Stage 1 – Desired Results

Established Goal(s):
11.2 Evaluate housing and design concepts and theories, including sustainability and universal design,
in relation to available resources and options.

11.3 Apply residential and commercial interior design knowledge, skills, and processes to meet
specific design needs.

11.4 Demonstrate design, construction document reading, and space planning skills required for
housing, interior design, and furnishing industries.

Understanding(s): Essential Question(s):

Students will understand that…
 Housing and design concepts
 Residential and commercial interior
design knowledge, skills, and processes
 Specific design needs
 Design, construction document reading,
and space planning skills
 Housing, interior design, and furnishing
industries
What are the different housing and design
concepts and theories?
How does the available resources and options
impact the concepts and theories used in housing
and interior design?
What are the skills, knowledge, and processes
needed to meet specific needs in residential and
commercial interior design?
How can specific needs affect residential and
commercial interior design?
What skills are required for housing, interior
design and furnishing industries?
How do use and apply these skills in the
industries?

Students will know… Students will be able to:

Stage 2 – Assessment Evidence

Performance Task(s):
Students will be given several case studies that
will have them identify, apply (apply), and explain concepts and theories in their local community
(explain) the appropriate housing and design
concepts and theories according to the available
resources and options and to their prior
experiences in their community (empathy).
Students will be given a mini project where they
have to use what they learned to fix a client’s
floor plan according to their specific needs
(apply, interpret, and perspective) and
demonstrate using their understanding of
knowledge of design, construction document
Other Evidence:
Students will be able to give examples of the
by giving experiences and explaining why they
think it applies to the concepts and theories
(apply, explain and perspective).
Students will be able to understand what
construction document reading and space
planning skills is being used and use their
experience of the living conditions of their home
to make a floor plan of a room in their house
(empathy, apply, and self-knowledge).
reading, and space planning skills. Students will answer application questions on
specific needs using their knowledge (not
opinions) (interpret and apply) on a quiz or test
and reflect on what they need to study (self-
knowledge).

For homework, they will be able to sketch a floor

plan according to a client’s needs and wants and
explain why they planned the area the way they
did (apply, interpret, empathy, and perspective).
Stage 3 – Learning Plan
Learning Activities:
1. Provide a 20 question quiz near the end of previous unit to how to finalize lesson plans.
2. Use an essential question to introduce:
 Housing and design concepts
 Residential and commercial interior design knowledge, skills, and processes
 Specific design needs
 Design, construction document reading, and space planning skills
 Housing, interior design, and furnishing industries.
3. Vocabulary: elements of design, principles of design, aesthetics, principle of human behavior,
principle of ergonomics, and anthropometrics, floor coverings, wall coverings, textiles,
window treatment, furniture, lighting fixtures, building codes and regulations, environmental
protection, care and maintenance, safety issues, scope of the project, programming, research,
concept development, schematic design, design drawing, design development, design
presentation, floor plans, traffic patterns, storage, electrical, plumbing, ventilation, thermal
systems, architectural symbols, traffic flow, traffic activity, universal design guidelines,
regulations.
4. Have a lab where they learn about the different design, construction document reading, and
space planning skills.
5. Have a group activity where each group researches, makes a PowerPoint, and presents on a
housing and design concepts/theories. This will allow the students to use the employability
skills of technology use, communication, information use, and interpersonal skills.
6. Have brainstorming activity where the students will give different needs according to a
residential or commercial interior design may need for a specific audience.
7. Start FCCLA STAR event for Interior Design after doing the brainstorming activities.
8. Role play activity where the students will go into groups and take turns acting the role of the
interior designer and the client.
9. Differentiation:
 English learner/Hispanic Immigrant = I will interpret phrases or words they do not
know. If needed, I will write the assignments in Spanish.
 Low income = Some students will see that interior design seems expensive. I will give
several example of how it can be done with less money.
 Disabilities (reading and language) = I will make a separate document that has simpler
 words in larger print, so they can be working along with the class and understand
what they are meant to do.
 Low interest = Before class, I will greet the students and have the class topic on the
board. I will ask them what they are interested today and try to connect those topics
to the lesson.
Planning Template