STEM TEACHER QUALITY
Planning Outline
Tier 1 Extension _X___
Title: Design a Dream House
STEM
Tier 2 Integration ____
Tier 3 Problem Solving ____
Grade: 6th
Assessed
Standards
in the
Content
Lesson
Science (Next
Generation
Science
Standard)
Technology
(International
Standards for
Technology in
Educ.)
Engineering
MS-ETS1-2 Evaluate competing design solutions using a systematic process to
(Next Generation
determine how well they meet the criteria and constraint of the problem.
X
Science
Standard)
Mathematics
(Common Core
State Standard)
6.G.1 Solve real-world and mathematical problems involving area, surface
area, and volume. Find area of right triangles, other triangles, special
quadrilaterals, and polygons by composing into rectangles or decomposing
into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.
X
Essential Learning Objectives:
Understand that:



Interpreting area as the number of square units needed to cover a two-dimensional shapes
Interpreting perimeter as the number of (linear) units needed to surround a two-dimensional shape
Design, draft and build a three-dimensional model of their home
Know:
 Algorithm for finding the area of rectangles
and irregular two-dimensional shapes
Do:

Accurately determine the area of each
room and total area of house designed
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STEM TEACHER QUALITY
Planning Outline

Algorithm for finding the perimeter of
rectangles and irregular two-dimensional
shapes

Accurately determine the perimeter of
the lot so a fence can be installed in the
back yard.

Use graph paper to draw shapes

Use graph paper to make scale drawings
and build a model of their home
Acceptable Evidence:
What would you have to observe to believe that the students have mastered the objective? What product or activity would
provide proof that the students can use this knowledge and these skills to show that they understand?
Acceptable Evidence (Rubrics to be written?):
Students will be able to:


Design and draft an appropriate “real-world” example of a house using architectural planning
Use strategies to find perimeter and area of rectangles and irregular two-dimensional shapes
appropriately
The Lesson/Unit Focus:
The Challenge:
What is the sentence or question that sums up the specific learning challenge students will undertake?
Students will be able to design a house using rectangles and irregular shapes (if selected for design) and find the area of
those rooms and total area of the house.
They will also be required to find the perimeter of the yard (lot) to determine
how much fencing will be required in the back yard. When drafting design (floor plan) has been complete students will
build a three-dimensional model of their home.
Summative Assessment Criteria and Scoring Guide: (Criteria match the “acceptable evidence” listed
above.): What is the language that best describes the expected evidence that meets the learning expectation (3-Meeting)?
What language describes evidence that surpasses the expectations (4)? What language describes evidence that has not met
the expectations (1-Basic, 2-Approaching)?
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STEM TEACHER QUALITY
Planning Outline
Criteria
1-Basic
2-Approaching
3-Meeting
4-Surpassing
Student design has
Design and draft
an appropriate
“real-world”
example of a house
using architectural
planning
Student design has
appropriate “real
world” function and
design.
Student design has
Student design has
appropriate “real
appropriate “real
world” function and
world” function and
design. Student used
design. Student used
some appropriate size
appropriate size
rooms, doorways,
rooms, doorways,
walkways, ect.
walkways, ect.
appropriate “real
world” function and
design. Student used
appropriate size
rooms, doorways,
walkways, as well as
determined window
placement, fireplaces,
and furniture.
Some areas and
Use strategies to
find perimeter and
area of rectangles
and irregular twodimensional
shapes
appropriately
Some areas and
perimeter are
calculated accurately
for the rectangular
shapes and reported
using square feet by
counting squares.
perimeter are
All areas and
calculated accurately
perimeter are
for the rectangular
calculated accurately
shapes and reported
for the rectangular
using square feet
shapes and reported
using the formulas (l x
as square feet using
w) and 2(l x w) or
the formulas (l x w)
other strategy
and 2(l x w).
(counting squares)
All areas and
perimeter are
calculated accurately
for the
rectangular/irregular
shapes and reported
as square feet using
the formulas (l x w)
AND 2(L X W)
Planning for Implementation:
Pre-Assessment:
What pre-assessment questions and/or probes will offer insight into what students already know about the unit content
and what background knowledge will be needed? Describe pre-assessment.

Geoboards will be used by students to make different shapes and calculate the area using the geoboard

Students will be given graph paper and instructed to draw several different two–dimensional shapes including
rectangles. They will the count the squares to find the area and count the sections around the outside to
determine perimeter.

Students will be given a number of shapes to determine the area and perimeter of each using strategies (counting
squares or sections) and/or the algorithm for finding the area (l x w) and perimeter 2(l x w).
Lesson Plan
What instructional strategies will be used? What best practices will be integrated? How will essential learning objectives
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STEM TEACHER QUALITY
Planning Outline
be met and acceptable evidence be generated? Describe the sequence of events.
Students will design an original floor plan of their dream home using geometric shapes. They will draft a floor plan
model of their home using graph paper (example floor plans will be given and explained). They will also calculate the
area of the rooms on the design as well as the total square feet of living area. Perimeter of the backyard will be
calculated to determine how much fencing will be needed to fence in the backyard. Students will as a final project have
to build a scale model using materials of their choosing.
Students will learn how to find the areas and perimeter of several geometric shapes including rectangles. Students will
learn the importance and relationship of these concepts in the real world: home building, construction, architecture,
mechanical engineering, and art.
Although students will be looking at existing floor plans, they must design an original floor plan. This project is
relevant in that students will investigate the vast amount of geometric shapes that exist in the real world and design a
home that will incorporate many geometric shapes and/or a combination of these shapes. Students will draw a floor
plan model on graph paper, and finally construct a miniature physical model of their dream home. Partners will be
assigned to have students share their rough floor plans with their partner. The partners are to help by making
suggestions on each other’s design.
Formative Assessment:
What is the learning that will need to be “checked” during the lesson to be sure students have a secure understanding of
important content. Describe assessment.

Students work will be “spot” checked to determine if their calculations are correct for area and perimeter on their
floor plan model.

Partners will be assigned to have students check each other’s floor plans to look for any design flaws or
misconceptions.
Student Engagement
What can be planned to help make this unit relevant to all students?
Students aspire to grow up and be successful as with most success stories elaborate homes are sometimes included.
Students like to dream big and this will be a way to put their dreams in action, but designing a home of their dreams.
What supports will be offered so all students will be successful?
Some students will need assistance with any calculation difficulties they may have as well as help designing their homes
with function in mind.
What are ways to validate and recognize STEM capable learning?
Recognize those who are able to calculate the math, plan and draft their design, and engineer/build their home as a
model.
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STEM TEACHER QUALITY
Planning Outline
STEM Careers
What career paths can be connected?
Architect, draftsman, construction worker, engineer
What career resources can be shared?
www.career.org
www.engr.psu.edu/career/
Time and Materials:
How much time is needed for quality engagement, deep learning, secure experience? What materials are required and will
enhance learning?
Students will be given 7 days to complete pre-assessments, examine sample model floor plans, sketch their own design,
complete a floor plan using graph paper, calculate areas of each room and overall total square feet, calculate the perimeter
of the backyard to determine how many feet of fencing is needed and build their model home. More time allowed for
adding embellishments such as landscaping, curtains, wall paper, furniture, fireplaces if requested.
Materials: graph paper, sample floor plans, pencils, table to list rooms and their dimension/ area, rulers
Resources:
What resources are available? What resources are needed? What resources will enhance learning?
Students can use different websites to research example floor plans to help give them ideas about their own home design
Possibilities for Further STEM Connections:
What additional extensions (Tier 1), integrations (Tier 2) or problems to solve (Tier 3) could be possible?
Use computer drafting and/or drafting websites to create floor plans and model elevations.
Student Reflections (after implementation):
Student Self-Reflection (suggested questions)
1.
I used the following practices (engineering, math) and cross-cutting concepts…
2.
I contributed in the following way(s)…
3.
I learned the following new information….
4.
Based on this experience, I would like to deepen my knowledge and/or improve my skills in the following areas…
Author: Deb Heisler
School/District: Hazelwood West Middle School
Date: October 6, 2014
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