02 Y2 1t Learning Module

HELE/TLE DEPARTMENT
ACADEMIC YEAR 2013-2014
LASALLIAN LEARNING MODULE Teacher: Love Bambie Year/Level: Sophomore Subject: TLE C. Ranas Term Module: First Title: Computer Aided Time Frame: 20 hours Term Drafting CONTENT STANDARD PERFORMANCE STANDARD The learners establish an The learners demonstrate an ability to understanding of the mechanical create, label, and refine drawing details and basic architectural drawings and and determine specific dimensions of comprehend the significance of the the various components with the use of component details and dimensions computer - aided devices (CAD). to the totality of the drawing designs. This is the transfer of KPU to life For Gr 7 to HS IV, take this from K situations in the form of product or to 12 (TESDA) or DepEd (CP-TLE) performances. Teacher Guide. For GS 4 - 6, from BEC EPP RELATED LASALLIAN GUIDING PRINCIPLES 1. Challenge students to realize their full potential. Students will be given series of activities that will enhance not only their technical skills, but also develop their individual; traits and virtues. 2. Are dynamic and encourage differentiation, diversity, and synergy amongst students that are friendly, caring and respectful. Students will be encouraged to actively participate during classroom discussion and peer tutor during activities especially to their classmates who are having difficulties on the subject. 3. Ensure that students translate knowledge into something useful in an actual practice for the betterment of society and the Church Students will be given situational activities that will stimulate their social and religious responsibility and develop closer relationship with the community they belong. 4. Prepare students to participate responsibly in the world of work, family, community, nation and the church. Students will be provided situational activities relating with their family,
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community, nation, Church and even work, to prepare themselves in the event that the same situation occurs. COVERAGE I. Mechanical Drawing a. Orthographic Drawing b. Isometric Drawing II. Basic Architectural Drawing a. Basic House Planning b. 3D Construction BLENDED TOOLS Face-to-face Direct Instruction Lesson Overview Review of previous knowledge Explicit Teaching Modelling/Demonstrations Indirect Instruction Problem Solving Independent Study Homework Peer Tutorial Project Planning and Making
e-Learning For PEARL Web research Simulations Online Activities (Edmodo) Use of applications/softwares
STAGE 1: ESTABLISHING DERSIRED RESULTS TRANSFER GOAL(S) Students will be able to independently use their acquired knowledge and skills to develop their creative, analytic and critical-thinking ability, and as a result, they must be able to create and produce an innovative concept/design which must be presented based on their learnings. BIG IDEA/ENDURING UNDERSTANDING (EU) OVERARCHING EU TOPIC EU The profound understanding and ability of the students to understand different drawing components Students will understand that ... creating concept or design does not only requires technical skills,
First Term Learning Module Prepared by: Love Bambie C. Ranas
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enables them to create an accurate and rich drawing concepts and designs.
but also an understanding on the different components of drawing. (Mechanical Drawing, Orthographic and Isometric) every concept or design is a combination of their personal outlook/ideas and acquired abilities/skills that enables them to create accurate and rich drawings. (Basic architectural drawing, Basic House planning and 3D construction)
ESSSENTIAL QUESTIONS (EQ) OVERARCHING EQ How can the understanding and ability of the students in mechanical and basic architectural drawing improve their creative, analytical and critical thinking abilities?
TOPIC EQ What are the traits, abilities and skills should I possess to create an accurate and rich drawing, concepts and designs? (Mechanical Drawing Orthographic and Isometric, Basic Architectural Drawing Basic House Planning and 3D Construction)
COMPETENCIES/LEARNING OUTCOMES LO 1. At the level of knowledge Students must be able to define and/or identify the following: Orthographic drawing and its six principal views Isometric drawings and its components Types of Architecture Factors to consider in house planning Basic Rooms layout Types of Roofs LO 2. At the level of process or skill Students must be able to select or discern the appropriate and correct orthographic projection for a given Isometric drawing, and vice versa. Students must be able to create a house design and a floor plan considering the principles of Basic house planning. LO 3. At the level of understanding The students must be able to interpret an Isometric drawing into an Orthographic, and vice versa. The students must be able to take to mean the traits, abilities, and
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skills to create an accurate and rich plans and designs. LO 4. At the level of performance/product The students must be able to resolve a given real-life situation using the obtained knowledge and understanding on Mechanical and Basic Architectural Drawing.
SPECIFIC OBJECTIVES By the end of the 2 hour period, the students must be Teaching Day able to: be enlightened regarding the course outline and the coverage of the subject matter for the whole academic year. register in an online/virtual classroom (Edmodo) for the e-learning sessions and download applications that will 1 be used to further engage themselves into the subject matter. recollect their previous learnings in relationship with the current subject matter, especially for the first term topic know the etymology of the word orthographic. define Orthographic Drawing. enumerate the principal and regular views used in Orthographic Drawing. locate the principal and regular views of a 3D figure or 2 drawing that would help them in creating Orthographic Drawing. convert a 3D drawing into an Orthographic drawing by using any of the methods/techniques and by improving the required abilities in drawing. know the origin of the word Isometric. define Isometric Drawing and its representations. 3 differentiate Isometric drawing from Oblique drawing. convert an Oblique Drawing into an Isometric Drawing. convert an Orthographic Drawing into an Isometric Drawing. 4 understand how the accuracy and precision on the measurements of Orthographic and Isometric Drawings can be obtained. answer correctly the drawing exercises that would 5 measure their skill and understanding of Orthographic and Isometric Drawing. 6 define Architecture
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be familiarized with the different types of architecture according to purpose. discern the factors to consider in House Planning. identify the different types of roofs acquire understanding of room layouts create a basic house plan with the knowledge regarding floor planning, the types of roofs and room layout. transfer the created basic house plan into a 3D construction using a specific computer software or application. Aware of the rubrics for their final project plan their final project which will be due on the 10th day of classes. work and be engrossed while working on their final project complete and submit their respective final projects.
STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING AND TRANSFER Students will be able to independently use their acquired knowledge and skills to develop their creative, analytic and critical-thinking abilities, and as a result, they must be able to create and produce an innovative concept/design which must be presented based on their learnings. GRASPS NARRATIVE OR TRANSFER TASKS Your inherited a large amount of money from your grandparents and decided to invest it by buying a lot. Years after, the area beside your lot was awarded to Gawad Kalinga Foundation. Being a generous individual, you decided to donate an approximate area of 18m x 12 m or 60 x 40 lot to the foundation. As part of your charity work, and since you have knowledge and background on creating a floor plan and designing a house, you volunteered to do the house planning work. This is also to save the Foundation from hiring an Architect and or professional designers. To help you with your work, the foundation assigned another volunteer to be your partner. Before you start your charitable work, you review assessed the three families tha Family 1: John and Jenny is a couple with no child. Since they are only two in the family, they prefer a house that is not too large and not too small for them. Family 2: Carlo and Rose have a 3 year old son, Ben, and a 16-year old daughter, Mary. They would like to have a house that will keep their
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son safe and secured because of his playfulness, and a separate room for their teenage daughter. Family 3. Jack and Joy have two sons. The youngest, Jess, is 12 years old, while the eldest, Mico, is 25 years old. Mico has a wife and a 6-month old baby living under the same roof. Jacks parents, Tatay Boyet and Nanay Nelia is also under his care. They would like to have enough rooms for their family, including Micos family and the elders/seniors. The houses that you will design should be adequate on the available lot area and should match the needs and preferences of the families.
ASSESSMENT at the level of: Knowledge (K) Process/Skill (P) Quizzes Drawing Identification Exercises Enumeration Drawing Exercise with rubric
Understanding (U) Matching Type Multiple Choice Group Presentation
Performance/Product (C) Project Making Analytical Rubric
RELATED FACETS OF UNDERSTANDING Application The students must be able to create accurate and rich concepts and designs, based on their learnings. Perspective The students must be able to analyze the different Orthographic and Isometric figures especially the conversion of the latter to the former, and vise versa. Infer the basic principles in House Planning. Empathy The students must be able to relate themselves on a given real life scenario upon creating an accurate and rich drawing concept and designs. Self Knowledge The students must be able to realize the importance of acquiring
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knowledge and learning new skills in Mechanical Drawing and Basic Architecture to develop their analytical, critical and creative thinking abilities.
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER INTRODUCTION DAY 1 Procedure Review of the Previous Knowledge Introduction of Subject Outline Strategies, Organizers, Blended Tools Reflection Class Assessment Class Sharing Keynote/Powerpoint Presentation Facilitators / Students Tasks 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Attendance 2. The teacher will let the students share to the class their experiences from their previous TLE topics by asking the following questions: What was your topic last year for this subject? How about last, last year? Would you like to share your experiences and obtained knowledge and skills from your previous TLE topics? What were your final outputs/projects? How did it benefit you as an individual? What knowledge/skills/abilities did you obtain after the term/year? 3. The teacher will process students sharing. 4. The teacher will discuss the topics for this school year down to the terms and its subtopics. For this school year, TLE for sophomore will cover the following topics: Computer Aided Drafting (CAD) for the first term, Photography next term, and Video Production for the last term.
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Let us first focus on the first term. The CAD is divided into two units: Mechanical Drawing and Basic Architectural Drawing. Each unit has two sub-topics. For the Mechanical Drawing, you will be learning Orthographic and Isometric Drawing. While for the Basic Architectural Drawing, you will be learning how to do a house plan and 3D construction. Class Rules and Procedures are: 1. Cellular phones are not allowed. 2. MDLs may only be used if necessary and if the teacher asked the students to do so. 3. Be respectful all the time. 4. Be punctual. 5. No candy/gum, food and drink in the classroom INTERACTION DAY 2 Procedure Build and Deepen New Knowledge Strategies, Organizers, and Blended Tools Explicit Teaching Modelling Demonstrations Facilitators / Students Tasks 1. Perform regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance 2. Review of the Previous Discussions Computer Aided Drafting Unit I: Mechanical Drawing Topic 1:Orthographic Drawing Topic 2: Isometric Drawing Unit II: Basic Architectural Drawing Topic 1: Basic House Planning Topic 2: 3D Construction
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER 3. Presentation of the Learning Objectives for the First Unit At the end of this unit, the students must be able to: a. define and/or identify Orthographic Drawing and Isometric Drawing, and its components. b. identify the principal and regular views of an Orthographic drawing c. differentiate Isometric Drawing from Oblique Drawing. d. develop imaginative, creative and critical thinking abilities to determine the orthographic/isometric projections of a figure or drawing. e. create Orthographic and Isometric drawing with precision on dimensions using computer aided programs. 4. Introduction and discussion of the topic Orthographic Drawing Etymology Orthos (gk) straight or at right angle Graphos(gk) written or drawn Literal Meaning Orthographic means drawn at right angle Definitions It is a method of representing an object into two or more view on a plane, generally at right angles to each other. It is the representation of related views of an object as if they were all in the same plane. It means making a 3-dimensional object into two. It is a method of representing the exact shape of an object in one or several views Principal views of an Orthographic Drawing Front view Back/Rear view Top view Bottom view Right side view Left side view
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER

Back View Left Side View
Right Side View Front View Bottom View
Regular views of Orthographic Drawing Top view Front view Right side view
Top View
Front View
Right Side View
5. Classroom Activity Students have to select a 3D object inside the classroom, identify, and draw its Orthographic regular views. (e.g. teachers table, trash bin, cabinet, drawer) 6. Assessment 1 (At the level of knowledge) Using the application Notes (or the like), answer the following questions: 1. What is an Orthographic Drawing?
HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER Key to correction: It is a method of representing an object into two or more view on a plane, generally at right angles to each other. It is the representation of related views of an object as if they were all in the same plane. It means making a 3-dimensional object into two. It is a method of representing the exact shape of an object in one or several views Literally, it means drawn at right angle. 2. What are the regular views of an Orthographic Drawing? Key to correction: Front view, Top view, Right side view 3. What are the six principal views of an Orthographic Drawing? Key to correction: Top view, Bottom view, Front view, Rear view, Right side view, and Left side view 7. Assessment 2 (At the level of Process/Skill) Identify and draw the Orthographic regular views of the following figures:
1. 2.
3.
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Key to correction:
8. Assessment 3 (At the level of Process/Skill) Identify and draw the Orthographic regular views of the following figures:
1. 2. 3.
4.
5.
Key to correction:
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INTERACTION DAY 3 Procedure Enrichment of Previously Learned Knowledge and Skill Through Evaluation and Assessment Build New Knowledge and Skill Strategies, Organizers and Blended Tools Direct Instruction Explicit Teaching Modelling or Demonstrations Indirect Instruction Problem Solving / Online Activities Independent Study Homework Facilitators / Students Tasks
HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Checking of Assignments 2. The teacher will give the students a seat work regarding the previous topic. The activity will last for an hour. Identify and draw the Orthographic regular views of the following figures:
1.
2.
3.
4.
5.
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Key to correction: Application used: Graphpad Pro
3. The teacher will present the new topic under the unit Mechanical Drawing. Isometric Drawing Etymology Isos equal Metron measure
First Term Learning Page 16 of 44 Module From the greek words above, the word Isometric literally means Prepared by: Love Bambie C. Ranas
Definition
of equal measure. It is a method of using perspective drawing
HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER INTERACTION DAY 4 Procedure Build New Knowledge and Skill Strategies, Organizers and Blended Tools Direct Instruction Explicit Teaching Modelling or Demonstrations Indirect Instruction Problem Solving / Online Activities Independent Study Homework Facilitators / Students Tasks 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Checking of Assignments 2. The teacher will review the unit objectives Define and or Identify Orthographic Drawing and Isometric Drawing, and their components Discussed. Identify the principal views and regular views of an Orthographic Drawing Discussed. Differentiate Isometric Drawing from Oblique Drawing Discussed. Develop imaginative, creative and critical thinking abilities to determine the isometric/Orthographic projections of a figure or drawing
HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER This is a continuous process. Create Orthographic and isometric Drawing with precision on dimensions using Computer Aided programs This is yet to be discussed. 3. The teacher will review the previously discussed lesson. What is an Isometric Drawing? What are the representations of an Isometric Drawing? What are the differences of an Isometric Drawing and Orthographic Drawing? How will you differentiate an Isometric Drawing from an Oblique Drawing? 4. The teacher will present and discuss the new topics under the unit Mechanical Drawing Understanding Isometric Drawing A. Drawing Basic Isometric Shape Cube 1. Identify the base line 2. Initially draw lines representing the DIMENSIONS (L,W,H), 30 degrees from the base line
Note: Always start drawing from the bottom, going to the top. 3. Draw the lines parallel to the initially drawn lines.
Height
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B. Drawing Irregular Isometric Shape Draw the figure line per line or view per view, using an Isometric cube as your guideline.
5. The teacher will conduct a practice drill to enhance the drawing skills of the students. Students will copy the given figure.
6. The teacher will discuss how to convert an Orthographic Drawing into an Isometric Drawing Example 1
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a. Start by drawing an Isometric Cube. This will serve as your guide.
b. Re-draw each views on the Isometric Cube Example 2
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7. The teacher will discuss converting an Isometric into Orthographic Drawing, and vice versa, with respect to measurements. Units of Measurements English Foot Inch Metric Meter Centimeter Milimeter
Example: Isometric Drawing to Orthographic Drawing 3
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L,W
L,H
H,W
The teacher will ask: By looking at the given Isometric Drawing with measurements, what are the measurements of the lines in the Orthographic Drawing? Example 2: Orthographic Drawing to Isometric Drawing
6 2
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The teacher will guide the students in converting the Orthographic Drawing into an Isometric Drawing, with respect to the given measurements.
8. Assessment 6 Convert the following Orthographic Drawings into Isometric Drawing. Given item: Key to correction:
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INTERACTION Day 5 Procedure Enrichment of Previously Learned Knowledge and Skill Through Evaluation and Assessment Build New Knowledge and Skill
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Strategies, Organizers and Blended Tools Problem Solving / Online Activity Facilitators / Students Tasks 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Checking of Assignments 2. The teacher will review the students of their previous learnings for the preparation for the long Assessment by asking the following questions: What is an Orthographic Drawing? What are the principal views of an Orthographic Drawing? Among those Principal views, what are the regular views? What is an Isometric Drawing? What are the representations of an Isometric Drawing? What is an Oblique Drawing? The teacher will guide the students on how to understand Orthographic Drawing and Isometric Drawing, and the conversion. 3. The teacher will distribute the test papers. She will explain the instructions for each test types. 4. The students will have the entire TLE period to answer the test. 5. Copy of the test is attached Attachment 1 INTERACTION Day 6 Procedure Build New Knowledge and Skill Strategies, Organizers and Blended Tools Direct Instruction Explicit Teaching Independent Study Homework
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Facilitators / Students Tasks 1. Perform Regular Class Routine Prayer Greetings Classroom Management Checking of Attendance Checking of Assignments 2. The teacher will discuss the objectives for this unit. At the end of the unit, the students must be able to: Define Architecture Classify Architecture according to purpose or use Discern the factors to consider in House Planning Exhibit understanding of room layouts Describe the different types of roofs Examine the different styles of Architecture Construct a floor plan showing understanding of the factors to consider in the house planning and room layouts, associated with a 3D figure, using a computer aided software. 3. The teacher will introduce and discuss the new topics under Unit II Basic Architecture What is Architecture? It is the science or art of making beautiful designs for any structure or building. It is the profession of designing buildings, open areas, communities, and other artificial construction and environments, usually with some regard to aesthetic effect. Architecture often includes designs or selection of furnishings and decorations , supervision of construction work, and the examination, restoration, or remodelling of an existing building. What are the types of Architecture according to use or purpose? Domestic Architecture (dwellings, hospitals, asylums) Religious Architecture (churches and chapels) Educational and Recreational Architecture (schools, theatres, libraries, museums, clubhouses)
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Commercial Architecture (offices, buildings, stores, banks, railways, stations, docks, and piers) Industrial Architecture (factories and shops) Civil Architecture (Capitols, courthouses, civic centres, reservoirs, fire stations, police stations, monuments, military buildings, and sanitary houses)
What are the factors to consider in House Planning? Income of the Family -funds to be used for the construction of the house largely depend on the income of the house -2 times of the familys annual income (land cost excluded) -housing loan available from Government Agencies (GSIS, SSS, PAGIBIG/HDMF, and other financing agencies) Size of the Family Size of the family will determine the number and size of rooms in the house Size of the rooms depends on the lot area, and even more, the availability of the budget Orientation -Position or location of the house o Topography o Sun o View o Wind or breeze o Noise Style of the house -Interior and Exterior parts of the house -Roof, walls, foundation, plumbing, electrical wiring, size and arrangement of the rooms, storage space, exterior design and landscaping Size and location of the house -Size and location of the house determines the size of the
HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER house itself -Corner lots are more expensive than inside lots -Prospective house owner usually preferred lots on higher ground Location of proposed house on the lot -House may be located at the center of the lot, or one of its sides may exactly on a lot line or house. -Firewall should be constructed if the side of the house is exactly on the lot line. What are the different room layouts in a house? Living Room -Place where visitors or friends are entertained -Should be provided for the more quiet recreational activities (reading, conversation, quiet games, and listening to soft music -Centrally located and adjacent to the entrance -Well-proportioned and not merely serve as a passageway to other rooms -Sufficient wall space for the placement of furniture, large window openings Bedroom -This room should be located away from the kitchen an the living room area for privacy and protection from the noise of everyday activities Bathroom and Toilet -This room should be near the bedrooms -If there is only one bathroom, it should be accessible from other parts of the house. Dining Room and/or Toilet -Modern day living has dictated that the dining room and kitchen be combined since floor area may be limited, except for the
HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER larger homes where dining areas are separate. Other rooms/area in a house -Entertainment Room -Utility Room -Guest Room -Study/Library/Office -Basement -Garage -Garden -Patio
Types of Roofs Gable Roof Most common type of roof since it is easy to construct. In a triangular roof, the gable allows rain to run off easily.
Flat Roof A flat roof is exactly that FLAT. It is easy to build because few materials are used and needed
Hip Roof This roof has four sloping sides. This is commonly used on regency and french provincial houses. It is used when roofline protection is desired around the entire perimeter of the house.
Shed Roof
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER This is similar to the gable roof, as it allows rain and snow to run off easily. It is one of the easiest roofs to build.
Gambrel Roof This roof looks more bell-like than triangular when viewed from the size. It is like a flattened gable roof. This roof is usual to farm houses.
Others: Roof Combinations
4. The teacher will review the students, in preparation for a test of Knowledge 5. After the review, the teacher will explain first their Homework ( Assessment 7) Make a research on the different architectural works in the Philippines. Look for photos, gather brief description: name location year constructed
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Architectural description Architect/designer (optional) and compile at least three (3) photos for each type of Architecture according to use or purpose. Note: Do not forget to acknowledge your references Scoring Guide:
DEADLINE OF SUBMISSION: Next meeting File type: .pdf Subject: EVALUATION 6.1 LASTNAME Send to: Section e-mail For SH, send to tlesophomoreh2013@gmail.com For other sections, tle(section)2013@gmail.com ex: tlesa2013@gmail.com 6. Assessment 8 Identify the following: 1. This type of roof is more bell-like rather than an ordinary triangular roof. 2. This type of roof has two slopes which allows the rain to run off easily.
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER 3. This type of roof is used to protect the entire roofline perimeter of the house. 4. This roof is one of the easiest roofs to build as it looks like gable roof which allows the rain to run-off easily. 5. It is both science and art of making beautiful designs for buildings and structures. 6. - 11.What are the six factors to consider in House Planning? 12. 16. What are the types of Architecture according to uses and purposes? 17 20. What are the basic rooms in a house? Key to Correction: 1. Gambrel Roof 2. Gable Roof 3. Hip Roof 4. Shed Roof 5. Architecture 6. 11. Income of the Family Size of the Family Orientation Style of the house Location and size of the lot Position of the House on the lot 12. 16. Domestic Architecture Educational/Recreational Architecture Religious Architecture Commercial Architecture Industrial Architecture Civil Architecture 17. 20. Bedroom Living Room Bathroom / Toilet Bed room INTEGRATION
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Day 7 Procedure Enrichment of Previously Learned Knowledge Build New Knowledge and Skill Strategies, Organizers and Blended Tools Problem Solving / Online Activity Facilitators / Students Tasks 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Checking of Assignments 2. Review of the previous knowledge The teacher will help the students recall the previously learned knowledge by asking questions, such as: What What What What What is Architecture? are the 6 types of Architecture? are the factors to consider in House Planning? are the basic rooms in a house? are the different types of roofs?
3. The teacher will briefly explain the idea of 3D 3D Construction 3D means three-dimensional It is something that has length, width, and height Our physical environment is three dimensional and we move in 3D everyday How do we represent the 3D world on a flat surface such as a display screen? Use different perception tools
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Before:
Before, we use different sheets to represent the views/sides of a figure. Now:
Now, with the help of modern technology, a lot of software applications were created to make the designing work easier. One of the applications is Google SketchUp which is used by different professionals. We will use Sketchup to represent floor plans and house designs in 3D.
4. The teacher will let the students watch videos to refresh them on how Google Sketchup. (Students already used Google Sketchup when they were Grade 7) Video tutorial 1 source:
http://www.youtube.com/watch?v=OPkv9tRuO-c&list=PLEA55BED4322A8219
Video tutorial 2 source:

http://www.youtube.com/watch?v=tS11K5PgHkc&list=PLEA55BED4322A8219
Video tutorial 3 source:

http://www.youtube.com/watch?v=ZwJntmJxi78&list=PLEA55BED4322A8219
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Other videos that the teacher may present. This may be played while they are doing the drills. Tutorial: How to make a Basic House in Google Sketchup 8 by Manzari98
http://www.youtube.com/watch?v=XgGzq2UUV8I
Getting started with Google Sketchup by SketchUp video

http://www.youtube.com/watch?v=gsfH_cyXa1o
Sketchup: Modern Villa for beginners

http://www.youtube.com/watch?v=qhc2IjQFNkc
How to make a house in google sketchup by livinfastforward

http://www.youtube.com/watch?v=2WxeIpsxvDY
Google Sketchup Fast House Plan by GondolaWAD

http://www.youtube.com/watch?v=d6HNfQC8w1g
5. The teacher will review the tools used. The teacher may demonstrate another example to guide the students. 6. Practice Drills Activity 1: Build a House (Exterior) Instruction: Build a house applying the tools discussed during the tutorial. Requirements: Wall, Roof, Door, Window (s), stairs/steps, chimney Dimensions: L 20, W 30, H 15 Actiivty 2: Build a House (Interior) Instruction: Create a floor plan for a two bedroom type of house Requirements: 4 Basic Rooms, Principles of Room Layouts Dimensions of the house: L 35, W 30, H 15 7. The teacher will discuss the homework for next meeting. HOMEWORK (This activity will be done by pairs) Create a floor plan and a house design using any of the MLD applications for house and floor planning (e.g. Room Planner, PadCad Lite, Magic Plan) Save/capture a screen shot of your drafted design and plan.
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Next meeting, each pair will create a 3D representation of their floor plan and house design. Rubric for Process Topics/Items 3 = EXCEEDS EXPECTATION 2 = MEETS EXPECTATION 1 = BELOW EXPECTATION Highest Possible Score 3
Floor Plan
The floor plan has The floor plan lacks The floor plan the complete basic one or more basic shows only the rooms room/s overall floor layout with incomplete room layout The roof is categorized as one of the basic types of roofs The roof is somehow or looks like one of the basic types of roofs The house lacks any of the following components: walls, roof/s, door/s, window/s and steps/stairs
Basic Types of The roof is a Roofs combination of at least two of the basic types of roofs
House Design The design has the The house lacks complete some of the representation of following walls, roof/s, door/s, components: walls, window/s, and roof/s, door/s, steps/stairs window/s and steps/stairs Factors to Consider in House Planning The size of the lot, At least two of the position of the factors are house on the lot, considered upon size of the family, creating the house orientation and style design. of the house are considered upon creating the house design
The house design was not well thought of and created without an effort.
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STAGE 3: LEARNING PLAN FLOW LESSON PROPER Use of Google The design and Sketch up plan of the house was created accurately, which means the software is skillfully used. Visual Impact The house design was creatively made, adding details that will improve the visual presentation of the design. Total The design and The design and plan of the house plan is created was created neatly, confusingly. with minor faults. 3
The house design was plainly created using all the basic representations, components, and parts of a house.
The house design resembles a plain box, was not well thought of, and created without an effort.
18 After creating the house design, students will answer the following questions (individual activity)
1. How did you come up with the concept of your floor plan and house design? What is your inspiration prior and upon doing the floor plan and house design? 2. Given the topics/items to consider before creating the floor plan and house design, how did you weigh the importance of each factors, topics and items to consider while creating your floor plan and house design? 3. What are the traits, abilities and skills should one possess on creating an accurate and rich plan and design? Justify your answers. 4. How did this activity help you to develop and improve your creative thinking ability?
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HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER Scoring Guide per item
Highest possible score
5 = Outstanding The student was able to elaborate his/her answers impressively, citing personal experiences showing involvement to the activity.
3 = Satisfactory
1 = Fair The student was able to answer all the questions with directly, with no information to support his/her answers.
Score
The student was able to answer the questions with limited information to support it. Total (x 4 items)
20
INTEGRATION Day 8 Procedure Enrichment of Previously Learned Knowledge and Skill Through Evaluation and Assessment Strategies, Organizers and Blended Tools Use of software application Facilitators / Students Tasks 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance e. Checking of Assignments 2. The teacher will review the students on how to use the software, will give examples if necessary. 3. The students may now do the activity from their homework. 4. Before the class ends, the teacher will discuss to the class their final project, which will be done by pairs.
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HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER 5. GRASPS

have knowledge and background on creating a floor plan, you volunteered to do the work. This is also to save the Foundation from hiring an Architect or professional designers. To help you with your task, the foundation assigned another volunteer to be your partner. Before you and your partner start planning, you assessed the families that will dwell on the houses. The profile of the families are: Family 1: John and Jenny is a couple with no child. Since they are only two in the family, they prefer a house that is not too large and not too small for them. Family 2: Carlo and Rose have a 3 year old son, Ben, and a 16-year old daughter, Mary. They would like to have a house that will keep their son safe and a separate room for their teenage daughter. Family 3. Jack and Joy have two sons. The youngest, Jess, is 12 years old, while the eldest, Mico, is 25 years old. Mico has a wife and a 6-month old baby who are living with Jack and Joy. Jacks parents, Tatay Boyet and Nanay Nelia are also under their care. They would like to have a simple house that has enough rooms for them, including Micos family and for the the elders/seniors. The chairman of the Foundation advised you and your partner to create a BUNGALOW or SINGLE STORY HOUSE since the ground may not be stable enough to hold 2 or more story houses.
This project is due before the end of the term. 6. Rubric

CATEGORY Basic House Design Principles (35%) 5 All of the basic principles in house planning were clearly established on the project and matches with the profile of the families. (Factors to consider (except for the Income) and Room Layouts) 4 All of the basic principles in house planning were clearly established on the project but does not match with the profile of the families. 3 Only one of the basic principles in house planning was established. The principle matches the profile of the families. 2 Only one of the basic principles in house planning was established. The principle does not match the profile of the families. 1 None of the basic principles in house planning was established on the project.
Effort (30%)
Project was created with high level of creativity and critical thinking and a high level of involvement in project.
Project was created with creativity and critical thinking and time and effort was put towards the project, but
Project was created with little creative and critical thinking skill and little time and effort was put towards
Project was very limited and hardly thought of.
Project was created with no effort at all.
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HELE/TLE DEPARTMENT

could still improve. Overall Presentation (35%) The project was exceptionally neat. The project was organized, but could improve. the project.
The project was in order, but with minor inaccuracies.
The project was made hastily, with a lot of inaccuracies.
The project was below standards.
TOTAL (100%)
REMINDERS: Students will submit their project in a SLIDE PRESENTATION (Keynote, Powerpoint, etc.) Application to use for floor planning: PadCad Lite Presentation Content:
Name and Section Photo of the entire lot showing the three houses and explanation on how did you divide the lots for the three houses Photo of Family 1 houses floor plan (closer shot)and explanation on how did you come up with the room layout Photo of Family 2 houses floor plan (closer shot)and explanation on how did you come up with the room layout Photo of Family 3 houses floor plan (closer shot) and explanation on how did you come up with the room layout Send it to their respective section email with, subject: PROJECT LASTNAME 1, LASTNAME 2
Day 9 Procedure Application of the acquired knowledge and skill through a Performance Task. Strategies, Organizers and Blended Tools Pair performance Project Planning and making
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HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER Facilitators / Students Tasks 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance 2. Students will make use of this time to work on their project with their partners. 3. Teacher will monitor the progress of the students work. Day 10 Procedure Fulfillment and completion of missed requirements Accomplishment of the Performance Task Strategies, Organizers and Blended Tools Independent Study Pair performance Project Planning and Making Facilitators / Students Tasks 1. Perform Regular Class Routine a. Prayer b. Greetings c. Classroom Management d. Checking of Attendance 2. Students will answer the special make up activiites. Special Make Up Activities Remedial for Assessment 1 Process ( Evaluation 2.1.B ) Using any MLD CAD application, draw the Orthographic projection (Top View, Front View, and Right Side View) of the 3D figure below. Put your name and section on your final output then screen shot. Send it to your section e-mail with subject Remedial Assessment P1 Lastname (18 points).
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HELE/TLE DEPARTMENT
Note: All students will submit this activity. Minus 1 for every error/mistake, including not following the instructions. If the student submitted the former assessment, the teacher will record whichever score is higher.
Remedial for Assessment 2 Process ( Evaluation 2.1.C ) Using any MLD CAD application, convert the 3D figure below into an Orthographic Drawing. Put your name and section on your final output then screen shot. Send it to your section e-mail with subject Remedial P2 Lastname. (15 points)
Note: All students will submit this activity. Minus 1 for every error/mistake, including not following the instructions. If the student submitted the former assessment, the teacher will record whichever score is higher.
Remedial for Assessment 3 Process ( Evaluation 3.1 ) Using any MLD CAD application, convert the given Oblique Drawing into an Isometric Drawing. Put your name and section on your final output then screen shot. Send it to your section e-mail with subject Remedial P3 Lastname. (5 points)
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HELE/TLE DEPARTMENT
Note: All students will submit this activity. Minus 1 for every error/mistake, including not following the instructions. If the student submitted the former assessment, the teacher will record whichever score is higher. Remedial for Assessment 4 Process ( Evaluation 4.1 ) Using any MLD CAD application, draw the Isometric representation of the Orthographic drawing given below. Put your name and section on your final output then screen shot. Send it to your section e-mail with subject Remedial P4 Lastname. (15 points)
Note: All students will take this activity. Minus 1 for every error/mistake, including not following the instructions. If the student will be taking the activity for the second time, the teacher will record whichever score is higher.
Remedial for Assessment 4 Knowledge ( Evaluation 6.1 ) Research the different architectural works in the Philippines and categorize three (3) examples (with photo and brief description) for EACH type of Architecture according to purpose. For the brief description, gather the following information: name, location, year constructed, architectural description, and architect/designer (optional).
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HELE/TLE DEPARTMENT
STAGE 3: LEARNING PLAN FLOW LESSON PROPER Submit your work in a PDF format. You may use Pages, MS Word, or MS Powerpoint and save it as .pdf. Send it to your section e-mail with subject Remedial K4 Lastname. Note: Only students who missed, did not submit, or got scores below 75% (beginning level) will submit this activity. Since this is a remedial test, the highest possible score is 75%. Minus 1% for every error/mistake, including not following the instructions. 3. Upon finishing the special make u activities, the students will continue working on their Performance Task.
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02 Y2 1t Learning Module

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HELE/TLE DEPARTMENT

ACADEMIC YEAR 2013-2014

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

ACADEMIC YEAR 2013-2014

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First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

Understanding (U) Matching Type Multiple Choice Group Presentation

Performance/Product (C) Project Making Analytical Rubric

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First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

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STAGE 3: LEARNING PLAN FLOW LESSON PROPER

Right Side View Front View Bottom View

Right Side View

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First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER Key to correction:

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

of equal measure. It is a method of using perspective drawing

ACADEMIC YEAR 2013-2014

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER

a. Start by drawing an Isometric Cube. This will serve as your guide.

b. Re-draw each views on the Isometric Cube Example 2

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER

Example: Isometric Drawing to Orthographic Drawing 3

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

STAGE 3: LEARNING PLAN FLOW LESSON PROPER

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas

ACADEMIC YEAR 2013-2014

ACADEMIC YEAR 2013-2014

ACADEMIC YEAR 2013-2014

First Term Learning Module Prepared by: Love Bambie C. Ranas