Integrated Lesson Plan
Lesson Title: Floor Plan Design
Designed by: Mia Richardson
What do we want students to learn?
Content Knowledge from the Australian Curriculum
What is the intended learning:
Learning area and strand:
● Visual Art/ Design
Links to Numeracy general capability
➔ Using spatial reasoning
- Visualise 2D shapes and
3D objects
➔ Using measurement
- Estimate and measure with
metric units
➔ ‘Across The Arts subjects,
students recognise and use:
number to calculate and estimate;
spatial reasoning to solve problems
involving space, patterns,
symmetry, 2D shapes and 3D
objects; scale and proportion to
show and describe positions,
pathways and movements; and
measurement to explore
length…’(Australian Curriculum),
Year Level: 10 Duration: 100 minute lesson
Relevant content descriptors:
➔ Manipulate materials, techniques, technologies
and processes to develop and represent their
own artistic intentions (ACAVAM126)
➔ Develop and refine techniques and processes
to represent ideas and subject matter
(ACAVAM127)
Relevant elaborations:
➔ Developing representations by combining and
adapting materials, techniques, technologies,
and art making processes (ACAVAM125)
➔ Experimenting with digital and virtual
technologies in their artworks to enhance
intended meaning (ACAVAM125)
➔ Using innovative thinking as they explore the
capabilities of digital and virtual technologies
to resolve design and planning problems
(ACAVAM127)
➔ Developing skills that can transfer to cross-
media and inter-media domains of visual arts
(ACAVAM127)
Links to ICT general capability
➔ Creating with ICT
- Generate ideas plans and
processes
- Generate solutions to
challenges and learning area
tasks
➔ Communicating with ICT
- Collaborate share and
exchange
➔ Managing and operating ICT
- Select and use hardware and
software
➔ ‘The ICT capability enables students
to engage with digital and virtual
technologies when making and
responding to artworks. Students can,
for example, use interactive
multimedia platforms, communication
and editing software, and virtual tools
and environments, to design, create
and share their artworks’ (AC).
 Briefly describe how these areas relate:
➔ Numeracy is vital to the floor plan as students must be able to draw floor plans to scale and calculate
the desired size of their floor plan accurately.

➔ ICT will also be vital as students must utilise the design software to build their visual floor plan, map
in doors, windows and ensure the floor plan measures correctly.

Is this learning part of a broader project or context, what is it:

This lesson is part of a broader unit on house design that runs for 6 weeks. Students are to create
their ‘dream home’ using traditional drawing and digital technology methods. Students are expected
to conduct extensive research into different design/ architectural styles, architects and designers,
and sustainable solutions. Students will develop design concepts through brainstorming and
experimenting. Students are to produce a 2D and 3D floor plan using correct measurements and
architectural symbols.

Does this fit with students’ prior learning (where in a ‘sequence’ might this go)?
This lesson will be conducted in the later stages of the unit where students are beginning to create
their floor plans.

➔ Students will have basic ICT knowledge that will enable them to learn software skills.
➔ Students will have basic numeracy understandings that will aid them in refining their
knowledge on scale in a different, real world context.
➔ Students understand basic ethical concerns around cyberbullying and know how to
participate safely using ICT tools.
➔ Students will already know how to use a variety of materials to construct pieces of art.
➔ Students will have a prior knowledge in interpretation of different types of artwork.

Why it is important:
What knowledge and skills might our students bring? (Think about the learning context)

Prior knowledge and prior lessons:

➔ Students will know basic architectural and design principles (room layout, correct symbols).
➔ Students will understand the importance of accuracy when creating a floor plan.
➔ Students will have knowledge of architectural styles and artists (architects and designers)
and be influenced by this when creating their floor plan.
➔ Students will have brainstormed ideas
➔ Students have knowledge of sustainable materials and will be conscious of including this in
their floor plan/ house design.
➔ Students will have practiced creating floor plans using traditional drawing methods.

Specific Learning Outcome(s):

What do we want the students to be able to know, do and understand at the end of this lesson related to
the content descriptors identified above?

Students will know:

➔ How to use scale correctly in the context of house design.
➔ How to use ICT and numeracy skills to construct a floor plan.
➔ How to use a variety of materials to construct a representation of their floor plan.

Students will be able to:

➔ Create a floor plan using accurate measurements and appropriate scale.
➔ Use a new software material.

Students will understand:

➔ The importance of scale and measurement accuracy when creating a floor plan.
➔ How digital technology has influenced and changed the way art is created and how it can be a
useful tool.

What technological tools will support the learning and teaching:

Students will be introduced to a new ICT tool that will help them create their floor plan.
 ➔ RoomSketcher https://www.roomsketcher.com/

RoomSketcher is a tool that helps generate floor plans and house design. This particular software is
easy to use and understand and is visually appealing. It also has great tutorial videos that can be
accessed throughout the process. RoomSketcher will substitute the traditional drawing methods of
creating a floor plan. Creating a floorplan using digital tools is far more accurate and efficient than
traditional drawing methods.
If the tool does not work or is inaccessible there will be grid paper available for students to create
their floorplan traditionally with pencil and paper.

➔ Concept Board https://app.conceptboard.com/board/prgz-ryhu-ggkt-t8z2-871g#

Concept Board is a brainstorming tool that allows students to collaborate and brainstorm together at
the same time. Students will access Concept Board using Google Docs. Students have used this
before and understand the process. Students will be asked to add in ideas/ answers to the
subheadings: design styles, sustainable solutions, room layout, and questions. This gives an
overview of what the students have learned in previous lessons and helps them identify the key
principles that will influence their design and floor plan. This also enables the teacher to identify any
gaps in the students learning.
If this tool does not work, the brainstorm will be done orally through a whole class discussion.

➔ Transum https://www.transum.org/software/Online_Exercise/ScaleDrawing/

Transum is an ICT tool that offers mathematical activities, puzzles, problems, visual aids, and
investigations. After an initial introduction, the students will use this tool to practice using scale in
context. Students will already be heavily interacting with their laptops and this is a seamless,
efficient, and interactive way to incorporate numeracy.
If this tool does not work, students will fill out the printed version of it.

Numeracy Pedagogical Knowledge

‘Numeracy: Demands and Opportunities Across the Curriculum’
Identify which of the following numeracy teaching strategies you will use in this lesson.

● Capturing the numeracy in the moment: Be open to the numeracy demands and flexible in going with
the students’ interests and learning needs in the experience.
● Being aware of possible numeracy demands when planning: Consider the numeracy demands and
the range in student strategies and approaches for handling the learning experience across the
curriculum.
● Allowing students to work it out: Provide students with both individual and collaborative opportunities
to work things out for themselves and engage with the numeracy demands.
● Giving Time: Be patient and flexible with time to allow students to engage with the numeracy
themselves, ask questions, fully understand the lesson, and gain confidence in themselves as learners.
● Questioning.Facilitate discussion and support students’ deliberations by asking questions about their
handling of the task. Questioning can help students identify the numeracy and then use their
mathematics. Try to keep the questions open to encourage a willingness to participate.
● Debriefing the numeracy: Ask open questions that encourage students to reflect on the use of
mathematics in the situation and the role numeracy played in their learning, understanding and problem
solving.

Technological Pedagogical Content Knowledge (TPACK)

How does technology support your pedagogy and the desired learning?

The chosen ICT tool, RoomSketcher, allows for students to combine their visual art skills of design
 with mathematics, through scale and measurement, resulting in the creation of a 2D and 3D model of
their floor plan. The use of this software allows for the students to conceptualise their floorplan in a
3D space, giving them a better perspective on how their finished product may look. This also gives
them the opportunity to experiment with digital and virtual technology, another aspect of the year 10
content descriptors, which will be beneficial towards reaching the intended learning outcomes of this
lesson (Australian Curriculum. 2019). This results in the students applying mathematics to a familiar
and relevant learning experience, giving them some real-life context to when certain aspects of
mathematics are applied.

Beyond this, implementing the aspects of scale and measurement, through both the floorplan and 3D
design components of the lesson, deliberately use numeracy in a way that allows students to solve
problems involving the calculation of surface area of different parts of their floor plan. For instance,
having students calculate the square meters of each room, or the total measurements of the entire
house (Australian Curriculum. 2019).

The use of RoomSketcher expands the learning opportunity, as students are able to apply and
combine their skills of ICT, visual art and mathematics to plan and design their project in a 3D space.
Students will also develop their ability to use a variety of tools to convey their artistic intention both
constructed through the traditional visual art mediums and ICT based mediums. This provides them
some relevance to how different aspects of the curriculum are beneficial to their everyday lives, such
as the relevance of visual art, mathematics, or ICT in their chosen future careers.

How will we know if they got it?

Planning the assessment tasks
What could the learning look like at this level:
What do we expect our students to be doing?
- Self-directed learning: choose their own floor plan design and successfully draw it to scale.

What are the requirements and responsibilities to successfully complete this task?
- Students must develop their own personalised floor plan model and use an ICT tool to create their
already designed floor plan. They must bring their laptop to class in order for them to work on their
models and have access to the required (free) online tool.

Are students directing or at the centre of the learning? How?

- Students are directing their own learning at this level as they implement their own individual floor plan
design ideas and choose their own scale to work with. For the most part of the lesson they will be
working independently on their own floor plan, equipped with skills already learnt from prior lessons.
The only time during this lesson students are at the centre of the learning is with the introductory
lesson on scale.
What evidence will enable us to assess the intended learning:
What will be the assessment strategies related to your identified lesson outcomes?

Teacher facilitated and student directed learning is the main technique used in this floor plan design lesson.
The teacher will observe students as they plan and design their floor plans and engage with the class and
offer assistance throughout. More specifically, the teacher will walk around the classroom and ensure that
students are using scale correctly and that they have made reasonable progress at the commencement of
the lesson.

Progress will be noted manually by the teacher so it can be checked at the end of each lesson what
progress the student has made. It is important to note that assessment is mostly recorded at the end of the
floor plan unit design, as the students will most likely edit and make changes throughout every lesson on the
floor plan unit design as they progress with their knowledge and skills further.

The one skill that can be assessed at the closure of this lesson is understanding of scale, this will be evident
through the students initial design as it can be checked whether they are using their knowledge of scale
accurately and already applying it to their floor plan design.

Required Resources
What tools, consumables or technology will support us to execute this lesson?

Students will all need to have access to laptops whether it be their own or a school owned laptop. They will
also need to have access to the internet to use the floor plan design tool and scale calculating tools required
to complete this lesson. Should there be any technical difficulties, students can hand draw their designs, so
access to graph paper, pencils and rulers as a back-up would be necessary.

As mentioned above, if the concept app does not work, whole class discussion will be used instead, this
being teacher facilitated learning.

Guide sheets and scaffolds will be printed off with steps outlining how to use RoomSketcher, and how to use
scale.

Lesson Outline

Connect / Starter
This should be for about 5 minutes.
5~
min ➔ The lesson will begin with an introduction to learning outcomes and goals for the lesson
➔ Students will be prompted to go onto google docs and access the Concept Board document
and fill out the blank areas. Subheadings include; architectural style, room layout,
sustainable solutions and questions. The teacher will be walking around the classroom,
ensuring that students are engaging in the activity.
➔ The Concept Board brainstorm will be on the Smart Board at the front of the class.

Activate
This part of the lesson should take 15 minutes.

➔ The teacher will then go through the entries that have been put into the brainstorm and
elaborate further. The teacher will also include any points that the students may have
15~ missed.
min ➔ The teacher will ensure discussion around the following vital parts of a floor plan are
discussed:
1) Accurate scale and the importance of accurately measuring their houses
2) Consideration of furniture placement in relation to the placement of doors and
windows
3) Consideration of placement of power points and light switches
4) What sort of family/business they are designing the floor plan for, therefore
consideration of room size and number of rooms in relation to this
➔ The teacher will address any of the questions raised in the brainstorm.

➔ Teacher directed introduction to scale

➔ The teacher will demonstrate what scale is and how students can apply it to their own
floor plan. The teacher will check for understanding by posing some questions to the
whole class and then the students will complete a set of questions individually to practice
the use of scale using ICT maths tool Transum:
https://www.transum.org/software/Online_Exercise/ScaleDrawing/
➔ The teacher will walk around the classroom to observe and assist any students.

Demonstrate (Assessment for Learning)

This part of the lesson should take 60 minutes.

60 ➔ The students will then choose a scale that they want to use to create their floor plan i.e. 2cm on
min paper equals 1 metre in real life

➔ Teacher directed introduction to ICT tool RoomSketcher

➔ The students will be directed to access RoomSketcher (they can either access it on their
laptops or it is downloaded onto the class computers/laptops)
➔ Students will be shown a tutorial on how to use RoomSketcher
➔ The teacher will do a demonstration on the smartboard (accommodating for different learning
preferences)
➔ Students will start creating their own floor plans using RoomSketcher

Reflect
This part of the lesson should take 10 minutes.
 What questions will you ask, or will the students ask each other, after the lesson to reflect on
10 min the design of the lesson; your performance during its implementation, and on students’
achievements of the identified learning outcomes?

● Was the floor plan design tool effective for drawing your floor plan?
● Did you have any difficulties using the design tool, and if so, what were they and how
did you combat them?
● How has this activity changed their perspective on what goes in to designing an
effective floor plan?
● What considerations or changes did you need to make throughout the design process?
● Do you understand the use of scale and how to apply this directly to your floor plan
design?

Consolidate / Plenary
This part of the lesson should take 10 minutes.

➔ It is not expected that students will finish their floor plan this lesson, but the teacher will
check for understanding by observing and ensuring that students are on task and
10 min heading in the right direction.
➔ Throughout this process, the teacher will float around the room to ensure students have
made a solid start on their floor plan design and assess if correct use of scale has been
applied to their designs so far. Going forward, students will be assessed on correct
measurements, correct use of scale, correct use of architect symbols, ability to correctly
calculate area and room layout, etc.

How will this lesson cater for the needs of all students?

➔ To address individual students learning needs the teacher will provide information visually and orally as
well as providing a demonstration. This accommodates for different learning preferences (Hattie &
Yates, 2014).
➔ Students are aware that they can negotiate with the teacher at any point in regard to assessment and
tasks.
➔ Tasks throughout the unit will be scaffolded and support materials will always be available. For this
particular lesson, there will be task and guide sheets available on scale and how to use
RoomSketcher.
➔ This unit is very flexible in terms of what students can work on. If a student is gifted, there are various
ways in which a task can be made more suitable for their readiness level. This applies to lower
readiness students as well (Doubet & Hockett, 2015).
➔ gifted students and students at a higher readiness level can work with a more complicated scale and
include more advanced architectural symbols.
➔ lower readiness students will be provided with more directed guidelines such as scaffolds and guide
sheets.

All students must be able to:

Successfully apply the use of scale to their own individual floor plan designs.

Most students should be able to:

Effectively use area calculations and architect symbols to continue independently on their floor plan designs.

Some students could:

Use the floor plan design tool 100% independently with no further instruction from the teacher necessary.

References:

Mathematics. (2019). Australiancurriculum.edu.au. Retrieved 29 October 2019, from

https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?
year=11761&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistic
s+and+Probability&capability=Numeracy&capability=Information+and+Communication+Technology+
%28ICT
%29+Capability&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cul
tures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=fal
se&scotterms=false&isFirstPageLoad=false

Visual Arts. (2019). Australiancurriculum.edu.au. Retrieved 29 October 2019, from

https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/?
year=12759&capability=Numeracy&capability=Information+and+Communication+Technology+
%28ICT
%29+Capability&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cul
tures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=fal
se&scotterms=false&isFirstPageLoad=false

Hattie, J., & Yates, G. (2014). Analysing your students' style of learning. In, Visible learning and the
science of how we learn (pp. 176-186). Abingdon, Oxon: Routledge.

Doubet, K. J., & Hockett, J. A. (2015). Differentiating according to student readiness. Chapter 7 in
Differentiation in middle and high school: Strategies to engage all learners (pp. 173-206). Alexandria,
Virginia; ASCD