DANIELSON MODEL LESSON TEMPLATE

Class: Teen Living Date: 10/18/2023

Unit: Housing Design and Construction Lesson Title: Floor Planning
Content Standard Alignment:
02.02 Evaluate house and floor plans

02.03 Demonstrate floor planning techniques

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Students will be able to evaluate house and floor plans by identifying architectural symbols used in creating floor
plans.
Students will be able to demonstrate accurate floor planning techniques using architectural symbols.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

5.07 Apply elements and principles of design to personal space

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.
PowerPoint
Projector
Internet
Graph Paper
Pencils
Rulers
Students’ notes
Architectural symbols
Label the Floor Plan worksheet

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
Students may think:
- You can free hand a floor plan with no scale
- You need fancy software to design a floor plan

Concept Prerequisites:
Elements of design
Scale

Introduction- Recall previous learning: on slide one students will tell a partner the elements of
Anticipatory Set: design that they remember. Then, a few should volunteer to share what they
remember with the class. As a class, students will point out the elements of design
on slide one. (5 minutes)

(Slide 2) Show students the memes. Teacher can read them out loud for those who
may not see very well, or students can take turns reading them. Then, play the
TikTok on the slide. Ask students: who can relate to this? (Have them raise their
hand or nod their head) Have you ever had the urge to rearrange your entire room?
Did you ever get stuck or the plan in your head didn’t quite work out how you
imagined? Tell them maybe a floor plan can help with that, and go to the next slide.

(Slide 3) Students discuss: what is the purpose of a floor plan like the one shown in
this photo? (1 minute)
- Have students discuss with a partner what they can infer from the photo. For
example, can you tell which room is which? What are these shapes and

Instructional Activities:
Includes questioning techniques,
grouping strategies, pedagogical
approaches.
symbols? Do you know what they represent?
- After a minute, have students share their inferences with the class. (2
minutes)
After a few ideas are shared, reveal the two purposes they should record in their
notes: gives a birds eye view of the room and to show traffic patterns. Ask if there’s a
student that can clarify what a traffic pattern is. (3 minutes)
- If they don’t know, explain that a traffic pattern is the path that is most
commonly walked on throughout a room (a.k.a. walkways, circulation, traffic
flow)
(Slide 4) Have a student read the two objectives out loud, then have another student
summarize the objectives in their own words to confirm understanding of
expectations for the lesson. (2 minutes)
(Slide 5) Teacher explains that to start off, floor plans are drawn on a graph typically
because you can draw objects on a scale that will give a more accurate idea of the
size of a room and what sizes of object can fit appropriately while still allowing that
traffic pattern. A scale is measure by each square which represents a given number
of feet. Each square is ¼ inch. (2 minutes)
(Slide 6) Teacher has students look at the graph and asks students if we use a scale
that says ¼ inch equals 1 foot, how many feet are represented per square? (1 square
= 1 foot) (1 minute)
(Slide 7) Teacher asks students to explain the scale measurement if ½ inch equals 1
foot.
Question and discussion:
- Ask students to think to themselves: why is it important to use a scale when
designing a floor plan? What do you think would happen if the builders
didn’t look at the scale or if there wasn’t one provided before they started
building? (1 minute)
- Have students turn to a partner and discuss their thoughts about the
question. (1 minute)
- Ask various students to share their thoughts with the class. (3 minutes)
(Slide 8)
Question:
- If I am drawing a floor plan or another portion of the interior design plan,
what kind of tools would I need to do this successfully? Have students think
about this and make a short list of the tools they think are needed. (1
minute)
- Have students share their list with a partner, and together they will make
one comprehensive list to share with the class. (1 minute)
- Have the partners share the tools they listed with the class. (3 minutes)
Some tools they may list are graph paper, pencil, and ruler.
Ask students: based on what you’ve decided about the tools we may need, what are
some tips you think we could use to floor plan?
- Have students discuss this with their partner for a minute. (1 minute)
- A few students will share their ideas with the class, and then the teacher can
reveal three tips on the slide for them to record in their guided notes.
(Slide 9) As the teacher passes out the envelopes of paper slips with the
architectural symbols, explain these instructions:
 Each table will receive a slip of paper with a few architectural symbols that
 you need to draw in your notebooks next to the correct label. You will take
turns walking to each table to look at the symbols and draw them in your
notebook. You will have 10 minutes, so make sure to work accurately. When
you finish drawing all the symbols, return to your seat. (10 minutes)
o Remind students that these are just the very basic symbols that we
will need to use today. There are many others, so if you find yourself
waiting in your seat before the whole class is finished, feel free to
look up more symbols that can be used in a floor plan.

(Slide 10) Students have these images of different sized beds in your notebook
guide. Have students take turns reading each bed size out loud while they all write it
down in their notebook. Students can pass their turn from reading if they don’t want
to read out loud. (5 minutes)

(Slide 11) Now, we get to put our newfound knowledge into practice! Each student
has a small graph on the bottom of their page in their notebook. Using the
descriptions and scale from this slide, students will draw the floor plan on their
graph. (8 minutes)
- Tell students that the only part that matters is drawing according to the scale
and on the correct walls. Not everyone will place the bed or the door or
windows at the exact same position. Students may ask which wall is North,
East, South, and West. It does not matter, but they should label the NESW
directions on their graph to that someone who looks at their floor plan can
identify the north wall, etc.

(Slide 12) Students will give their floor plan to a neighbor to receive peer feedback.
Have them look at the floor plan on this slide and evaluate whether their neighbor
drew the objects correctly according to scale. (2 minutes)

Discuss:
- Students will have a minute to think about some of the more challenging
symbols they had to draw today. After a minute, they will share their
thoughts with a partner. Then, they will share with the class. (5 minutes)
- Now, have students think to themselves what types of furniture or symbols
they want to know how to draw that they didn’t learn today. After a minute,
share with a partner, and then prepare to share with the class. (5 minutes)

Exit ticket: for the remainder of time, pass out the empty floor plan and instruct
students to label all the architectural symbols they can find. They should turn these
in directly to the teacher when they finish before they leave class. (8 minutes)

Wrap Up- Ask students what their biggest takeaway is from designing floor plans.
Synthesis/Closure:

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)

Kaitlyn:
- I will allow extra time to finish writing or doing the activity.
- I will give a word bank on a sticky note of the symbols found in the exit ticket.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.
Assess previous learning:
- Students will access previous knowledge by orally defining elements of design and pointing out elements of
design in the photo of a bedroom on the PowerPoint slide.
Formative:
- Students will demonstrate their ability to identify and use architectural symbols to create a floor plan by
drawing the symbols in their notes.
- Students will demonstrate their ability to use architectural symbols by drawing a floor plan on a graph
following a written description with a scale. They will practice giving and receiving peer feedback in this
assessment.
- Students will evaluate architectural symbols in a floor plan by naming the symbols in writing on a floor
plan.