Course Profile Construction Technology, Grade 11, College Preparation, Catholic and Public

Unit 3: Land Use and Development

Time: 40 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

Students explore the concepts of land use planning and development. They develop an understanding of how our urban surroundings are created and structured. This unit introduces students to potential careers in Urban Planning, Engineering and Development. They will further develop their design and problem solving skills and will increase their knowledge of the environment, technical terminology, design and drafting, and model building. An emphasis is placed on conscientious environmental design and respect for preserving the environment that already exists and ensuring that the future needs of the community are met. We are stewards of our world and God has given us the responsibility to act and make decisions that reflect our Christian beliefs. There will be opportunities to discuss and make informed decisions especially around moral and ethical issues. Students demonstrate their learning through discussions, research, written work, preparing land use plans, presentation drawings, and scale models.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation; Skills and Processes; Impact and Consequences

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in Construction Technology;

TFV.02 - explain different techniques used to visualize, describe, present, and build final products;

TFV.04 - identify the building codes, regulations, and standards governing a construction project;

TF1.01 - explain how a human need or want can be met through a new or improved product;

TF1.02 - apply the steps in the design process to solve a variety of Construction Technology challenges or problems;

SPV.01 - demonstrate an understanding of the design process skills by applying them to a variety of construction projects;

SPV.02 - interpret and use technical data, building codes, regulations and standards and other resources correctly;

SPV.05 - explain the importance of such aspects of construction projects and architectural styles and features, quality design and workmanship, and effective functional planning.

Specific Expectations

SP1.01 - design using effective brainstorming techniques, plan, and implement the best solutions for a variety of construction projects;

SP1.06 - research, document, and use resources applicable to construction projects;

SP1.07 - explain the purpose and content of presentation and working drawings used in the construction industry;

SP1.08 - describe and, where appropriate, use basic traditional and computer assisted drafting practices used in construction projects;

SP1.09 - produce appropriate presentation drawings using a variety of techniques;

SP2.01 - evaluate a property with respect to important design considerations;

SP2.03 - identify the major features of a site plan;

ICV.01 - explain the impact of the construction industry on the economy, on society, and on the environment;

1C1.01 - explain how the construction industry is directly linked to the local economy;

IC1.04 - evaluate different types of construction projects in terms of efficiency, community building needs, environmental impact, and local building codes, regulations, and standards;

IC3.01 - identify career opportunities in the various sectors of the construction industry.

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1i - integrates faith with life;

CGE2a - listens actively and critically to understand and learn in light of Gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems for the development of a just and compassionate society;

CGE4b - demonstrates flexibility and adaptability;

CGE4d - responds to, manages, and constructively influences change in a discerning manner;

CGE4f - applies effective communication, decision-making, problem solving, time and resource management skills;

CGE5b - thinks critically about the meaning and purpose of work;

CGE5c - develops ones’ God given potential and makes a meaningful contribution to society;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7b - accepts accountability for one’s own actions;

CGE7I - respects the environment and uses resources effectively.

Activity: Titles and Time

Activity 1	Land Use Planning- Official Plans and Zoning By-laws	420 minutes
Activity 2	Designing a Residential Subdivision	600 minutes
Activity 3	Presentation Drawings- Design and Drafting	600 minutes
Activity 4	Model Building	600 minutes
Activity 5	Presentation and Reflection	180 minutes

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
1. Land use planning- Official Plans and Zoning By-laws	7 hours	TFV.04, IC3.01, SP1.06, SP2.03, ICV.01, IC1.01, CGE2a, 2b, 3f	Knowledge/ Understanding Thinking/ Inquiry	Instructor gives historical perspective into the planning process and discusses how official plans and zoning bylaws are developed locally Students research and gather information on the area (town/city/subdivision)
2. Designing a Residential Subdivision	10 hours	TFV.01, TF1.02, SPV.01, SPV.02, SP1.01, SP2.01, SP2.03, CGE2c, 3b, 3e, 3f	Knowledge/ Understanding Thinking/ Inquiry Application	Students design a subdivision plan on a real local site, interpreting data, settings parameters and developing rough sketches
3. Presentation Drawings- Design and Drafting	10 hours	TFV.01, TFV.02, SP1.07, SP1.08, SP1.09, CGE3c, 4f, 5g	Knowledge/ Understanding Application Communication	Students visualize their designs and create presentation drawings
4. Model Building	10 hours	TFV.02, SP1.09, IC2.02, CGE3c, 4f, 5g, 7i	Application	Students create a scale model of their design
5. Presentation and Reflection	3 hours	SP1.07, SP1.08, TFV.04, IC1.01, IC1.04, TFV.02, SPV.05, IC3.01 CGE1d, 1I, 2c, 3b, 4c	Knowledge/ Understanding Communication	Students present their designs and prepare a reflection paper on their learning

Unit Planning Notes

· The overall intent of this unit is to utilize a real site and to create an overall subdivision plan.

· A model building approach is taken, an actual site should be selected so that students are working in real world measurements to real site restrictions.

· The focus of this unit is to engage students to work independently and collaboratively in activities in which they are interested, promoting some specialization in urban planning, land use management, subdivision design and model building.

· Some activities may proceed simultaneously i.e., model building and presentation drawings. Teachers may choose to do Activities 3 and 4 simultaneously. The flow of the drawing preparation and the coordination of the model building and presentation drawings may be more cohesive if done together. If a large scale model building option is selected (all students contribute to one final model), teachers may choose to keep the activities separate until they are linked in the model building portion of the project.

· Building the final scale model may be done as a number of activities so that different scale sizes may be used or as one overall model.

Prior Knowledge & Skills

· Research and problem-solving skills

· Individual self-directed learning

· Collaborative group learning

· Sketching and drawing techniques

· Use of measuring tools and devices (tape measure, scale rulers, T squares, set squares, surveying equipment where available)

Teaching/Learning Strategies

· Students work individually or in groups to complete the activities. Individually for understanding of terms, in groups to design, develop drawings, and model building

· The emphasis on mastering learning and cooperative teams is to be stressed in this unit.

· Students may focus or specialize in certain areas of their interest (design, presentation drawings, model building) so that they may guide/lead their team through the final presentation. This will allow all students an opportunity for participation and to demonstrate their strengths, i.e., drawing, computer work, model building, presentation of products, etc.

· Personal Christian development in working as a group member is important when dealing with deadlines, personal and peer conflicts, and conflict resolution, respecting others, their ideas, gifts and talents and using them for the common good;

· Students may be grouped so each includes a variety of learning types and has a balance of visual and analytical thinkers. Grouping like abilities and skills may allow for more intensive teacher direction.

Assessment & Evaluation of Student Achievement

· This unit will introduce students to design and problem-solving models as they apply to specific site limitations and design restrictions

· It will introduce them to design conceptualizing, master planning, drafting, presentation drawings and model building as process in the construction industry

· Students will work through conceptual ideas to final design presentation.

Accommodations

· Written, audio and video taped materials, samples of completed work, sketches, drawings to support a multi-disciplinary approach;

· Facilities for special needs and physically handicapped students must be considered (e.g., ramps, lowered tables, special tools, and protective wear) provide an environment that is supportive both in academic content and physical set-up;

· Use of Ministry Document: Technology and Education 1999, p. 48 re exceptional students;

· Large print texts, large screen monitors and other adaptive devices as appropriate;

· Educational Resource Worker or Special Education staff for 1:1 support, and support within group if required;

· Provide modifications/accommodations for assessment and evaluation recommended as appropriate for students with special needs such as but not limited to:

· Word lists, glossaries, definitions of terms to assist in understanding and retention;

· Selectivity in group pairing as appropriate;

· Remediation and enrichment opportunities as appropriate

· Testing alternatives as recommended in students IPRC;

· Conferences to keep on task and offer a variety of assigned formats;

· An environment that includes all health and safety precautions (especially for students with mobility concerns).

Resources

Publications

Blumenson, J. Ontario Architecture, A Guide to Styles and Building Terms. Fitzhenry and Whiteside, 1990. ISBN 0-88902-872-9

Eisner, E., Gallion, A., Eisner, S. The Urban Pattern, 6th ed. New York: Van Nostrand Reinhold. 1993. ISBN 0-442-00752-3

Gill, R.W. Rendering with Pen and Ink. London: Thames and Hudson Ltd., 1973.
ISBN 0-500-68003-5

Hodge, G. Planning Canadian Communities. Canadian Cataloguing in Publication Data, 1986.
ISBN 0-458-95880-8

Jacobs, J. The Death and Life of Great American Cities. Random House Inc., 1972. ISBN 0-6797-4195-x

Lang, R.S. Goals in Official Plans. Toronto: The Metropolitan Toronto Planning Board, 1973.

MaCaulay, D. City- A Story of Roman Planning and Construction. Boston: Houghton, Mifflin Co., 1974. ISBN 0-395-19492-X

Mackenzie, D. Design for the Environment. New York: Rizzoli International Publisher, 1991.
ISBN 0-8478-1390-8

McHarg, I. Design with Nature. New York: Natural History Press, 1969.

Ontario, Planning Act Review Committee, Ministry of Housing, Report of the Planning Act Review Committee. 1997

Pressman, N.E.P. Planning New Communities in Canada. Occasional Paper. (University of Waterloo, School of Urban and Regional Planning) Ottawa: 1975. ISSN 14-0318-1286

Pressman, N.E.P. New Towns. Occasional Paper No. 1, Contact (Bulletin of Urban and Environmental Affairs), Division of Environmental Studies, University of Waterloo, Ontario, June, 1972.

Specter, D.K. Urban Spaces. New York: New York Graphic Society, 1974. ISBN 0-8212-0463-7

Spirn, A.W. The Granite Garden – Urban Nature and Human Design. New York: Basic Books, Inc., 1974. ISBN 0-465-02699-0

Stirling, N. Fundamentals of Technical Drawing. Gage Educational Publishing, 1984.
ISBN 0-7715-0327x

Tutt, P., Adler. D., New Metric Handbook, Planning and Design Data. Butterworth Heinemann, Oxford. 1979. ISBN. 0-7506-0853-6

Websites

www.utoronto.ca

www.ryerson.ca, and other university websites for careers and programs in Applied Science, Engineering, Landscape Architecture, Architecture, Urban Planning

City Planning- www.encarta.msn.com/eng/. History of City Planning.

History of Planning- www.library.cornell.edu Planning from 1794-1918

Videos

News in Review, CBC- The New Toronto: Is Bigger Better? C. 1997 Canadian Broadcasting Corporation

News in Review, CBC- Canada: Urban and Rural Lifestyles. C. 1992 Canadian Broadcasting Corporation

Activity 1: Land Use Planning- Official Plans and Zoning By-Laws

Time: 7 hours

Description

Students will explore the history of land use planning around the world and specifically in Canada. They will be introduced to the overall unit objectives. Students will interact with other group members to research and gather information on the area and to research appropriate sites for a future new subdivision. Information gathering will provide the foundation for the production of land use plans, scale drawings, presentation drawings and scale models. Emphasis should be placed on their concern for the environment and their Catholic responsibility as stewards of the environment making decisions using an informed conscience. They will be introduced to a variety of careers related to Planning, Design and Development.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listen actively and critically to understand in the light of gospel values;

CGE2b - read, understand, and use written material effectively;

CGE3f - examine, evaluate and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society.

Strand(s): Theory and Foundation, Skills and Practices, Impact and Consequences

Learning Expectations

IC3.01 - identify career opportunities in the various sectors of the construction industry;

ICV.01 - explain the impact of the construction industry on the economy, on society, and on the environment;

SP2.03 - identify the major features of a site plan;

TFV.04 - identify building codes, regulations, and standards governing a construction project;

SP1.06 - research, document, and use resources applicable to construction projects such as technical data, charts, tables, reports, zoning by-laws, and building codes, regulation, and standards;

IC1.01 - explain how the construction industry is directly linked to the local economy.

Planning Notes

· Teachers must familiarize themselves with local planning history and have an understanding of the local by-laws governing their city/town/hamlet.

· Ensure students participate actively in the discussions of how the final subdivision should be planned.

· Ensure students understand the connection between the preparation of models and their important function in community-based planning.

· Teachers may choose a parcel of land where zoning by-laws have been set but where no construction has occurred or a development that has already been designed and built.

· Guest speakers should be arranged (municipal or provincial governments, local business people, etc.)

Prior Knowledge & Skills

· Research skills (Internet and Publications)

· Interactive and collaborative group skills

· Communication skills (to participate in discussions, conflict resolution, and be an interdependent group member)

Teaching/Learning Strategies

(Whole group)

· Encourage students to investigate and use their cultural background in these activities.

· Students work individually and in small groups to research the history of town planning.

· Discuss how global communities are planned and the need for planning (especially at the community level, having control of the local environment).

· Share samples of historical plans (i.e., Ancient Greece, Babylon, Ancient Rome, China, etc.) and specifically Canadian cities (Charlottetown, Toronto, Guelph, Kingston, London, Hamilton, and Ottawa).

· Discuss how planners deal with all aspects of community development; transportation, housing, natural environments, parkland, industrial areas, religious buildings, cemeteries, social well being, and the local economy. Discuss ethical questions that may arise and how they will reflect their Christian values.

· Set up teams to simulate real life planning and development companies to maximize the development of the drawings and to divide tasks and model building.

· Discuss how the local community has been planned and the need for planning, Share samples of local town plans and pictures of the town at various stages of development.

(Small group 2-3 students)

· Research (Internet or publications) the design of historical cities (i.e., Babylon, Ancient Rome, China, etc.) and develop criteria for important land use considerations.

· Research Canadian cities (Charlottetown, Toronto, Guelph, Kingston, London, Hamilton, and Ottawa) and of “new” (1940’s to mid 1960’s) suburbs, e.g., Don Mills, Ajax, Bramalea, Erin Mills, Kanata, Malvern, Meadowvale, North Pickering, Saltfleet, Gloucester, etc.

· Research local land use plans and bylaws to develop local criteria.

· Research and choose important ways to zone areas.

· Discuss the important environmental aspects of land use plans.

The teacher will

(Whole group)

· Introduce the historical perspective of the planning process, referring to ancient civilizations.

· Introduce and discuss the role of the urban planner, engineers, architects, developers, and builders play in the design and construction of new communities (refer to Appendix 3.1A).

· Discuss the professional obligation of these designers and builders to promote safe, ecologically sound, and aesthetically pleasing communities.

· Introduce the idea of Mastery learning- students may spend more time developing computer assisted drawings, illustrations, presentation drawings, and/or model building depending on their overall interests.

· Provide the criteria for evaluation, provide examples of completed work including key terms and definitions (Appendix 3.1A; 3.1B)

· Provide samples for students of local historical land use plans and modern subdivision plans.

Assessment & Evaluation of Student Achievement

Teachers will consult individual student IEPs for specific direction on accommodation for individuals.

· Students will be assessed individually on research material gathered on local land use planning and zoning. A formative evaluation will be used to assess their knowledge and understanding of land use and zoning terms. (Appendix 1.1A, 3.1B)

· Students should demonstrate knowledge of the planning process and how it leads to detailed construction drawings and future development.

Accommodations

· Students should be grouped to ensure full potential keeping in mind their IEP and IPRC reports where applicable

· Ensure remediation and enrichment opportunities including peer tutoring is available.

· Groups should be reminded to discuss and arrange for sharing of task responsibilities.

· Group students for peer tutoring and separation of tasks within each group.

· Adult students may be used as mentors (depending upon their prior knowledge and experience).

Resources

Websites

City Planning - www.encarta.msn.com/eng/. History of City Planning: Greece and Rome, the Renaissance and beyond, 20th century city planning, and after World War II.

Books

Hodge, G. Planning Canadian Communities. Canadian Cataloguing in Publication Data, 1986.
ISBN 0-458-95880-8

Jacobs, J. The Death and Life of Great American Cities. Random House Inc., 1972. ISBN 0-6797-4195-x

Lang, R.S. Goals in Official Plans. Toronto: The Metropolitan Toronto Planning Board, 1973.

MaCaulay, D. City- A Story of Roman Planning and Construction. Boston: Houghton, Mifflin Co., 1974. ISBN 0-395-19492-X

Mackenzie, D. Design for the Environment. New York: Rizzoli International Publisher, 1991.
ISBN 0-8478-1390-8

McHarg, I. Design with Nature. New York: Natural History Press, 1969.

Ontario, Planning Act Review Committee, Ministry of Housing, Report of the Planning Act Review Committee. 1997

Pressman, N.E.P. Planning New Communities in Canada. Occasional Paper. (University of Waterloo, School of Urban and Regional Planning) Ottawa: 1975. ISSN 14-0318-1286

Pressman, N.E.P. New Towns. Occasional Paper No. 1, Contact (Bulletin of Urban and Environmental Affairs), Division of Environmental Studies, University of Waterloo, Ontario, June, 1972.

Specter, D.K. Urban Spaces. New York: New York Graphic Society, 1974. ISBN 0-8212-0463-7

Spirn, A.W. The Granite Garden – Urban Nature and Human Design. New York: Basic Books, Inc., 1974. ISBN 0-465-02699-0

Appendix 3.1a

Site Planning Terms

New Community - A group of people living in the same locality and under the same government.

An area of planned urban growth having all of the facilities of a self contained community

Zoning - To divide into zones relating to commercial, residential, or industrial use.

· An area or a region distinguished from adjacent parts by a distinctive feature or characteristic.

· A section of an area or a territory established for a specific purpose, as a section of a city restricted to a particular type of building, enterprise, or activity: a residential zone.

Site Plan - A drawing, which illustrates the spatial location of an actual or planned structure or set of structures (as a building, town, or monuments) and all connecting roadways

City - A centre of population, commerce, and culture; a town of significant size and importance.

· An incorporated municipality in the United States with definite boundaries and legal powers set forth in a charter granted by the state

· A Canadian municipality of high rank, usually determined by population but varying by province.

· A large incorporated town in Great Britain, usually the seat of a bishop, with its title conferred by the Crown.

Town - A population centre often incorporated, larger than a village and usually smaller than a city. A township, a rural village that has a market or fair periodically.

Subdivision - An area composed of subdivided lots.

Parkland - land with clumps of trees and shrubs in cultivated condition used as or suitable for use as a park, may also describe a zoned natural environment which may not have structures or roadways built through it

Environment - the complex of physical factors (as climate, soil, and living things) that act upon an ecological community and ultimately determine its form and survival

Industrial use - relating to industry and/or engaged in industry

Commercial use - occupied with, engaged in commerce, or work intended for commerce, designed for a large market

Highway - artery, avenue, boulevard, drag, path, road, street, thoroughfare, track

Street - Artery, avenue, boulevard, highway, path, road, thoroughfare, track

Housing - dwellings provided for people; these may include single-family homes, apartment buildings, seniors residences, low income housing

Appendix 3.1b

Community Needs

The needs of a new community are dependent on what is existing around it and what is required to be supplied for the future residents. A community is an area that is planned for urban growth and has all of the facilities of a self-contained community. The development of a new community or subdivision requires a sensitive combination and juxtaposition of all of the uses required by the residents.

Students should be aware that all community interests and environmental issues must be addressed so that the resulting design will meet everyone’s needs but will also be environmentally sound.

New Community Requirements

Transportation	· Access to existing highways · Access to existing roads · Proposed local roads required to be constructed
Housing	· single family dwellings · multi-family dwellings, apartments, condominiums · special use dwellings- low income housing, retirement homes
Natural environment/ parkland	· parkland, naturally sensitive areas · natural waterways, unique natural environments for preservation · natural wildlife habitats
Recreational use	· sports and recreational outdoor facilities · playgrounds
Industrial use	· concentrated industrial use area · single industrial buildings
Commercial use	· large scale commercial, malls · small scale commercial, strip malls, single stores
Hospitals/health care facilities	· local or regional hospital access · health care facilities, long term care facilities
Educational facilities	· access to elementary and secondary school facilities · colleges and universities
Historical preservation	· existing historical buildings or archeologically important areas that should be preserved
Community use	· community centres, drop in centres, sports facilities
Religious use	· demographics, providing for the different religious groups that will live in the community · churches, cemeteries, synagogues, temples, etc.

Activity 2: Designing a Residential Subdivision

Time: 10 hours

Description

Students will research and design a subdivision plan for a real local site. They will interpret existing data, set land use policies, develop zoning guidelines and design a site plan. Emphasis should be placed on understanding existing site restrictions and environmental sensitivity. Students will explore the existing community planning needs in order to design an aesthetically pleasing and functional subdivision plan (including topics such as parks, stores, religious accommodations, shopping, single family and public housing requirements etc). This is an opportunity for students to demonstrate and apply their Catholic beliefs in a practical open-ended design projects being aware of how their choices/decisions will impact on the environment and others.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

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;

CGE3e - adopt a holistic approach to life by integrating learning from various subject areas and experiences;

CGE3f - examine, evaluate and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society.

Strand(s): Theory and Foundation, Skills and Practices, Impact and Consequences

Learning Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in construction technology;

TF1.02 - apply the following steps of the design process to solve a variety of construction technology challenges or problems;

SPV.01 - demonstrate an understanding of the design process skills by applying them to a variety of construction projects;

SPV.02 - interpret and use technical data, building codes, regulations and standards, and other resources correctly;

SP1.01 - design using effective brainstorming techniques, plan, and implement the best solutions for a variety of construction projects;

SP2.01 - evaluate a property with respect to important design considerations (orientation, site restrictions, public services, zoning restrictions, and building codes, regulations and standards);

SP2.03 - identify the major features of a site plan.

Planning Notes

· Teachers must familiarize themselves with new planning goals and guidelines as set out in the local official plan and understand the local zoning by-laws.

· Ensure students follow the design process (see Appendix 3.2A, 3.2B, 3.2C).

· Teachers may choose a parcel of land where zoning by-laws have been set but where no construction has occurred (alternately, students may re-design an existing parcel of land based on new design guidelines).

Prior Knowledge & Skills

· Research skills (Internet and Publications)

· Interactive and collaborative group skills

· Brainstorming techniques

· Communication skills (including reading/creating scale drawings, interpreting symbols, etc.)

Teaching/Learning Strategies

(Whole group)

· Discuss how the local community has been planned and the need for future planning (especially at the community level including the physical needs of the community, and having control of the local environment).

· Discuss the design philosophy, architecture, and landscape of the existing community.

· List a set of parameters that will have to be included in the design, i.e., church, community centre, industrial area, park-land, residential areas, commercial areas, cemetery, etc.

· Discuss how the team should divide the tasks in order to maximize the development of the drawings, illustrations, and model building while they are brainstorming and developing the overall community design.

· Explain how the design process checklist is used to ensure that the final design is suitable and well thought out (see Appendix 3.2A).

(Small group 2-3 students)

· Develop criteria for important land use considerations: (philosophy of design i.e., should industrial use land be next to residential areas because of noise and pollution issues.)

· Develop a set of guidelines to help in the design of the subdivision e.g., roadways will be 10 metres wide, parkland will run along all waterways.

· Brainstorm ideas for the overall plan (garden city, urban areas, juxtaposition of elements - residential, commercial, industrial).

· Prepare bubble diagrams showing importance of land use areas within the site

· Identify the important environmental aspects of the site.

· Develop an Official Plan (general guidelines for development of the community).

The teacher will

(Whole group)

· Help students develop a strategy to evaluate and design the site: start with identifying environmentally sensitive - no construction areas, areas of greatest importance, main roads connecting to existing arteries.

· Discuss the role of a professionals related to the construction industry and their involvement in the planning process.

· Discuss the sequence of events for land development, explaining how it begins with raw land owned by farmers, or other land owners, and is sold and subdivided; surveyors, market analysts, engineers, and lawyers are involved in this process. Lots are designed and marketed by developers and homebuilders, involving architects, engineers, and landscape architects. Once designs are approved and sold, surveyors, contractors, and builders construct the roads, houses, parks, and buildings.

· Discuss the flow of a construction project from conceptualization through completion.

· Once brainstorming is complete, focus student attention on design details and functional site plan considerations e.g., how wide should roads be? How large should an industrial area be? Within the overall site.

Assessment & Evaluation of Student Achievement

· Students will be assessed as a group on brainstorming activities and rough plan design
(Appendix 3.2B, 3.2C, 3.2D). Evaluation of individual student work will be necessary for reporting.

· Students should demonstrate knowledge of how the design stage will directly impact the working drawings and model building

Accommodations

· Provide samples for students to see bubble diagrams, design drawings, local historical land use plans, and modern subdivision plans and presentation illustrations

· Group students so that varied abilities are present to allow for peer tutoring and delineation of tasks according to skills, interests and abilities.

· Provide a print copy when reviewing the design process as a check; provide a chart that will support/indicate progress

· Use concrete materials, clearly labelled with pre-tested vocabulary/terms list

Resources

Blumenson, J. Ontario Architecture, A Guide to Styles and Building Terms. Fitzhenry and Whiteside, 1990. ISBN 0-88902-872-9

Eisner, E., A. Gallion, and S. Eisner. The Urban Pattern, 6th ed. New York: Van Nostrand Reinhold. 1993. ISBN 0-442-00752-3

Hodge, G. Planning Canadian Communities. Canadian Cataloguing in Publication Data, 1986.
ISBN 0-458-95880-8

Lang, R.S. Goals in Official Plans. Toronto: The Metropolitan Toronto Planning Board, 1973.

Mackenzie, D. Design for the Environment. New York: Rizzoli International Publisher, 1991.
ISBN 0-8478-1390-8

McHarg, I. Design with Nature. New York: Natural History Press, 1969.

Pressman, N.E.P. Planning New Communities in Canada. Ottawa: 1975. ISSN 14-0318-1286

Specter, D.K. Urban Spaces. New York: New York Graphic Society, 1974. ISBN 0-8212-0463-7

Spirn, A.W. The Granite Garden – Urban Nature and Human Design. New York: Basic Books, Inc., 1974. ISBN 0-465-02699-0x

Activity 3: Presentation Drawings – Design and Drafting

Time: 10 hours

Description

Once the overall site plan is designed students visualize their idea of design and create presentation drawings. Students may further develop their skills in computer design software and computer-generated imagery by creating professional quality site plans and illustrations. Students will also develop skills in sketching, drawing and hand rendering site plans, architectural plans, and illustrations.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2c - present information and ideas clearly and honestly with sensitivity to others;

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE4f - apply effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - work effectively as an interdependent team member;

CGE5g - achieve excellence, originality, and integrity in one’s own work and support these qualities in the work of others.

Strand(s): Theory and Foundation, Skills and Practices, Impact and Consequences

Learning Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to challenges or problems in construction technology;

TFV.02 - explain different techniques used to visualize, describe, present, and build final products of designs of buildings and other structures, e.g., presentation and working drawings;

SP1.07 - explain the purpose and content of presentation drawings used in the construction industry;

SP1.08 - describe and, where appropriate, use basic traditional and computer-assisted drafting practices used in construction projects;

SP1.09 - produce appropriate presentation drawings (including isometric and oblique drawings, scale modes, and two- and three- dimensional computer-generated drawings) using a variety of techniques e.g., pencil, ink, and computer software.

Planning Notes

· Teachers should prepare quick reference sheets for computer-design software programs and review handouts on manual technical drawing (drafting standards, techniques, symbols, etc.) used on site plans and illustrations.

· Ensure students follow the design process.

· Teachers should provide scale rulers (triangle scales with metric measurements).

· Provide computers with drafting programs, computer-aided design programs or alternates.

· Teachers may choose to have Activities 3 and 4 occur simultaneously, with group members dividing tasks for mastery learning.

Prior Knowledge & Skills

· Working knowledge of scale, sketching, and drafting techniques.

· Students should have mastered some aspects of computer drafting programs in previous activities or in Grade 10.

· Interactive and collaborative group skills.

· Communication and research skills.

Teaching/Learning Strategies

(Whole group)

· Discuss how students should refine designs in order to complete one master plan for the group.

· Discuss the design philosophy, architecture, and landscape components of the existing community and how the new development should complement, fit in with, the existing community.

· Review the set of parameters that have to be included in the design (i.e., church, community centre, industrial area, parkland, residential areas, commercial areas, cemetery, etc.) so that students have addressed all design components.

· Share samples of professional site plans, working drawings, engineering drawings and artists renderings of new communities. Local newspapers may have a new home section, if not national newspapers carry new home news and plans and construction information and drawings. Local government should have subdivision and development plans and drawings, which may be made available to students for reference.

· Discuss how the team should divide the tasks in order to maximize the development of the model. If this activity is occurring at the same time as the model building stage a clear overall structure and division of tasks for each group member is important.

(Small group 2-3 students)

· Research and choose an aesthetic and ecologically sound overall design for the subdivision

· Produce refined plans and sketches using computer software, for discussion and presentation

· Produce an overall site plan and a number of detailed sketches and elevations of the design proposal

· Render final plans and sketches for final presentation

The teacher will

(Whole group)

· Help students develop a strategy to evaluate and refine their design of the site (start with reviewing environmentally sensitive - no construction areas, areas of greatest importance, main roads connecting to existing arteries, aesthetic consideration, and sequencing of construction)

· Focus student attention on design details and functional site plan considerations

Assessment & Evaluation of Student Achievement

· Students will be assessed as a group and individually on the overall plan design and their role in developing design and presentation drawings

· Students should demonstrate knowledge of how the working drawings relate to the model building

· Students will be assessed individually on their group contribution and respect for the opinions and ideas of other group members as part of the assessment of their learning skills development

Accommodations

· Provide samples of land use plans, subdivision plans, and a variety of sales and marketing plans and illustrations

· Provide opportunities for enrichment, i.e., design of individual buildings, houses or park-land

· Group students for peer tutoring and separation of tasks within each group

· Meet with groups to ensure individuals needing support within the group receive peer/teacher support.

Resources

Blumenson, J. Ontario Architecture, A Guide to Styles and Building Terms. Fitzhenry and Whiteside, 1990. ISBN 0-88902-872-9

Stirling, N. Fundamentals of Technical Drawing. Gage Educational Publishing, 1984.
ISBN 0-7715-0327x

Spirn, A.W. The Granite Garden – Urban Nature and Human Design. New York: Basic Books, Inc., 1974. ISBN 0-465-02699-0

Gill, R.W. Rendering with Pen and Ink. London: Thames and Hudson Ltd., 1973.
ISBN 0-500-68003-5

Pressman, N.E.P. Planning New Communities in Canada. Ottawa: 1975. ISSN 14-0318-1286

Sufley, T. Autocad Lt: Fundamentals and Applications. The Goodheart-Willcox Co. Inc., Illinois. 1997. ISBN 1-56637-322-0

Ontario, Planning Act Review Committee, Ministry of Housing. Report of the Planning Act Review Committee. 1997.

Hodge, G. Planning Canadian Communities. Canadian Cataloguing in Publication Data, 1986.
ISBN 0-458-95880-8

Tutt, P. and D. Adler. New Metric Handbook, Planning and Design Data. Butterworth Heinemann, Oxford. 1979. ISBN. 0-7506-0853-6

Local newspapers are an excellent source of new home plans and subdivision designs

Local, school or college libraries

Activity 4: Model Building

Time: 10 hours

Description

Once the overall site plan is designed students will visualize their designs by creating one or more three-dimensional scale models. Students may fabricate one large-scale model or several smaller scale models showing more detailed designs. Students will develop their skills in conceptualizing three-dimensions models from two-dimensional drawings. They will interpret computer design software and computer generated imagery in order to create a professional quality three-dimensional model of their design idea that will be used in the final presentation. It is expected that the students will reflect their Catholic beliefs and tradition in how they act as interdependent team members and show respect for the work and ideas of others.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE4f - apply effective communication, decision-making, problem-solving, time and resource management skills;

CGE5g - achieve excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7I - respect the environment and uses resources wisely.

Strand(s): Theory and Foundation, Skills and Practices, Impact and Consequences

Learning Expectations

TFV.02 - explain different techniques used to visualize, describe, present, and build final products of designs of buildings and other structures, presentation and working drawings;

SP1.09 - produce appropriate presentation drawings (including isometric and oblique drawings, scale models, and two- and three- dimensional computer-generated drawings) using a variety of techniques, pencil, ink, computer software);

IC2.02 - demonstrate safe shop practices when using hand and power tools, materials, and equipment.

Planning Notes

· Teachers should recommend a scale for the final model that will allow students to provide a sufficient amount of detail for the overall plan.

· Teachers should provide an area for students to work and store the models so that they are not damaged during other classes. As these models could be quite large, they will require storage space during their construction.

· If possible, foam-core or other lightweight, easily shaped material should be used. Wood, plasticine, and other heavier, less costly material, will weigh more and be difficult to move and set up for presentations.

· Ensure that students with Special Needs are accommodated for in the form of physical room changes, modified tooling, and other modifications as required (check OSR and IPRC for details)

Prior Knowledge & Skills

· Safety issues relating to the model building materials

· Interactive and collaborative group skills

· Communication, research, and conflict resolution skills

· Understanding of construction drawings, measurements, and scale

Teaching/Learning Strategies

(Whole group)

· Review safety issues relating to the model building materials: the use of X-acto knife, hot glue guns, and power tools.

· Issue safety passports where required (Appendix 3.4A).

· Discuss the overall model size and the various sizes of the objects which will be on the model (e.g., the size of trees at 1:100 scale).

· Discuss how the team should divide the tasks in order to maximize the development of the model. If this activity is occurring at the same time as the presentation drawings a clear overall structure and division of tasks for each group member is important.

(Small group 2-3 students)

· Draw out a rough footprint to scale to use as a template for the model.

· Develop the overall site plan onto the model.

· Add details such as trees, buildings, cars, waterways, and people.

The teacher will

(Whole group)

· Help students conceptualize the sizes of model pieces, i.e., trees, buildings, etc.

· Share samples of models or pictures of models so that students can see simple and complex models.

· Discuss how models may be built with and without assuming the topography of the site (a flat topographical model or a model that is accurate topographically).

Assessment & Evaluation of Student Achievement

· Students will be assessed as a group and individually based on the project breakdown

· Use of confidential peer- and self-assessment forms can be used at the teacher’s discretion

· Students should demonstrate understanding of how sketches and drawings are converted into three- dimensional working models and how these models are used for presentation and analysis of the overall design. (Appendix 3.2B)

Accommodations

· Groups should be reminded to discuss and arrange for sharing of task responsibilities.

· Enriched activities could include topographically accurate models showing landforms at scale.

· Provide peer support 1:1 direction

· Ensure Safety Passport is in place for all students

Resources

Blumenson, J. Ontario Architecture, A Guide to Styles and Building Terms. Fitzhenry and Whiteside, 1990. ISBN 0-88902-872-9

Eisner, E., A. Gallion, and S. Eisner. The Urban Pattern, 6th ed. New York: Van Nostrand Reinhold. 1993. ISBN 0-442-00752-3

Hodge, G. Planning Canadian Communities. Canadian Cataloguing in Publication Data, 1986.
ISBN 0-458-95880-8

Lang, R.S. Goals in Official Plans. Toronto: The Metropolitan Toronto Planning Board, 1973.

Mackenzie, D. Design for the Environment. New York: Rizzoli International Publisher, 1991.
ISBN 0-8478-1390-8

McHarg, I. Design with Nature. New York: Natural History Press, 1969.

Pressman, N.E.P. Planning New Communities in Canada. Ottawa: 1975. ISSN 14-0318-1286

Specter, D.K. Urban Spaces. New York: New York Graphic Society, 1974. ISBN 0-8212-0463-7

Spirn, A.W. The Granite Garden – Urban Nature and Human Design. New York: Basic Books, Inc., 1974. ISBN 0-465-02699-0

Activity 5: Presentation and Reflection

Time: 180 minutes

Description

In this activity, the groups will present their ideas, drawings, and model(s) to the class. Their presentation to the class should include all brainstorming information, design philosophy, environmental choices, and economic and environmental impacts. The presentation should reflect the students’ Catholic faith and how they see their beliefs being applied to better society. They must be able to answer questions regarding their design plan and also ask properly directed and applicable questions to other groups. Once groups have presented their findings students will discuss the overall design philosophies and prepare a reflection paper on the importance of design and planning to the construction industry.

Strand(s) & Learning Expectations

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 Foundations, Skills and Processes, Impacts and Consequences

Overall Expectations

TFV.02 - explain different techniques used to visualize, describe, present, and build final products of designs of buildings and other structures (e.g., presentation and working drawings);

SPV.05 - explain the importance of such aspects of construction projects as architectural styles and features, quality design and workmanship, and efficient and functional planning.

Specific Expectations

SP1.07 - explain the purpose and content of presentation drawings used in the construction industry;

IC1.01 - explain how the construction industry is directly linked to the local economy;

IC1.04 - evaluate different types of construction projects in terms of efficiency, community building needs, environmental impact, and local building codes, regulations, and standards;

IC3.01 - identify career opportunities in the various sectors of the construction industry.

Planning Notes

Part A - Presentation

· Principal (or VP and local planners or developers) to observe and comment on presentations (act as a prospective customers).

· Ensure all groups are given equal time.

· Have computers and overhead projectors available for presentation programs.

· Encourage students to wear jackets and ties/ dresses for formal presentation.

Part B - Reflection

· Students write a reflection discussing their learning and experience working in a collaborative group for the project. They should mention how they have grown as Catholics and what they have contributed to the common good through this exercise.

· Students discuss one career area that they were exposed to during the course of the project and expand on the role of that professional in the construction industry.

Prior Knowledge & Skills

· 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 design decisions

Teaching/Learning Strategies

· Students will formally present their designs to the class and to visitors

· Students will reflect on their individual learning and their group interaction

The teacher will

Part A - Presentation

· Discuss appropriate presentation attire and attitude, both while presenting and while observing the presentations of other groups in the class

· Review how formal presentations are set up and delivered (the use of cue cards, visuals, and voice)

· Discuss the importance of practising the presentation so that everything runs smoothly

· Discuss the importance of positive constructive criticism and respect for each other’s design ideas, individuality and feelings

Part B - Reflection

· Discuss the purpose of a reflection paper and its importance in the learning process.

· Outline the expectations (the paper should be word-processed, include an opening paragraph, discuss the major learning that occurred, discuss career opportunities in this area, and include a closing paragraph).

· Review the variety of careers that students were exposed to over the course of the project and review the career opportunities available in the planning and development industry.

Students will

Part A - Presentation

· Observe and participate in the presentation of their final site plans and drawings.

· Discuss the different ideas that individual groups have proposed.

· Give positive, constructive criticism in light of the final product and presentation.

Part B - Reflection

· Write a reflection paper that discusses the following: the overall project and their individual learning; a rationale for the choices they made over the course of the project; one career area that they were exposed to over the course of the project; evidence of research into opportunities at the college/university level.

· Reflect on their learning in light of gospel values.

· Identify some impacts of construction on society and the environment.

Assessment & Evaluation of Student Achievement

· Teacher will assess individual papers for insightful observations and evaluate student reflections based on spiritual growth and the student’s deeper understanding of their stewardship role for the environment (Appendix 3.5a).

· Should explore personal growth and learning in light of gospel values.

Accommodations

· Students who feel uncomfortable in public speaking situations should not be forced to speak, possibly given another task in the presentation.

· Written work may be submitted in place of verbal presentation

Resources

The Ontario Catholic Graduate Expectations

The Bible

Previously taped presentations as examples

VCR and TV; computer projection machines etc

Use of presentation software on computers (Power Point, etc.)

Appendix 3.5a

Urban Planning and Municipal Design

Reflection Paper Guideline

The reflection paper should be written in sentence and paragraph format and should be word processed using grammar and spell check.

1. Describe the role of at least two professions who are involved in the design and planning of urban and rural communities. Identify which universities and colleges offer courses relating to these professions.

2. Describe the process that you followed from the initiation of this project to its completion. Describe specifically how your group was formulated, how decisions were made and carried out, and the leadership role that you played within your group.

3. Describe and discuss a minimum of three things that you learned over the course of this unit. Be specific about the learning that took place.

4. Describe the collaborative group learning environment and your contribution to it.

5. Using the Catholic Graduate Expectations listed in the overall unit show how you have demonstrated these expectations.

6. Do you feel that you have been successful in this project relating to the graduate, overall, and specific expectations. Reflect on your learning and prepare a written response.

Appendix 3.2A

Evaluation Rubric Appendix: Design Process Checklist

The Design Process is used extensively in Construction Technology. Applying the steps of the design process assists students in staying on track and being organized when trying to solve the challenge or problem.

_________ identify what has to be accomplished (the problem)

_________ gather and record information, and establish a plan for procedures

_________ brainstorm a list of as many solutions as possible

_________ identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required

_________ evaluate the solutions testing, modeling, and documenting results, and choose the best one

_________ develop presentation and working drawings, sketches, graphics, mathematical and physical model, or a prototype of the best solution

_________ evaluate the prototype and determine the resources, including computer applications, required to produce it

_________ communicate the solution, using one or more of the following: final drawings, graphs, charts, sketches, technical reports, electronic presentation, flow charts, mock-ups, models, prototypes

_________ obtain feedback of the final solution and repeat the design process if necessary to improve the solution

Appendix 3.2B

Design Report Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication The student uses various forms of communication to relate thoughts and ideas	- communicates information with limited clarity	- communicates information with moderate clarity	- communicates information with considerable clarity	- communicates information with a high degree of clarity, and with confidence
Application The student demonstrates the ability to research and organize ideas and plans	- 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
Knowledge The student demonstrates working knowledge of plans or concepts	- demonstrates limited understanding of design concepts	- demonstrates some understanding of design concepts	- demonstrates considerable understanding of design concepts	- demonstrates thorough and insightful understanding of design concepts
Application The student demonstrates the ability to apply concepts and ideas in a safe and correct manner	- uses procedures, equipment, and technology safely and correctly only with supervision	- uses procedures, equipment, and technology safely and correctly with some supervision	- uses procedures, equipment, and technology safely and correctly	- demonstrates and promotes the safe and correct use of procedures, equipment, and technology

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 3.4A

Safety Passport

Student Name	Safety Video on Tool	Tool Demonstration	Student Demo	Sign On
Table Saw	Nov. 12	Nov. 12	Nov.13
Router table
Mitre Saw
Jointer		Nov. 12
Planner	Nov. 10	Nov.10	Nov.11	OK
Radial Arm

Appendix 3.2C

Design and Drawing Plans

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Communication The student uses 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
Knowledge The student uses technological concepts correctly in 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
Application The student can 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
Communication The student can 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
Thinking/Inquiry The student can 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
Application The student can 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
Knowledge The student can 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.

Appendix D

Cooperative Learning Checklist

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 evidence of sharing the workload and helping others	- some evidence of sharing the workload and helping others	- constantly shares the workload and helps others	- seeks opportunities to share 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

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