· The module includes the following Learning Plans: ... Learning Plan 2: Drafting a House Interior Design ... • elements of technical plans and drawings Grade 9

www.DiscoverSkillsBC.ca

Grades 8/9 Trades

Teacher Resource

Design and Build a Toothpick HouseA Cross-curricular Applied Design, Skills and Technologies and Career Education Module

Introduction:It has been estimated that by the year 2020, Canada will have one million job openings—10% of those jobs will be in the trades. But the enrolment in trades programs has declined over the past years.

The Trades Training Consortium of BC (TTBC) has commissioned the creation of a program to encourage trades awareness and recruitment. One strategy is to develop trades-awareness educational resources for teachers from grades 4 to 9 to be housed on the Discover Skills BC website.

As an introduction to this grades 8/9 resource, students will take the ‘Discover Your Trade’ survey to assess their skills and interests. They will also research questions they have about a career in the trades and explore the Discover Skills BC website.

The module includes the following Learning Plans:

Learning Plan 1: What does it take to build a house?In this Learning Plan, students explore the people, resources, and skills it takes to build a house.

Learning Plan 2: Drafting a House Interior DesignUsing graph paper, students draft a floor plan using architectural symbols.

http://www.discoverskillsbc.ca

TEACHER RESOURCE—InTRODUCTIOn:

DISCOVER SKILLS BC2

Learning Plan 3: Drafting a House Interior DesignBased on their drafted floor plan design, students build a house out of cardboard and toothpicks.

TEACHER RESOURCE—LEARnInG PLAn 1: WHAT DOES IT TAkE TO BUILD A HOUSE?

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Learning Plan 1: What does it take to build a house?In this Learning Plan, students explore the people, resources,

and skills it takes to build a house.

Curricular Connections:

Activities:

Career Education

Big Ideas

Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals

Our career paths reflect the personal, community, and educational choices we make

Curricular Competencies

Apply a variety of research skills to expand their knowledge of diverse career possibilities and understand career clusters

Content

Self-assessment for career search

Explore careers in the trades

Research careers and match interests, skills, strengths and abilities with those careers

Share their findings


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Assessment Ideas:

Self-assessment

Students evaluate their own research presentation to the class using a rubric the teacher has created with the class in Activity 1.

Teacher assessment

Activity 1: Research Questions

Activity 2: 18 steps to build a house

Activity 3: Discover Trades Survey and questions

Sills and Strength Self-assessment Chart

Record research presentation self-assessment marks


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Resources: Vocabulary:

Internet access

SMART Board, whiteboard, chalkboard

Teacher background resources:

House construction photos (PDF)

The Project Manager: Brainstorming Steps to Build a House Teacher Copy (PDF)

House Construction https://www.youtube.com/watch?v=QeKS8cs2i6c Five-day time-lapse video of home construction (2:16)

Books about houses and/or student access to the Internet for research

Chart paper and pens

Google Doc (optional)

Blackline master:

Skills and Strength Self-assessment Chart

Have students create a vocabulary list from their research. Perhaps create a chart at the front of the room. Include words such as:

Architect

Bricklayer

Cabinetmaker

Carpenter

Concrete Finisher

Drywall Finisher

Electrician

Floor Covering Installer

Glazier

Heating Technician

Insulator

Painter and Decorator

Plumber

Roofer

Tilesetter

Tradespeople

https://www.youtube.com/watch?v=QeKS8cs2i6c


DISCOVER SKILLS BC6

Accessing Prior knowledge:

Tell the students that in this module they will build their own houses out of toothpicks and paper. First, though, they will explore what it takes to build a house—the people, resources, and skills needed.

Using a KWL chart, find out what students already know about houses and the tradespeople who build them.

Then ask the students what more they want to learn about house building. What things are they curious about? Make a list of questions they have about house building. You can facilitate this as a whole class, or divide students into small groups and get them to write on a chart paper then share with the whole class.

Activity 1: Research Questions

Tell the students that they will be conducting specific research on these four areas:

• Identify eight different types of jobs needed to build a house• Identify which of these jobs are trades• For each of the trades you have identified:

▸ What are some of the tools these tradespeople would use? ▸ What are some of the skills required to perform their jobs?

Students can work in groups or independently.

Students can record key information from their research using a variety of methods (e.g., a web, mind map notes, grid notes).

With students, develop criteria and a simple assessment rubric for what makes a good presentation (holds audience attention, clear purpose, accurate facts and examples, easy to interpret visuals, etc.). Post the criteria in the class.

Provide opportunities for students to share their findings in a variety of ways:• Create a digital book using Book Creator App on the iPad• Create a mind map using chart paper• Create a collaborative Google Slide or Microsoft PowerPoint presentation


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• Create a short video presentation using iMovie or any digital recording device

• Create a poster using Pic Collage app on the iPad or use paper format

Students share findings with the class.

Provide feedback (verbal and/or written) to students on their oral and visual presentations including what they did well and where they can improve.

Activity 2: 18 Steps to Build a Home

Print off or project for the class the House construction photos (PDF).

Tell the class that when a house is built from the ground up, someone needs to oversee the whole process. Ask students if they know what this person is called (project manager, general contractor, or job site foreman).

The project manager needs to know the sequence of steps in order for the house to be built properly. As a class, brainstorm the steps that are required to build a house. Write down the students’ ideas on the SMART Board, whiteboard, or chalkboard.

Using the teacher copy of The Project Manager: Brainstorming Steps to Build a House, fill in steps that were missed during the brainstorm session. Place numbers beside each step to show the order of how a house is built and have students copy down their own list.

Show the class the time-lapse video of a house being constructed (2:16).

Differentiation:

Have a list of online resources available for students to use to support those who struggle with research. Let these students use the provided links and extract relevant information.

Have a printout of information found in books or online for students to read, highlight, and extract information.

https://www.youtube.com/watch?v=QeKS8cs2i6c


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Have some key information on Google Doc. and have students use Read & Write tool (if your school has access) to read the document using audio play.

Provide graphic organizers to support note taking (e.g., Adapted Cornell Note Template).

Students on modified programs can create a collage of people building houses or of different types of houses. They can share them with their classmates.

Activity 3: Discover Trades Survey and Questions

Tell students that as they discovered in their research, it takes many tradespeople to build a house.

Have students complete the Discover Your Trades Student Survey for Middle School to see what trades may fit with their skills and interests.

There are options as to how students can complete the survey:• as a class in the school computer lab• individually at a computer in the classroom• on a mobile device• at home, and students bring their results back to the classroom

In small groups, have students answer the following questions:• Do the results of the survey (fixing, operating, working with materials,

making) fit with your interests? Why or Why not?• What other areas also interest you?• Of the list of trades at the end of your survey, which ones interest you the

most? Why?

Come back as a class and discuss.

Have students explore the videos on careers in trades on the Discover Skills BC website.

http://discoverskillsbc.ca/students/trades-survey/

http://discoverskillsbc.ca/trades/videos

TEACHER RESOURCE—LEARnInG PLAn 2: DRAfTInG A HOUSE InTERIOR DESIGn

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Learning Plan 2: Drafting a House Interior DesignUsing graph paper, students draft a floor plan using

architectural symbols.


Activities:

ADST

Big Ideas

Grade 8 Design can be responsive to identified needs

Grade 9 Complex tasks require the sequencing of skills


Content

DraftingGrade 8

• manual and computer-aided drafting techniques

• elements of technical plans and drawings

Grade 9• drafting technique, including

dimensioning and standards

Design a floor plan


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Assessment Ideas:

Teacher assessment—include ongoing and formative assessment

Submission of rough sketch

Submission of completed drawing:• straight lines that follow the lines on the custom graph paper• doors larger than three squares• windows larger than four+ squares• proper architectural symbols used• a backdoor for a fire escape must be present on the house


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SMART Board, whiteboard, chalkboard, chart paper

Computer / Projector

Teacher background resource:

The Project Manager: Brainstorming Steps to Build a House Teacher Copy (PDF)

Blackline masters:

Custom Graph Paper (PDF)

Architectural Blueprint Symbols

House Design Steps 1–18 (PDF)

Student materials:

Pencil

Ruler

Permanent Marker

11” x 8” or larger cardboard

Blueprint—a professional drawing of a house used by tradespeople

Border Box—the outline border that separates the house drawing from the graph paper

Draftsperson—an individual who uses drawing techniques to design a structure

Title Box—three boxes that have information to identify a drawing

Accessing Prior knowledge:

Ask the class what occupations are involved in designing a home (architect, draftsperson).



Activity 1:

Tell the class that in order to build their houses made of toothpicks, they will first take on the role as draftspersons and design one floor of a house.

On a scrap piece of paper, have students do a rough sketch of a floor design. Assess whether the students’ designs are ready to draft out on graph paper.

Make sure each student has a ruler, a pencil, and a copy (or shared copy) of three blackline masters: Custom Graph Paper, Architectural Blueprint Symbols and House Design Steps 1–18.

Have students first draw the Border Box (Step 1) and the Title Box (Step 2) with the name of a construction company, and address of where the house will be build and the date.

Students draw the outside walls of their house so they extend near the Border Box (Step 3). Then they draw the inside walls (Step 4), making sure the rooms are a good size. Make sure students use the Architectural Blueprint Symbols blackline master for their design. Students add windows (Step 5).

Write on the board for student reference:• doors must be at least 3 graph paper boxes• windows must be 4 or more graph paper boxes• each house should have a front and back door for a fire escape• every room should have a window

Once students’ floor plan drawings are complete and approved, have them trace each line with a permanent marker.

Tape the final drawing to a piece of cardboard that is slightly larger than the drawing.

Differentiation:

Students draft a single room with only four walls, a door, and a couple of windows. For example, students could draw their own bedroom or a room in their house.

TEACHER RESOURCE—LEARnInG PLAn 3: BUILD A TOOTHPICk HOUSE


Learning Plan 3: Build a Toothpick HouseBased on their drafted floor plan design, students build a house

out of cardboard and toothpicks.


Activities:

ADST 8

Big Ideas

Design can be responsive to identified needs


Identify and use appropriate tools, technologies, and materials for production

Make a plan for production that includes key stages, and carry it out, making changes as needed

Evaluate their skills and skill levels, individually or as a group, in relation to a specific task, and develop them as needed

Build a toothpick house



Assessment Ideas:

Student self- / peer-assessment

Students or peers evaluate the open house presentation to the class using the assessment rubric created in Activity 1 of ‘What Does it Take to Build a House?’

Teacher assessment—include ongoing and formative assessment

Finished House:• Did the student meet the building schedule deadlines?• Did the student follow directions?• Did the student use the appropriate architectural symbols?

House Construction:• toothpick frame• exterior walls• placement of windows and doors• interior walls• use of architectural symbols• furnishings




Blackline masters:

House Design Steps 1–18 (PDF)

Student materials:

Completed house drawing from Learning Plan 2

Pencils

Pens

Black Permanent Markers

Toothpicks

White glue

Clear tape

Scissors

Pre-cut 6 cm of coloured Bristol board / decorative paper (see House Design Step 6)

Spring cutters

Foam cut-outs with peel and stick backing from craft store



Activity 1:

Before building begins:• The teacher creates a ‘Construction Schedule’ or timeline with the class

for the stages of the house to be built. For example, toothpicks must be inserted by the end of the class or all the walls and doors must be completed by Friday, just like a real construction schedule.

• Have students look through Steps 6–18 to familiarize themselves with the process to come.

• Demonstrate the placement of the toothpicks using the glue (Step 6). ▸ Use a pen, not a pencil, to punch holes in the drawing approximately

every third box on both sides of a window and door. (Not on the inside of windows and inside of doors.) Make holes in each corner.

▸ Dip the small end of the toothpick into glue and transfer to drawing.

▸ Punch holes and set toothpicks on the remaining walls and doors.

• Cut strips of Bristol board for outside / exterior walls with spring cutters. Then demonstrate measuring and folding walls (Steps 7–10).

Activity 2:

Students complete Steps 6–10.

Students draw exterior features of the house: siding, brick, stucco, etc. (Step 11).

Demonstrate how to cut out windows and doors (Steps 12–13) before attaching the walls.

Students cut the windows and doors.

Demonstrate using clear tape to adhere the Bristol board strips to the toothpicks (Steps 14–15).

Cut decorative paper into small strips for decorating walls with wallpaper.



Students decorate walls and make furniture (Steps 16–18) using foam cut-outs from the craft store for mirrors, sofas, chairs, TVs, etc.

Activity 3:

‘Open House’ presentations:• Have students share their toothpick houses with the class, discussing the

features they chose to include and why.

Documents

· The module includes the following Learning Plans: ... Learning Plan 2: Drafting a House Interior Design ... • elements of technical plans and drawings Grade 9