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Dream Room

Lesson Plan

Dream Room

Grade Levels

8th Grade, 9th Grade

Course, Subject

Balancing Family, Work, & Community Responsibility
Related Academic Standards
CC.2.1.8.C.1 CC.2.1.8.C.1
Intentionally Blank
11.2.9.D 11.2.9.D
Analyze the space requirements for a specified activity to meet a given need (e.g., family room, home office, kitchen).
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  • Big Ideas
    Mathematical functions are relationships that assign each member of one set (domain) to a unique member of another set (range), and the relationship is recognizable across representations.
    Measures can be estimated by using known referents.
    Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms.
    Numerical quantities and calculations can be estimated by using numbers that are close to the actual values, but easier to compute.
    Patterns exhibit relationships that can be extended, described, and generalized.
    Relations and functions are mathematical relationships that can be represented and analyzed using words, tables, graphs, and equations.
    Similarity relationships between objects are a form of proportional relationships. Congruence describes a special similarity relationship between objects and is a form of equivalence.
    Some attributes of objects are measureable, e.g., length, mass, capacity, and can be quantified.
    Some questions can be answered by collecting, representing, and analyzing data, and the question to be answered determines the data to be collected, how best to collect it, and how best to represent it.
    The base-ten number system is a way to organize, represent, and compare numbers using groups of ten and place value.
    The same number sentence (e.g., 12 - 4 = 8) can be associated with different concrete or real world situations, AND different number sentences can be associated with the same concrete or real world situation.
    The set of real numbers has infinite subsets including the sets of whole numbers, integers, rational, and irrational numbers.
    There are some mathematical relationships that are always true and these relationships are used as the rules of arithmetic and algebra and are useful for writing equivalent forms of expressions and solving equations and inequalities.
    Two- and three-dimensional objects can be described, classified, and analyzed by their attributes, and their location can be described quantitatively.
    Families are the fundamental unit of society; strong families empower individuals to manage the challenges of living and working in a diverse, global society.
  • Concepts
    Classification of figures: Two- and three-dimensional figures
    Distance, Pythagorean Theorem
    Fractions and decimals: Develop basic understandings
    Linear equations and inequalities
    Linear functions
    Multiplication and division of whole numbers and the relationship between operations
    Perimeter: Units, tools, strategies to measure
    Polygons and Polyhedra
    Rate of change
    Representations
    Sampling as a method of estimation and prediction
    The use of a room is impacted by available space and individual family needs.
  • Competencies
    Develop an understanding of multiplication and division of whole numbers by building on knowledge of the base ten system/operations and through the use of representations (e.g., equal-sized groups, arrays, area models, equal "jumps" on number lines, successive subtraction, partitioning, and sharing) in order to describe relationships, make estimations, and solve problems.
    Extend previous understandings of the characteristics of 3d-shapes to develop an understanding of, and use formulas to determine surface areas and volumes.
    Understand and apply the Pythagorean Theorem to find distances between points in a coordinate plane and to analyze polygons and polyhedra.
    Understand perimeter as a measurable attribute and select appropriate units, strategies, and tools to solve problems involving perimeter.
    Use fundamental facts about distances and angles to describe and analyze figures and situations in 2- and 3-dimensional spaces and to solve problems including those with multiple steps.
    Use linear functions, linear equations, and linear inequalities to represent, analyze, and solve a variety of problems.
    Analyze the extent to which floor plans meet the needs of efficiency and safety in areas related to traffic patterns, activity zones, and storage needs.
    Apply the principles and elements of design to the creation of a floor plan to a specific space at home.
    Consider the space requirements for a specific activity.
    Evaluate housing decisions based on options, resources and the family life cycle stage.

Rationale

TV design reality shows are extremely popular and have piqued the interest of our students. They clearly show viewers that design is an outlet for self-expression and creativity. We need to help our students understand that space and safety needs and budgetary limits of the individuals and/or family who will use the room are also important decision considerations.

Vocabulary

floor plan - an illustration of a room and the arrangements of the furnishings in it

design - combining furnishings, color, shapes, textures and line to create a pleasing look  

traffic pattern - the paths that people follow when they move around or through a room

Objectives

Students will be able to:  

  • Accurately measure and calculate square footage in the room to be designed. 
  • Understand and apply elements of design for accessorizing their room choice. 
  • Shop and compare costs for the re-design using consumer skills.

 

 

 

 

Lesson Essential Question(s)

How can space arrangement inhibit or encourage effective use of the space?

What activities may influence space requirements in the home?

Duration

100 minutes

Materials

graph paper

rulers

pencils

tape measures

furniture templates

magazines

glue

flooring samples

paint swatch samples

sample rugs

computers with Internet access

Worksheets:

Dream home description

dream room descriptions.doc

Floor plan worksheet for dining room

dr floor plan_0001.pdf

Bedroom template

floor plan grid_0001.pdf

Rubric for designing an interior space

rubric_0001.pdf

Dream room cost sheet

purchasing checklist.pdf

Room decorating reflection

reflection_0001-1.pdf

Suggested Instructional Strategies

W = This lesson is part of a larger unit on housing.  Previously, students would have identified physical uses for a home and ways a family can pay for a home (renting vs. buying). They will have practiced designing and organizing a home using the principles of design. In this lesson, the student will redesign a room and calculate the cost for getting the room of their dreams.  

H = Ask students to identify items that they dislike in their home or bedroom and what they could do to rectify the problem. What do they not have that they wished they did?  

E = The students will be creating the dream room for themselves and, in the process, they will need to use wise consumer skills. The student will become aware of costs and discover why they may not be able to get everything they want.  

R = The students will have practice accurately drawing a room inserting windows, doors and electrical outlets and then re-doing their dream room. The students will look at various items and do the cost calculation to see if it fits the budget to purchase the items for their dream room. The student will reflect on the project as a whole at the end.  

E = The students will express their personalities and understanding of the design process through the planning and creation of a cost effective room. 

T = Each student will be able to make an individual choice of the room to be redesigned; details of the redesign can be flexible to meet the individual strengths and needs of the learner.  Grading emphasis of various parts of the project can be shifted to accommodate a variety of needs and abilities also.  

O = The students will complete a variety of worksheets that will help then to identify what their dream home would include. They will complete a guided group example first and move on to the individual project. The student‘s work will then be directed by the use of a rubric that is broken down into seven defined areas they must address in the project.

 

Instructional Procedures

Previously - This lesson is part of a unit on housing. In earlier lessons the students would have: 

  • Identified physical uses for a home and ways a family can  pay for a home (renting vs. buying). 
  • Discussed how families make decisions regarding the use of technology in today’s homes and how those decisions impact home design.
  • Practiced designing and organizing a home using the principles of design. 

In this lesson, the students will work together in-class to design a dining room and then individually, to design a dream bedroom (or other room of their choice) and calculate the cost for creating the room of their dreams. 

Ask students to identify items that they dislike in their home and what they could do to rectify the problem. What do they not have that they wished they did?  Discuss what their dream home would look like and where it might be located.  

Ask students to identify items that they dislike in their bedroom and what they could do to rectify the problem. What do they not have that they wished they did? 

Students will reflect on different ways that various rooms could be used and compare and contrast the space needs for the identified activities. 

Identify and discuss ways a room can meet the needs of some people/families while at the same time failing to meet the needs of other people/families. 

 

Project assignment: 

Students will select a room, take measurements, write an occupant profile, identify the purpose and activities that will take place in the room, and plan a design for the room. Their design will include building elements (window and door placement for example) as well as furniture choices and arrangement, traffic patterns, color scheme, and fabric choices. 

We will practice in class doing a dining room design together, and then their individual assignment is to do a complete redesign of a room of their choice. 

Explain to the students and illustrate on the board the symbols they will need to copy and draw for future references in designing a room, such as the direction of a door swing and locations of windows, electrical outlets and doorways. 

Assign room dimensions and built-in design features for a dining room that the students will use to create a practice project. 

Have the students draw on graph paper the size of their room and identify the size by using one graph square as one foot. 

Work together to complete the dining room drawing.  

Distribute the worksheet for the dream room floor plan.  

Show students a finished project so they can see what is expected of their dream room project.

Supply the student with graph paper and furniture templates, rubric for designing an interior space, and purchasing checklist. The students will use the checklist to determine what they would like to purchase for their room and estimate the cost they expect to incur.

 

 

 

Formative Assessment

Dream house identification questionnaire 

Floor plan for dining room – students will draw the outline and mark the sides with measurements and place dining room furniture into the room with doorways, windows and electrical outlets identified. 

Reflection of room decorating project

 

Related Materials & Resources

Creative Living Textbook – McGraw Hill 

http://interiordec.about.com/od/designtoolsites/a/freedesignonlin.htm 

http://www.infotoday.com/linkup/lud030106-roberti.shtml  

www.bhg.com

 

Author

FCS state committee

Date Published

November 08, 2010
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