recognizes and describes the impacts of construction technology
with a high degree of effectiveness |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Time: 5 hours
Students in this activity will be asked to research the wide variety of materials that are locally available to them. Cost may be a factor and this information must be passed on to and understood by the students. The use of environmentally friendly products is to be part of the evaluation design process. All materials given to mankind are gifts from God and should be used wisely and with respect. The choices that the students make now will impact the area long after they have finished, so they must realize the impact that their decisions will have on the community and environment.
Ontario Catholic School Graduate Expectations
CGE5c - develop one’s God given potential and make a meaningful contribution to society;
CGE5a - work effectively as an interdependent team member;
CGE7i - respect the environment and use resources wisely;
CGE7j - contribute to the common good.
Strand(s): Theory and Foundation, Impacts and Consequences
Overall Expectations
TFV.02 - describe the qualities, characteristics, and uses of different types of building materials;
ICV.01 - identify common architectural styles;
ICV.02 - recognize and describe the impacts of construction technology on society.
Specific Expectations
TF1.01 - identify and describe building materials;
TF1.08 - use technological terms correctly in written and oral presentations;
IC1.05 - analyse the importance of design on the quality of life.
· There should be an open discussion promoting participation from all students with respect given to all ideas put forward.
· Make samples of materials available for viewing.
· Investigate health and safety concerns for materials that may be used (i.e., the sanding of pressure treated wood could be harmful if not done properly.)
· Guest speaker on materials and local by-laws would be of benefit.
· Ability to work as an interdependent team member
· Cognizant of the effects of materials on the environment
· Ability to compromise and discuss openly, issues they may not agree with but come to an agreed upon strategy with a group.
· Opportunities for the students to research should include some of the following: guest speakers, computer lab time, library bookings (school and public) report logs should be kept for future referral and evaluation.
· Student participation in this research investigation activity is to be noted by the instructor.
Teachers will
(whole class)
· Deliver information to the whole class that is applicable (re: speakers, web site info, etc.).
· Review how advances in materials we use can be both a blessing and a curse to the environment and the individual if materials are not chosen wisely for specific tasks.
· Discuss the jobs that are related to this type of investigation (co-op students?).
· Allow students within the groups to take on specific tasks (e.g., liner material, construction material, use of fasteners, etc.) and report back to the group.
Students will
· Participate in discussions and make decisions in light of Gospel values with an informed moral conscience.
· Begin the research of materials to be used and justify their selections.
· Present a pro and con list for each material investigated to demonstrate thinking, understanding and decision making processes.
· Provide researched data/information to the group for further discussion and final decision-making .
· Note participation in discussions.
· Evaluate the material selection charts for choices based on research and rationale for choices.
· Question groups and individuals on selections.
· Students should be evaluated on their leadership and their contribution to be an interdependent team member.
· Evaluate the individual’s ability to exercise their Christian beliefs in the decision making process (accountable for one’s actions; following Christian beliefs; taking a leadership role in the decision-making process … Appendix A).
· Additional time may be given to students if necessary.
· Form groups of students of differing abilities and strengths to ensure an opportunity for successful completion of tasks.
· Provide examples of expectations, simplified language etc. where necessary.
· Provide additional support where necessary (ERW).
www.recylcle.net/recycle/build/index.
Introduction to Urban Planning. McGraw Hill .
www.recycle.net
Ministry of Natural Resources.
Canadian Wildlife Association.
Native Trees of Canada. ISBN 0-88-902572-X.
School Library/Resource Centre and local library.
Time: 120 minutes
The groups from Activity 4 will present their ideas. Their presentation to the class should include all areas investigated (material selection, landscape architecture plan, furniture design and pond layout, and environment choices and impacts). They must be able to answer questions regarding their design plan and also ask properly directed and applicable questions of other groups. From this activity, the class will choose one design or parts from different designs to make up the complete Atrium area to be built in Units 3 and 4.
Ontario Catholic School Graduate Expectations
CGE1d - develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good;
CGE1i - integrate faith with life;
CGE2c - present information and ideas clearly and honestly and with sensitivity to others;
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE4c - take initiative and demonstrate Christian leadership.
Strand(s): Theory and Foundation, Skills and Processes, Impacts and Consequences
Overall Expectations
TFV.01 - communicate ideas and solution to technological problems;
TFV.03 - use technological concepts correctly in the design, fabrication, and evaluation;
SPV.03 - apply problem solving skills to projects.
Specific Expectations
SP1.08 - use the design process correctly;
IC1.09 - identify career opportunities and skills and education needed to achieve their goals;
IC1.10 - identify some impacts of construction on society and the environment.
· Invite Principal or VP to observe and comment on presentations, i.e., act as a prospective customer.
· Ensure all groups are given equal time.
· Have computers and overhead projectors available for presentation programs.
· Encourage students to dress appropriately for formal presentation.
· An understanding of the design process and the ability to discuss choices made by the group
· Ability to use materials and facilities for presentation of work
· An understanding of environmental issues pertaining to material selection
Teachers will
(whole class)
· Ensure the presentations remain on task and on time.
· Explain that ideas may be taken from different projects to come up with a better overall plan.
· Allow the students to come up with a final design on their own, but with some guidance as to costs and material availability.
· Ensure a critical path chart is completed prior to starting the next units.
· Encourage all student to work on tasks so they will reach their potential.
· Ensure no group’s work is openly criticized or berated during the presentation. Use the group presentation as an opportunity for demonstrating how to give and take positive criticism. Involve the students in a discussion of the importance of respecting the views and ideas of others.
Students will
· Present ideas in the form of sketches, posters and other forms of communications
· Answer questions on their design ideas
· Provide a write up of material selections and a rationale for the choices made.
· Teacher will assess all drawings and finished poster for accuracy and detail.
· Collect the students’ write-up dealing with material choices and environmental impacts for evaluation and comparison to final products (Appendix 9).
· Observe and evaluate student participation in presentation and question period.
· Ensure all students share in the presentation (i.e., no student should feel uncomfortable in their role), spread out responsibilities: lead speaker, question and answer later, run projectors and computer programs, etc.
· Ensure special needs students have an opportunity to play an active role.
· Allow written scripts or handouts for students who may require them for the presentation.
Computer software for presentation programs
Seminar room to be booked for presentations
Any computer or visual aids required
Flip charts, markers, pens, pencils