HOUSE MODEL DESIGN – 5682

TIPC Ratings

APPROACHING – (Independent Living) Other than learning the color scheme options, the students will be independently researching the effects different colors and color combinations can have on a person’s mood, attitude, appetite, and learning. They may use any credible sources found on the Internet, such as scientific research articles or publications. The only stipulation is that it may not be information from a person’s opinion or website that may be edited by the public. They must provide the source of their information as proof of reliability.

(Technology Foundations) Students will be using numerous physical and digital resources to aid in the design concept of their own conceptual model. They will also collaborate with another class concentrating on a different subject matter in order to make decisions on their own personal product. They may use previous years’ models, blueprints, credible internet sources, google sketchup examples, personal dwelling layouts, and the NAWIC information guide.

IDEAL/TARGET – (Independent Living) By combining two completely different subjects and classes, the students will be in communication with peers outside of their normal surroundings for this project. They will be able to relate because both groups are participating in a design unit, one constructing the exterior and one constructing the interior. This lesson is particularly meaningful because the students will be learning from each other throughout the lesson and will be working with each other over several days. Technology Foundation students will most likely not know much about how color schemes play a factor in everyday life and my students will not be too knowledgeable on constructing a model house. Hopefully, because of this lesson they will be able to share the information with each other. The students may use class time to collaborate with one another since we both have them the same class periods. Through this lesson, the students may come up with other ways our classes could work together in the future by comparing upcoming units

(Technology Foundations) In combining both class units students will be able to draw inspiration from each other’s experiences and knowledge to aid in the design process of the final model. Student groups will be able to split time between both classes in both lab time and other instruction. By collaborating early in the project the design, layout of the project may differ significantly due to the technology students incorporating more interior layout design concepts. The focus is to create a “real life” experience in designing the model/layout so that in the future students may apply skills in personal experiences (building their own home, interior design, etc.). Students will learn skills for application in not just the problem solving/design process but in the collaborative effort incorporated in designing a real residential dwelling.

APPROACHING – (Independent Living) The students will be using this lesson to solve real world problems in a household. For example, the different household members should have different floor coverings based on their needs. The son (age 8) may be better suited to have a rug in his room, in case of spills or accidents while playing. The Grandmother may be better suited to have carpeting, which would be more comfortable while walking and standing. Students must determine the color scheme that will be the most inviting and pleasant. For example, they will learn which colors give a feeling of peace and tranquility and which colors should be used to give a feeling of excitement and play.

(Technology Foundations) By including a set of building constraints along with using real world techniques/applications students will have to use the design process to complete their own conceptual model. Collaborating with the teen living students on interior design concepts will give them a further understanding of the detail and precision incorporated into a real residential/industrial space.

APPROACHING –(Independent Living) The students will be constructing meaningful, original work using color schemes. This project is meaningful because it teaches the different aspects that must be considered when decorating and furnishing a home. For example, the students have learned that the grandmother’s bed may not be too high from the floor because she is unable to climb up and get down safely. The craftsmanship they will create will show their creativity and understanding of appropriate decor and furniture for the different age groups in the household. They may go beyond the required elements by placing wall hangings (photos, art pieces, etc.) in the rooms to make it more detailed and unique. The critical thinking skills involve considering and modeling exactly what the family needs in their household to have a safe, well thought out environment.

(Technology Foundations) Students in this project will have the opportunity to create their own interpretation of a real life residential dwelling incorporating not only basic building design concepts but interior design concepts/applications. Students will learn skills for application in not just the problem solving/design process but in the collaborative effort incorporated in designing a real residential dwelling. The experience created in this project simulates the numerous steps in planning, designing, revising, contracting, and modeling of a product that relates to a skill for application rather than just the information/knowledge.