Unit Plan

Unit Plan
Day Lesson Idea
1 Floor Plans & Floor Plan Symbols
2 All about Textiles
3 Learning SketchUp
4 Design Your Space
5 Present Your Space

Danielson Model Lesson Plan #1
Subject Area/Class: Date: Setting:

Interior Design 7/18/22 Madison High School
Unit: Grade level: Lesson Title: Length of Lesson:

SketchUp 10-12 Floor Planning & 60 minutes
Floor Plan Symbols
Content Standard Alignment:

Explore Life and Resource Management:
5.07 Apply Elements and Principles of Design to Personal Space
https://www.livebinders.com/b/1959045
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting

Instructional Goals): Outline the concept, knowledge, skill, or application students can
demonstrate upon lesson completion. This may be the same as or very similar to the
content standard; however, it could be narrower or perhaps broader.
Students will be able to identify architectural symbols used in creating floor plans and practice
accurate floor planning techniques by completing the “Bathroom Remodel” with 75% accuracy.
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent

Instruction):
How does this lesson support the unit goals / enduring understandings?
This lesson supports the unit goals as it builds towards the ultimate goal of teaching students
about SketchUp.
How does this lesson build on the previous lesson in this instructional sequence?
This lesson builds on previous lessons in the instructional sequence as it builds off of other
aspects of interior design such as the elements and principles of design.
How does this lesson support the next lesson in this instructional sequence?
The next lesson is about textiles. This lesson supports the next lesson in the instructional
sequence as it continues to expound on their knowledge of interior design.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge
of Resources): List all materials and resources required by teacher and/or students,
include preparation or other special instructions; e.g. paper based materials such as
text books, technology equipment, science equipment or supplies, art materials or
equipment.
- Pencils and erasers.

- Calculators.
- Rulers.
- Grid paper.
- Slides: [Floor Planning & Floor Plan Symbols]
- Worksheet for students with “Bathroom Remodel” Handout for students: [Floor
Planning and Floor Plan Symbols]
- Completed worksheet to be used as a key (printed out)
- Projector.
- Projector screen.
Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
- Students do not correctly identify floor planning symbols.

- Students do not accurately translate the new knowledge of floor plans to the activity.
- Students are not able to accurately use scales.
Concept Prerequisites: List all key concepts and terminology necessary for students to
understand the concepts as well as meet the standards, goals and objectives of the
lesson.
Terminology
- Functionality: the quality of being suited to serve a purpose well;
- Clearances: Clearance refers to how much space is required between objects or how
much walking space is needed to gain access to a room or object.
- Room relationships: refers to the relationship between spaces.
- HVAC: Heating, Ventilation, and Air Conditioning System
- Construction codes: a set of rules that specify the standards for constructed objects
such as buildings and non-building structures.
- Fixed window vs window casement:
Introduction/ 1. Pass out handouts to each student at the start of the

Anticipatory Set: lesson.
Floor Planning & Floor Plan Symbols
Slide 1: Floor Planning & Floor Plan Symbols (3 minutes)

- Today we’re going to learn about floor plans and floor
planning symbols also called architectural symbols.
- You each have been given a handout. I want you to fill in
the blank spaces with what you see on the slides. It’s
important to fill them in for 2 reasons: 1) it will help you later
in the class period when we create our own bathroom floor
plan, and 2) I will be collecting them and grading them so
do with that what you will.
Slide 2: Objective (1 minute)

- Today our objectives or outcomes for today’s lesson are to
identify symbols used in creating floor plans and practice
floor planning techniques.
Slide 3: What is a Floor Plan? (2 minutes)

- So, what is a floor plan? When you hear “floor plans”, what
comes to mind? What do you already know about floor
plans?
- A floor plan is a scale diagram of the arraignment of rooms
in one story of a building.
- They can show a single floor or a specific room.
- They can include measurements, furniture, appliances, or
anything else necessary for the floor plan.
- They can also include electrical, plumbing, or HVAC plans.
Slide 4: Purpose of Floor Plans (1 minute)

- Well created and constructed floor plans allow us to see a
space from a bird’s eye view. They also help us to visualize
how people will move throughout the space.
Slide 5: Floor plan diagrams
- They can also either be 2D drawings or 3D renderings.
Instructional Activities: Slide 6: Functionality (2 minutes)

Includes questioning - Something that is important to remember when it comes to
techniques, grouping floor planning is the functionality of the space (the quality of
strategies, pedagogical being suited to serve a purpose well).
approaches. - Take a look at these photos. Are they completely functional
the way that they are right now?...
- I definitely would not feel safe using the bathroom in this
photo which brings us to our next slide.
Slide 7: Privacy and Safety (1 minutes)

- In terms of privacy and safety, what could be wrong with
these spaces?
Slide 8: Room Relationships (1 minutes)

- Room relationships refers to the relationship between
spaces. “Typically, homes have four zones: social zones;
work zones (kitchen, utility, office); private zones
(bedrooms, bathrooms); and storage zones (cupboards,
closets and cabinets).” So, you wouldn’t want a private
zone (bathroom) in a social zone or a work zone)
Slide 9: Clearances (1 minutes)

- Who can tell me what they think “clearances” means?
When you hear the word clearance, in an interior design
sense, what does it make you think?
- So, all of these things (functionality, privacy, safety, room
relationships, and clearances) allow the designer to create
a space for their clients that is livable.
Slide 10: Scale (1 minutes)

- When we create our floor plans, we don’t make these huge
massive life-size drawings. We have to create a scale.
Typical scales are a ¼”:1 foot scale or a ½”:1 foot scale. ¼”
scale uses one square as a foot and a ½” scale uses two
squares to equal a foot in real life.
Slide 11: Helpful Floor Planning Tips (2 minutes)
- These are just some helpful floor planning tips to remember
as you’re creating your own floor plans.
- Use a pencil. You’re gonna want to erase things.
- Use a ruler. You want nice, straight, clean lines.
- Write the scale in the upper right-hand corner. You want to
make sure that anyone looking at your floor plans knows
the dimensions you’re imagining.
- And lastly, don’t be afraid to start over. Very rarely, if ever,
is the first draft gonna be your best draft or even your
favorite draft.
Slide 12: Clearances and Critical Dimensions (2 minutes)

- Can I have a volunteer read this top paragraph?
- Clearances and dimensions are super important to
remember with floor plans. It may seem like a whole lot of
empty space is being taken up just to use these clearances
and dimensions but trust me, they’re needed. As evident by
these pictures.
Slide 13: Sizes of Common Elements (1 minute)

- This is on your notes and for the sake of time I won’t spend
too much time on this but these are the sizes of commonly
used elements or items in floor plans.
Slide 14: Architectural Symbols 1 (2 minutes)

- These next few slides have architectural symbols that are
frequently used. You’ll notice that some are blank on your
sheet so you’ll need to draw the missing ones in. The more
difficult ones I’ve already given you.
- Here is a wall, doors, a fixed window and a casement
window.
Slide 15: Architectural Symbols 2

- This one has a twin bed and a queen, a couch, a
nightstand/dresser, and a lamp.

- Here is a toilet, shower, sink, and tub.
- And lastly, tables with chairs, closets, and a fireplace.
Slide 18: Practice Time! (15 minutes)

- Now it’s time to practice! You have 15 minutes to create an
11 ft. x 15 ft. bathroom. You need to have a door, a fixed
window, a tub, a shower, 2 vanities/sinks, and a toilet. Go
crazy but remember clearances!
Slide 19: Example
Wrap Up- Wrap-up idea:

Synthesis/Closure: I will give each student a notecard towards the end of class (last 5
minutes). I will have them write their name, something they
learned, and something that they’re still confused about regarding
the lesson.
Ex: Exit Ticket
- Name:
- Something I learned:
- Something I’m still confused about:
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating

Knowledge of Students): Address diverse student needs including students with an
IEP or 504, cultural linguistic needs.
I will give each student a handout which will offer them a different type of learning and
retention of the lesson. Mrs. Harris didn’t say that any of her students have learning
accommodations but students do all learn differently. These handouts include those who may
learn differently than just reading off of a powerpoint. Students also have the opportunity to
use their completed handouts to help them as they draw their own floor plan and incorporate
floor plan symbols into that floor plan.
Assessment: (Framework Domain 1f: Assessing Student Learning): May indicate the
type of assessment most appropriate, or it may provide sample questions, entire tests,
portfolio guidelines or rubrics if available submitted along with the lesson plan as
attachments.
Formative:
Worksheet that has them draw the symbols for each floor plan symbol we will be using for the
“create a room” assignment
Summative:
Create a room and add the floor plan symbols we reviewed. Remember the clearances and
special accommodations for the space.
Danielson Model Lesson Plan Day 2


SketchUp 10-12 All About Textiles 60 minutes


Students will be able to identify the common types of textiles used in interior design and apply
them to their designs with 75% accuracy.

Instruction):
about SketchUp.
This lesson builds on previous lessons in the instructional sequence as it introduces a new
topic that the students can use throughout the unit while still tieing in past lessons.
The next lesson will introduce SketchUp. This lesson supports the next lesson in the
instructional sequence as students can utilize the textile tool in SketchUp and showcase their
application of textiles in the appropriate setting.
equipment.
- Projector
- Projector screen
- Slides [All About Textiles]
- Handout [All About Textiles]
- Textiles Guide [Textiles Guide]
- Kahoot game

- Students do not accurately label/identify common textiles.

- Students do not understand the appropriate places for certain textiles.
lesson.
Materials
- Natural Fiber: These are textiles created from raw materials found in nature. While
humans may alter these materials through treatments and dyes, they originate in the
natural world. Examples include wool, cotton, leather, silk, jute, and even asbestos
which comes from a mineral.
- Synthetic Fiber: These are textiles that are woven from man-made materials, often
from a petroleum and plastic base. They include common fabrics like polyester and
rayon.
Components
- Fibers: This is the basic component of any textile. Fibers are small, hair-like strands of
natural or synthetic material that are bound together to create yarns thick enough to
weave.
- Yarn: Yarn is not just the skeins you buy in the craft store. In textile design and
production, yarn refers to any long strand of fibers bound together for the purpose of
weaving or knitting into cloth.
- Blends: Blends are yarns made from fibers of two or more different materials and may
include both natural and synthetic fibers.
- Selvage: When weaving the cloth, manufacturers use a stronger yarn, more tightly
woven to avoid unraveling of the finished fabric. This is usually a very narrow band that
is discarded when cutting pattern pieces.
- Warp: In a basic weave, yarns are interlaced in a horizontal and vertical pattern. The
warp includes all the yarn strands running the length of the fabric, parallel to the
selvage. These are stronger and more prominent than the weft yarns.
- Weft: In a woven fabric, these strands of yarn run the width of the cloth, perpendicular
to the warp strands and the selvage. These are usually weaker yarns than the warp
strands.
- Yardage: This term refers to the length of any piece of fabric.
Production
- Weave: This refers to both the process of combining yarns by intertwining warp and
weft strands as well as the pattern used to intertwine them. There are three basic
patterns (plain, satin, and twill) which we will define later.
- Loom: This is the device used to weave fabrics, holding the warp strands of yarn while
interlacing the weft strands using a shuttle. For a manual loom, people physically move
the weft strands in place, but most fabric production today uses mechanical looms.
- Beating-Up: This is the final step of loom production where the last strand is beaten
into position to create a tightly woven end.
- Greige (grey-zh) Fabric: This is a fabric fresh off the loom before being subjected to
any finishing processes of treating or dying.
Introduction/ To begin my lesson for the day, I will have samples of different
Anticipatory Set: types of basic fabrics used in an interior design project such as
chenille, cotton, corduroy, linen, silk, wool, velvet, etc. on a table
at the front of the classroom or in a space that can be easily seen
by the students. I will also have the slides for the powerpoint up
on the projector.
Instructional Activities: As I move through the slides, I’ll leave time for students to copy
Includes questioning definitions and notes into their handouts. Examples of questions I
techniques, grouping could ask the class are:
strategies, pedagogical - Can anyone think of a textile that wasn’t listed on the
approaches. slides?
A short activity for students to test their understanding of the

lesson is for them to determine the type of fabric that they’re
wearing

Synthesis/Closure: Kahoot! Game

To better help all students' needs, I have created a guided note handout. I will give each
student a handout which will offer them a different type of learning and retention of the lesson.
These handouts include those who may learn differently than just reading off of a powerpoint.
attachments.
Formative:
- The worksheet will double as the formative assessment as students will need to write
down the missing words and phrases and then turn in the completed worksheet.


SketchUp 10-12 Learning SketchUp 60 minutes


Students will be able to identify the tools in SketchUp and practice creating a 3D render of a
space with 75% accuracy.

Instruction):
about SketchUp.
This lesson builds on previous lessons in the instructional sequence as it ties in students’
knowledge about textiles into their 3D renders.
The next lesson is about designing a room remodel for a single client. This lesson supports
the next lesson as it will give students the opportunity to apply what they’ve learned.

equipment.
- Slides [Learning SketchUp]
- Tutorial video (Sketchup 2022 Basic 3D Modeling Tutorial For Beginner)
- Projector
- Projector screen
-

- Students do not know the tools on SketchUp

- Students do not create a dining room as directed.
lesson.
Students will need to understand the basic principles and elements of design before beginning
this assignment. They will also need to understand clearances and other dimensional things to
create an effective model to scale.
Introduction/ To begin my lesson for the day, I will have the slides for the
Anticipatory Set: powerpoint up on the projector. I will make sure that there are
enough laptops or computers for each student. I will also make
sure there are enough chargers for each student (if necessary). I’ll
begin going through the slides and show what each item in the
toolbar of SketchUp does. As I’m demonstrating to the students, I
will have them practice with me.
Then I will move into showing the tutorial video and have my
students try to follow along with him and create the same model
he is.
Instructional Activities: One activity to test their design knowledge is showing them a
Includes questioning model that I’ve created on SketchUp. I will ask them what is good
techniques, grouping and what they would improve with the design.
strategies, pedagogical
approaches.

Synthesis/Closure: Sticky Notes on the white board
- What did you learn?
- What do you still have questions about?

To address the diverse student needs in my classroom, I am offering multiple ways of showing
the same information. I am showing the tools of SketchUp and then also showing a tutorial
video. Since everyone learns differently, offering different ways of processing the same
information creates a greater likelihood of every student understanding the content.
attachments.
Summative:
Creating a model along with the tutorial video


SketchUp 10-12 Designing Your 60 minutes
Space


Students will be able to apply what they’ve learned about textiles and SketchUp to a bedroom
remodel with 70% accuracy.

Instruction):
about SketchUp.
This lesson builds on previous lessons in the instructional sequence as it gives students the
opportunity to apply their newly acquired knowledge from the previous lessons throughout the
week.
The next lesson is where students will pitch their design to the “client”. This lesson supports
the next lesson as it lays the framework for them to present their designs.
equipment.
- Computers or laptops
- Projector
- Projector screen

lesson.
Introduction/
Anticipatory Set:
Instructional Activities:
Includes questioning
techniques, grouping
approaches.
Synthesis/Closure: Show your neighbor
- Show your design to your neighbor and get feedback about
what is good and what could be improved.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student

Learning): May indicate the type of assessment most appropriate, or it may provide
sample questions, entire tests, portfolio guidelines or rubrics if available submitted
along with the lesson plan as attachments.
Formative:
Summative:


SketchUp 10-12 Presenting Your 60 minutes
Space


Students will be able to showcase their grasp of textile knowledge and SketchUp as they
effectively pitch their designs to the “client” with 75% accuracy.

Instruction):
about SketchUp.
This lesson builds on previous lessons in the instructional sequence as it gives students the
opportunity to apply their newly acquired knowledge from the previous lessons throughout the
week.
This lesson supports the next lesson in the instructional sequence as students will take this
knowledge and expound on it as they continue throughout the remainder of the year.
equipment.

lesson.
Introduction/
Anticipatory Set:
Instructional Activities:
Includes questioning
techniques, grouping
approaches.
Synthesis/Closure:

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student

Learning): May indicate the type of assessment most appropriate, or it may provide
sample questions, entire tests, portfolio guidelines or rubrics if available submitted
along with the lesson plan as attachments.
Formative:
Summative:

Unit Plan

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Unit Plan

Day Lesson Idea

1 Floor Plans & Floor Plan Symbols

2 All about Textiles

4 Design Your Space

5 Present Your Space

Subject Area/Class: Date: Setting:

Unit: Grade level: Lesson Title: Length of Lesson:

Content Standard Alignment:

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent

- Pencils and erasers.

Methods and Instructional Strategies

Anticipated Student Misconceptions:

- Students do not correctly identify floor planning symbols.

Introduction/ 1. Pass out handouts to each student at the start of the

Floor Planning & Floor Plan Symbols

Slide 1: Floor Planning & Floor Plan Symbols (3 minutes)

Slide 2: Objective (1 minute)

Slide 3: What is a Floor Plan? (2 minutes)

Slide 4: Purpose of Floor Plans (1 minute)

Instructional Activities: Slide 6: Functionality (2 minutes)

Slide 7: Privacy and Safety (1 minutes)

Slide 8: Room Relationships (1 minutes)

Slide 9: Clearances (1 minutes)

Slide 10: Scale (1 minutes)

Slide 12: Clearances and Critical Dimensions (2 minutes)

Slide 13: Sizes of Common Elements (1 minute)

Slide 14: Architectural Symbols 1 (2 minutes)

Slide 15: Architectural Symbols 2

Slide 16: Architectural Symbols 3

Slide 18: Practice Time! (15 minutes)

Slide 19: Example

Wrap Up- Wrap-up idea:

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating

Subject Area/Class: Date: Setting:

Unit: Grade level: Lesson Title: Length of Lesson:

Content Standard Alignment:

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent

Methods and Instructional Strategies

Anticipated Student Misconceptions:

- Students do not accurately label/identify common textiles.

A short activity for students to test their understanding of the

Wrap Up- Wrap-up idea:

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating

Subject Area/Class: Date: Setting:

Unit: Grade level: Lesson Title: Length of Lesson:

Content Standard Alignment:

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge

Methods and Instructional Strategies

Anticipated Student Misconceptions:

- Students do not know the tools on SketchUp

Wrap Up- Wrap-up idea:

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating

Subject Area/Class: Date: Setting:

Unit: Grade level: Lesson Title: Length of Lesson:

Content Standard Alignment:

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent