CFC Day 35

LEARN – DAY 35
Construction Foundation Course

Week Seven: Day 35 (Friday)
Content for the day
• Blueprints
• Tools and Equipment

Materials for the day
• Architect’s ruler
• Resource 5.26 – Name That

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.

5 min: Minute Math, slide #19; read architect’s ruler
in 1/8
5 min: Tell students the following: When Mr. Plaza
first planned the cabin, he knew that he wanted—
and really needed—an outdoor area for eating, having
friends over, and just enjoying the outdoors. With a
cabin as small as the Plaza’s, it was also important to
have a second gathering place.
Blueprints

As you know from your fairly exhaustive study of the
Plaza Cabin plans, he ultimately chose to build a
porch on the front. But before he made that
decision, he seriously considered a covered concrete
patio in the back, a location that would provide
cooling shade from the forest.
Today we’ll discover a few things about cement that
Mr. Plaza found out when he looked into the
possibility of a patio—and we’ll figure out why he
ended up choosing the wooden porch instead.

Have students turn to p. 218 and take notes as you read. Understanding
concrete and Advantages of concrete. Have students make vocabulary cards
for:
• Concrete
• Hydration
• Cures (concrete)
10 min: Have Work Teams take 5 minutes to prepare a jigsaw and 1 minute
to present on the following topics:
• Portland cement pp. 218-9
• Aggregates and Water, p. 220
• Hydration, pp. 220-1
• Admixtures, pp. 221-2
• Colorants and first 2 paragraphs under Placement Techniques, pp. 222-3.
Have students make vocabulary cards for all items above, except hydration.

5 min: Explain that most large placements of
concrete are either delivered on site as ready-mix
or are mixed on site. However for small jobs, like
Mr. Plaza’s patio would have been, pre-mixed
materials are best. Read the 3 paragraphs on
Using pre-mixed materials on p. 224 while
students take notes.

10 min: Have each Work Team take 7 minutes to read
Concrete reinforcement on pp. 229-231, take notes,
and make vocabulary cards for:
• Rebar
• Rebar chair
• Reinforcement mesh
• Fiber reinforcement
Check notes for accuracy and vocabulary cards for consistency.

5 min: So, we’ve learned a lot of good things about
concrete. Ask pair-shares to take 30 seconds to review
their notes on advantages. Call on one pair-share. Ask
Work Teams to take 2 minutes to see if they can figure
out why Mr. Plaza chose a wooden porch instead. Lead
the discussion revealing the fact that we don’t know for
sure, but there are several optional explanations that
make sense. In the end, make sure students (or you!)
come up with the following 2 possibilities:

1. Green considerations. When you cover land with cement (or
buildings), you reduce the amount of ground for water
absorption and create run-off that can burden a city sewer
system. Also, wood is a natural product that can be recycled;
concrete must go into a landfill.
2. Aesthetics. This simply means that you like the way something
looks. Mr. Plaza probably chose a log cabin siding because he
liked the way it showed off the natural wood. A wood porch
seems like it would be a better fit for a log cabin—more
aesthetically pleasing than a concrete patio. Or perhaps he
made the choice because a log cabin is ―old-fashioned‖ and an
old-fashioned porch fits in. Have students make a vocabulary
card.

10 min: Give Work Teams 10 minutes to study all
blueprints vocabulary cards for a competition in
the last 10 minutes.
10 min: Play First Down until the end of the hour.
Stretch Break: Use First Down for the stretch

5 min: Minute Math, slide #20; read architect’s ruler in 1/4
5 min: Explain that a porch is a deck with a roof over the top. An
enclosed porch has sides; an open porch does not. Which type of porch
does the Plaza Cabin design call for? Wait time. Call on an individual
student. Get a second opinion if needed. Have students turn to p. 1002
and take notes as you review the material:
• 2 types of decks: freestanding and attached. Which is Mr. Plaza’s? (A
porch is, by definition, attached to the house.)
• Posts, beams, joists, and decking are the 4 primary components of a
deck. Turn to p. 1008 to see how each item is used in deck construction.
Make vocabulary cards for each, showing their place as in the cutaway
drawing.
• To make posts, beams, and joists as durable as possible, wood is treated
with the preservative Alkaline Copper Quaternary (ACQ). The amount of
preservative required depends on whether of not the wood comes in
contact with the ground. Have students make a vocabulary card.

10 min: Have Work Teams take 4 minutes to jigsaw
read/prepare presentation and do a 1-minute report out
on:
• Softwood decking, p. 1003
• Grades, p. 1004
• Hardwood decking and Other decking materials
up to Composite decking, pp. 1004-5
• Composite decking and Build it green, p. 1005.
• Hardware up to Corrosion resistance, pp. 1005-6

Check notes.
20 min: Ask all Work Teams to take a close look at the sections on
1005—Composite decking and Build It Green and take 3 minutes
to discuss whether or not you detect any bias or error on the part
of the textbook in the presentation of these two items.
Take 3 minutes to discuss. See if the students think that composite
decking should be considered at least as green an approach as
certified tropical hardwoods. If so, why do they think the authors
might have presented the material this way?
If they think this constitutes error or bias, have Work Teams take 4
minutes to draft an email to the authors of the textbook. Compare
email drafts and, as a group, edit the best to get a final version.
Send the email to the publishers.
If not, read the section on Corrosion Resistance on pp. 1006-7 and
have students take notes.

5 min: Ask Work Teams to take 3 minutes read Porches on pp.
1017-8, compare the porch on the fancy house on p. 1017 to the
porch on the Plaza Cabin, and note the differences. Ask a Work
Team for the difference they feel is most evident. Ask another
Work Team for a second difference, and so on.
15 min: Tell the students that Mr. Plaza’s new wife agrees with
them that the porch looks a little unfinished without a
railing, and, she also has concerns about safety. Of course the
boys are old enough theoretically to be safe, but they horse
around all the time and seem to be accident-prone.
Furthermore, they have good friends with small children for
whom the porch—open as it is now—is clearly unsafe.

15 min: Ask the Work Teams to provide design detail at 1:24 and
price out a railing for the Plaza Cabin porch. Here is the data you
need:
• For now, they will put no rail across the 8’ on the side of
the porch opposite the front door; the will put up a
portable baby fence there, as needed.
• The handrail and balusters cost .84 per linear foot.
• The poles are sold as 30‖ pieces for $1.76 each.
• Mr. Plaza would like the poles to be fairly close together—
4‖ OC.
• You don’t have to cost out the fasteners or nails.
Tell Teams that the drawings will be reviewed first thing tomorrow.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
15 min: Homework: Ask Work Teams to post their chart papers
showing the cabinet design. Do a Gallery Walk, giving each stop at
a chart paper 2 minutes, as Work Teams evaluate each others’
work according to the Self-Check List:
• Base cabinets shown within wall cabinets?
• Appropriate places and markings for sink cabinets, appliances?
• Cabinet and appliance width add up to length of wall?
• Cabinet list included?
• Cabinets appropriately identified with letter (or name) and
number?
Briefly discuss the best elements in the charts.

85 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.
Monitor student proficiency completion, so that you set up project
stations as needed. Monitor individual students for time
management. Remind students that this is the last day in shop.
Tools and Equipment– Hands-on-exposure

10 min: Play ―Name That…‖ (See Appendix A for
explanation of how to play Name That and use Resource
5.26.)
Reflection
Out the door:Model Notes,Reflection, binders on the
shelf, shake hands.

AFTER HOURS
• Open Computer Lab

END
If you continue to click forward, you will see links to
presentations of similar content available through
slideshare.com
Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL

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