Requesting a Backyard Office

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Building Construction Management

  Course Title: Construction Design and Technique

  Course Number: 8104620

  Career Cluster: Architecture and Construction

  CIP Number: 0652200200

  Course Type: CTE

  CTE Standard(s) or benchmarks

  15.02 Review example construction Requests for Proposals (RFP) and identify key roles and responsibilities.

  16.01 Interpret drawings used in project planning.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Backyard Office Dilemma.” See CPALMS resource ID# 208007.

• Career Connection

  
  

  This lesson provides the students with a relevant, realistic scenario to apply their understanding of the purpose of an RFP. They will need to follow this process when they work with clients.

• Learning Objectives

  
  

  Students will be able to:

  • interpret project drawings to visualize proposed work.
  • review an example request for proposal (RFP).
  • communicate project plans with clients using construction related terms.

• Prior Knowledge

  
  

  Students should be familiar with:

  • the vocabulary used in construction request for proposals.
  • basic construction requirements for building a residential structure.

• Guiding Questions

  
  
  • What critical information is found in a typical RFP?
  • Prior to starting a construction job, what information do you need to have?

• Procedure

  
  

  1. To introduce the lesson, share the Backyard Office Dilemma Case study with the students. Encourage the students to use the KWL chart to pull out key information from the Case study as well as to generate some questions.

  • In the K row, students should write the key information, in the W row, students should write some questions they have.

  2. Have the students share their KWL charts in small groups/whole group, guide them to recognize the important information related to the build (ex. size of lot, size of shed, what the kit comes with, what it does not come with, etc…).

  • Make a list of questions (from the W row) that need to be addressed (small group/whole class)
  • Take time to process the Key vocabulary in both the K and W rows (i.e. RFP, contract, permit, design, subcontract, budget). If desired, use a concept map to organize the terms into a meaningful way.

  3. Give the students (small group/whole class) the Backyard Office RFP and encourage them to use it to answer as many of their questions as possible (ex. budget, timeline, materials) and complete the L row of the KWL Chart.

  4. To bring the lesson to a close, have the students act as if they are Jacob and compose an email back to the Carsons explaining their plan to proceed with the project.

  • The email should include specific suggestions to address the requirements in the RFP including timeline, budet, and using Phillip as a subcontractor for construction.
  • The email should address the questions from the KWL chart that remained unanswered by the RFP and need to be discussed with the client.
  • The email should demonstrate proper use of the vocabulary terms discussed.

• Teacher Notes

  
  
  • Amount of guidance needed with the discussion will depend on the students’ background knowledge/training.

• Optional

  
  

  Formative Assessment Ideas:

  • The KWL can be used to determine the student understanding of project planning and construction responsibilities.

  Extension Ideas:

  • After this lesson, teachers can have the students create a more comprehensive plan, research material costs, create a visual representation of the build, etc.