CFC Day 32

LEARN – DAY 32Construction Foundation Course

Week Seven: Day 32 (Tuesday)Content for the day

• Blueprints

• Tools and Equipment

Week Seven: Day 32 (Tuesday)Materials for the day

• Make a class set of flat scale architect’s rule by Xeroxing figure 2-10 and enlarging it to fit horizontally on 8.5 x 11 paper.• Duplicate homework• Resource 5.26 – Name That

Week Seven: Day 32 (Tuesday)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.


10 min: Have students take out the Plaza cabin blueprints and give pair-shares 2 minutes to determine what kind of roofing the cabin has. (Shingles) When the cabin was being built, Mr. Plaza wanted to use a special kind of wood shingle called a shake because he liked the rustic look. However, when he submitted the plans to the Building Department, they told him that the County Board of Supervisors had just approved a regulations code change requiring that only fire-proof shake shingles could be used in residential buildings because of the intensity of fires involving regular shake shingles.

Blueprints


Mr. Plaza was upset. He questioned the right of the County to institute this requirement, as he has to pay for his own fire insurance, and that’s based on the materials in his house and the distance from his residence to the nearest Fire Station. As Work Teams, take 3 minutes to discuss whether you think the County has overstepped its authority or not. Be sure to have several supporting reasons for your position. Conduct the discussion.


10 min: Mr. Plaza made a few calls to local building supply businesses and found that the average cost of fireproofed shake shingles was 42% higher than the average cost of regular wood shingles. Give pair-shares this data (regular wood shingles cost $894 for the whole roof, not including the addition) and 1 minute to determine the cost difference between regular wood shingles and fireproof shakes. ($379.48) Mr. Plaza decided to look for an alternative.


Have students turn to p. 627, and, as Work Teams, look at the alternatives and make vocabulary cards for

• Shingles• Roll roofing• Built up roofing• Metal sheets• Single-ply roofing• Tile roofing


15 min: Mr. Plaza decided on asphalt shingles as the least expensive alternative for his roof slope. When he went to order the materials, he found that the shingles are sold by the square. Ask pair-shares to find the definition on p. 626. Call on one pair-share. Have students make a vocabulary card for

• Square (roofing material)


Give Work Teams 2 minutes to go back to the Plaza cabin blueprints to determine how to figure the square footage of the roof, which we need in order to figure the number of squares required for coverage. (They should report out that they couldn’t figure it out. This is a great answer.) Determine what data we have that might be helpful: • We know the slope is 12/12 from drawings C and B• We know the length of the house plus porch is 30’ and

the width is 16’ from drawing C.• We know that a gable roof has 2 identical sides.• We know that A = L x W

Week Seven: Day 32 (Tuesday)First and Second Hours (7:30 – 9:30) - 8So we know the length of the sheathing to get to the edge of the building (back) and the edge of the porch (front) is 30’. Let’s say that Mr. Plaza wants to add a 1’ overhang. How long is the roof top then? Wait time. Call on individual. Get second opinion if needed. (32’)We can derive the width of one side of the gable roof sheathing by using the slope and the measurements on Drawing B, but that takes a bit more complex math, so let’s just say that the width of one side to the edge of the building is 12.725’. What is the total width of one side when we put on the 1’ overhang? Wait time. Call on individual. Get second opinion if needed. (13.725’)


Give pair-shares 1 minute to determine the area of the whole roof. Call on one for an explanation of their thinking and answer. Get a second opinion. Then ask the pair-shares to figure the number of squares of asphalt shingles needed to cover the roof. Wait time. Call on one pair-share. Get a second opinion.


5 min: When Mr. Plaza is creating his estimate for roofing materials, he finds that asphalt shingles come in various qualities: 15 year guarantee, 30 year guarantee, and 40 year guarantee. The 15 year guarantee shingles are the least expensive at $84 per square. The 30-year guarantee shingles are 40% more expensive than the 15-year, and the 40-year are 75% more expensive than the 15-year. Give Work Teams 3 minutes to answer the following questions: What is the cost per square for each quality? What is the total cost for the roof for each quality of shingle? Call on one. Get a second opinion.


5 min: You know that Mr. Plaza has been trying to keep costs to a minimum. He asks your advice about which quality to buy. Ask Work Teams to take 2 minutes to discuss, list the pros and cons for each quality, and reach consensus. Poll the Teams. Ask for rationale. 10 min: When Mr. Plaza asks his builder about the color of the shingles, his roofer recommends white. This surprises Mr. Plaza, as most of the homes in the area have grey or brown roofs. Give Work Teams 1 minute to discuss why they think the builder recommended white. Solicit ideas. Discuss the advantage of reflective rather than absorptive colors in roofing, especially in Georgia!


In addition to the regular asphalt shingles, Mr. Plaza must also buy nails and other basic roof materials. Give pair-shares 3 minutes to scan pp. 626-7 and make vocabulary cards for

• Flashing• Underlayment

Then to p. 639 for • Hip and ridge shingles

And to p. 562 for • Sheathing

Compare responses and come to consensus.


Finally, give Work Teams 5 minutes to read the section on nailing on p. 638 and then turn to Table 22-2 on p. 644 to determine the number of pounds of nails Mr. Plaza will need, using 3 tab square butt shingles on new deck. Call on one team to explain their thinking and answer. Get a second opinion. Stretch Break: Everyone stands. You ask Work Team 1 to present their metric rap. They perform. Everyone claps and sits down.


5 min: Minute Math, slide 14. Tell students that the next Minute Math will consist of 3 measuring devices: a tape measure, a metric ruler, and an architects’ scale ruler. Students will need to read the architects’ scale for both ¼ and 1/8. 5 min: You might have been able to tell that Mr. Plaza is concerned about saving money and saving the environment. He knows that if his family uses less electricity, he and the planet will both come out winners. Have pair-shares take 1 minute to list the things we know that Mr. Plaza has done to reduce the amount of electricity and gas used in the cabin. Call on one pair-share. Ask for other ideas.


(Answers should include: site the house next to the forest so the trees provide shade in the summer, plan for solar panels on the roof, build a small house that requires about a third of the heating that an average size house does, white asbestos shingles on the roof to reflect the sun, others.) Ask pair-shares to take 30 seconds to consider what hasn’t been discussed that is a major source of energy conservation in a house? Call on pair-shares until you come up with insulation.


5 min: Have students, in Work Teams, skim pp.894-5 to create vocabulary cards for

• Thermal insulation• Acoustical insulation• R-value• Building envelope

Check accuracy of vocabulary cards.


5 min: Have students turn to p. 896. They know that Mr. Plaza lives in Georgia. Give pair-shares 30 seconds to identify that climate zones are in Georgia. Call on one pair-share. Tell students that Mr. Plaza happens to live about 85 miles south of the Tennessee border. Ask pair-shares what climate zone that puts him in. Wait time. Call on a pair-share. Knowing that, ask pair-shares to look at the chart below the map and determine what ceiling, wall, and floor MINIMUM R-values are required for Mr. Plaza’s cabin.


5 min: Have students take another look at the Plaza cabin drawings. Ask which drawing is most likely to have detail about insulation. Wait time. Call on a student. Get a second opinion. Have students look closely at Drawing E and, in pair-shares, give them 2 minutes to identify the R-level of insulation designated for the ceiling, wall, and floor and figure out if it meets the requirements shown in the chart. (R-30, 21, and 25; yes.) The drawing says that this insulation is optional. Have pair-shares determine if it is. Call on one.


10 min: Have Work Teams read Batts and blankets up to Loose-fill insulation, pp. 897-8 and take notes. Teams should also make vocabulary cards for

• Batt (insulation)• Blanket (insulation)• Fiberglass insulation• Unfaced insulation

Ask Teams additionally to determine if the studs called for in Mr. Plaza’s drawings are the right size to put in R-21 insulation and explain why..


Finally, Work Teams should answer the following questions:

• If Mr. Plaza chooses fiberglass batts for wall insulation, what kind will he need to buy to ensure the planned R-value of 21?• If he chose rock wool instead of fiberglass,

what would be the effect?

Check and compare answers and rationale.


10 min: Ask Work Teams to read about the other kinds of insulation on pp. 898-9 and make a chart comparing R-value of the various types. Teams should also complete vocabulary cards for:

• Loose-fill insulation• Rigid insulation• Spray foam insulation

5 min: Play a quick round of Darts Snack Break (9:30-9:40)

Week Seven: Day 32 (Tuesday)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 32 (Tuesday)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 and Use Resource 5.26.) Reflection Homework: Pass out assignment and copies of architects’ flat scale. Out the door: Model Notes, Reflection, binders on the shelf, shake hands.

Week Seven: Day 32 (Tuesday)AFTER HOURS - 1

Homework: Tonight’s homework has two parts.Part 1: As Mr. Plaza, write a brief memo to the County about the regulation requiring fireproof wood (or shake) shingles. Maintain a civil tone as you clearly lay out your rationale for your position. Check proper memo format in your notes. Create a 2 minute role play of a telephone call between the County Building Department Supervisor and Mr. Plaza, initiated by the Supervisor in response to Mr. Plaza’s letter.


The presentation will be assessed by the following rubric:

Element Great job Adequate Below standard

Logic of arguments

Both Mr. Plaza’s and the Supervisor’s arguments are very clear and logically support their positions.

The logic or clarity of one party’s arguments is weak.

The logic or clarity of both party’s arguments is weak.


Correct memo format

Format is totally accurate

One element in format is wrong

Two or more elements in format are wrong

Role play—active listening

Both parties use active listening consistently

One party uses active listening consistently; the other doesn’t

Neither party uses active listening consistently

Compliance with assignment

Memo is read clearly and slowly enough to follow the argument; role play is within 15 seconds of 2 minutes

Memo is not read clearly and slowly enough to follow the argument OR role play is not within 15 seconds of 2 minutes

Memo is not read clearly and slowly enough to follow the argument AND role play is not within 15 seconds of 2 minutes


Part 2: With your flat architect’s scale, practice making readings for both the ¼ and 1/8 scale; they’ll be on Minute Measurement starting tomorrow. • 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 32

Business

Transcript of CFC Day 32