cfc day 31

LEARN – DAY 31Construction Foundation Course

Week Seven: Day 31 (Monday)Content for the day

• Blueprints

• Tools and Equipment

Week Seven: Day 31 (Monday)Materials for the day

Resource 5.26 – Name That

Week Seven: Day 31 (Monday)First and Second Hours (7:30 – 9:30) - 1

• Check-in: Shake hands. Remind students: binders, seating. Start class.

• Review the day: Review the day’s activities from the list on the board or chart paper.

• Binder check: This can be done at any time during the day.


15 min: Have pair-shares complete their plot plan and rose project cost sheet from the last meeting.

10 min: Have Work Teams meet to compare their members’ responses to the following:

• Placement of the house on the property: where did people place the house and why? What is the best option?

• Placement of the rose bushes: do they meet Mr. Plaza’s specifications: 3 sides of the perimeter with roses at 4’ intervals, a bush at each corner, and one empty slot at the walkway to the front door?

• Cost of the rose project: what was the total cost?

Then have Work Teams take one minute to report out, showing (perhaps on various plot plans) what they think are the best responses.

Blueprints


5 min: Do Minute Math, slide 11

20 min: Explain that years ago, when Mr. Plaza was getting ready to build his cabin on non-mountainous land in Georgia, he was concerned about wood damage, as many of the homeowners in his area had problems. As a result of his study and inquiries, he made an adjustment to the plans shown in Drawing E. Let’s see if we can figure out what it was.

Have students turn to p. 328. Read the Causes of Wood Damage (2 paragraphs) aloud as students take notes.


Then assign the following jigsaw reading to Work Teams, giving them 5 minutes to prepare and 2 minutes to report out:• Wood decay

- Fungi- Dry rot

• Preventing decay and Decay-resistant woods• Termites (p. 329 only)

- Subterranean termites• Formosan and dry-wood termites and carpenter ants

- Formosan termites- Dry-wood termites- Carpenter ants

• Beetles and carpenter bees- Beetles- Carpenter bees


5 min: Have students look at the map on p. 330 and find Georgia. What does the legend tell us? So, it’s likely that Mr. Plaza’s concern about wood damage is related to termites. Have Work Teams take 3 minutes to look at Figure 12-12 on p. 330 and compare it to Drawing E. Call on a Work Team to explain what change they think Mr. Plaza made to the plans. Ask for a second opinion.


5 min: Play a fast game of Construction Cards.

Stretch Break: Everyone stands. You ask Work Team 4 to present their math rap. They perform. Everyone claps and sits down.

5 min: Do Minute Math, slide 12

5 min: Ask Work Teams to review the plans for the Plaza Cabin and write down the kinds of windows included, the location, and the size of each. Be sure to look at both floor plan and elevation drawings. .


10 min: Let’s check to see if Mr. Plaza’s cabin meets standard building code. Have students turn to p. 576. Read Design Requirements aloud while they take notes about the requirements:

• Total window area that can be opened must not be less than 4% of floor area

• Bathrooms must have at least 3 SF of glazing

• Bedroom windows must have

- Sill height <44” from floor

- Height of opening > 24”

- Width of opening > 20”

- Unblocked open area > 5.7 SF (or 5.0 SF on main floor)


Show students how you wrote the notes, using the symbols for equal to or greater than and equal to or less than. Explain that one way to remember the greater and lesser arrows is that most people have greater skill with their right hand (the direction of the greater arrow) than they do with their left. Have students make vocabulary cards for the following symbols

• greater than (>), • less than (<), • equal to or greater than (>), and • equal to or less than (<).

Ask them to use these symbols in their notes


15 min: Now call on a Work Team to give you their list of the windows in the Plaza cabin (and a second Team as needed to generate this list):

• 2 2650 SL in living room• 1 4040 SL in bedroom• 0 in bathroom• 1 3030 SL in kitchen• 1 window in loft, size not known

Tell students how to read the size of the window: first 2 numbers is the width, second 2 numbers is the length, all in inches. The width comes first because it defines the header requirements. They say the size as 26 by 50 or 40 by 40.


Ask if Mr. Plaza is out of compliance because he has no window in the bathroom. (No, because there is a fan.)

Check the window in the bedroom to see if it meets the requirements.

• Is the sill height <44” from floor? (We don’t know)

• Is the height of opening > 24”? (Yes)

• Is the width of opening > 20”? (Yes)

• Is there an unblocked open area > 5.7 SF (or 5.0 SF on main floor)?


Ask Work Teams to take 2 minutes to figure this out. Call on one Team to explain their thinking and give their answer. Ask for a second opinion.

Finally, does Mr. Plaza’s cabin meet the overall requirement that the total window area that can be opened must not be less than 4% of floor area? Give Work Teams 3 minutes to figure this out. Call on one Team to explain their thinking and give their answer. Ask for a second opinion.


10 min: Note that all Mr. Plaza’s windows are SL. Have students turn to p. 577, and, as pair-shares, fill out vocabulary cards for

• Window sash (where have they heard that word before?)

• Muntin• Casement windows• Awning window• Hopper window• Horizontal sliding window• Double hung window• Stationary window (fixed glass)• Glass block


Compare definitions as a group and ask students to add

• Mullion strips (p. 587)•

15 min: Have Work Teams take 2 minutes to go back to the Plaza cabin drawings to find the location of and count the number of doors. Ask for a report out from one Team. Have students make vocabulary cards for

• 1 exterior door—living room• 2 interior doors—bathroom and bedroom• 1 set bifold doors—closet (You may have to

ask for a second or third opinion to pick up this one. See picture p. 615)


Give pair-shares 1 minute to scan pp. 596 and 597 to determine what kind of core construction the exterior door probably is and what kind the interior doors probably are. Make out vocabulary cards for

• Solid-core doors• Hollow-core doors

Next have Work Teams read Direction of Swing on pp. 601-2 and take another look at the Plaza cabin floor plan. Which direction do the exterior and interior doors swing? Does that make sense?


Finally, have Work Teams read pp. 615-617 and make vocabulary cards for the following:

• Bifold doors• Folding doors• Double-Acting (or Café) doors• Pocket doors

• Snack Break (9:30-9:40)

Week Seven: Day 31 (Monday)Third and Fourth Hours (9:40 – 11:30) - 1

100 min: Students continue at work stations, moving on when they’ve reached at least a basic proficiency level. Students always complete their vocabulary cards for each new station before beginning work on proficiencies. Continue to balance the groups at the work stations so none are too crowded. Monitor carefully; initial proficiencies on your file copy and the student’s copy of the rubric as students demonstrate competency.

Tools and Equipment – Hands-on-exposure

Week Seven: Day 31 (Monday)Third and Fourth Hours (9:40 – 11:30) - 2

Monitor student proficiency completion, so that you set up project stations as needed. Monitor individual students for time management. Remind students that Friday is the last day in shop.

10 min: Play “Name That…” (See Appendix A for explanation of how to play Name That….) Use Resource 5.26.

Reflection

Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Week Seven: Day 31 (Monday)AFTER HOURS

• Academics homework

• Open Computer Lab

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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695 Job Corps Professional Development Support - KUCRL

cfc day 31

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