orienting site plan

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Copyright Texas Education Agency, 2012. All rights reserved.1

Orienting a Site Plan Architectural Design

Performance ObjectiveStudent develops a site plan that orients a residential home to maximize the use (ordisuse) of any views, the sun, and wind direction.

Specific Objectives Identify a site plan. Visualize sun angles as the day progresses. Understand seasonal changes in wind direction. Identify any desirable or undesirable views that should be considered.

Determine best placement of a home on a site given all the parameters involved.Terms

Site the area or exact plot of ground on which anything is, has been, or is to belocated

Orientation one's position in relation to True North, to points on the compass,or to a specific place or object

Solstice either of the two times a year when the sun is at its greatest distancefrom the celestial equator, which occurs about J une 21 st (when the sun reachesits northernmost point on the celestial sphere) or about December 22 nd (when itreaches its southernmost point)

Equinox - the time when the sun crosses the plane of the earth's equator,making night and day of approximately equal length all over the earth andoccurring about March 21 st (vernal equinox or spring equinox) and September22 nd (autumnal equinox)

Maximize to make the greatest or fullest use of Minimize to reduce to the smallest possible amount or degree Cross breeze when openings (such as windows) on different exterior walls of a

room permit wind to blow in from one and out the other, causing a breeze to passthrough the space for natural cooling and ventilation

Preliminary denoting an action or event preceding or done in preparation forsomething fuller or more important

Sketch a rough drawing often made to assist in making a more finished design Visualization a mental image that is similar to a visual perception Three dimensionality having (or seeming to have) the dimension of depth,

width, and height Spatial reasoning the ability to position and orient ourselves in everyday

environments

Time

Lesson Plan


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When taught as written, this lesson should take approximately 50 minutes to teach.

TEKS Correlations: This lesson (as published) correlates to the following TEKS. Any changes/alterations tothe activities may result in the elimination of any or all of the TEKS listed.

Architectural Design130.46(c) Knowledge and skills

(5) The student applies the concepts and skills of the profession to simulated oractual work situations. The student is expected to:

(M) Develop a site plan using maximum orientation of the building relativeto views, sun, and wind.

Interdisciplinary Correlations:Math - Geometry111.34(a) Basic understandings

(2) Geometric thinking and spatial reasoning. Spatial reasoning plays a criticalrole in geometry; geometric figures provide powerful ways to representmathematical situations and to express generalizations about space and spatialrelationships. Students use geometric thinking to understand mathematicalconcepts and the relationships among them.

Social Studies - World Geography Studies113.43(c) Knowledge and skills

(3) Geography. The student understands how physical processes shapepatterns in the physical environment. The student is expected to:(A) Explain weather conditions and climate in relation to annual changesin Earth-Sun relationships;

(4) Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelatedprocesses that produce them. The student is expected to:

(A) Explain how elevation, latitude, wind systems, ocean currents,position on a continent, and mountain barriers influence temperature,precipitation, and distribution of climate regions;

Science- Astronomy112.33(c) Knowledge and skills

(8) Science concepts. The student knows the reasons for the seasons. Thestudent is expected to:

(A) Recognize that seasons are caused by the tilt of Earth's axis;(B) Explain how latitudinal position affects the length of day and nightthroughout the year;

Preparation


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(C) Recognize that the angle of incidence of sunlight determines theconcentration of solar energy received on Earth at a particular location;and(D) Examine the relationship of the seasons to equinoxes, solstices, thetropics, and the equator.

Occupational Correlation (O*Net www.onetonline.org ):

Job Title: Archi tects, Except Landscape and NavalO*Net Number: 17-1011.00

Reported Job Titles: Architect, Project Architect, Project Manager, ArchitecturalProject Manager, Principal, and Design ArchitectTasks:

Consult with clients to determine functional or spatial requirements of structures. Prepare scale drawings.

Plan layout of project. Conduct periodic on-site observation of work during construction to monitorcompliance with plans.

Soft Skills: Critical Thinking Using logic and reasoning to identify the strengths and

weaknesses of alternative solutions, conclusions or approaches to problems Complex Problem Solving Identifying complex problems and reviewing related

information to develop and evaluate options and implement solutions Active Learning Understanding the implications of new information for both

current and future problem-solving and decision-making

Job Title: Landscape Archi tectsO*Net Number: 17-1012.00

Reported Job Titles: Landscape Architect, Land Planner, Landscape Designer,Project Manager, and PlannerTasks:

Confer with clients, engineering personnel, and architects on overall program. Prepare site plans, specifications, and cost estimates for land development,

coordinating arrangement of existing and proposed land features and structures. Prepare graphic representations or drawings of proposed plans or designs. Compile and analyze data on conditions such as location, drainage, and locationof structures for environmental reports and landscaping plans. Collaborate with architects or related professionals on whole building design to

maximize the aesthetic features of structures or surrounding land and to improveenergy efficiency.

Soft Skills:


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Active Listening Giving full attention to what other people are saying, takingtime to understand the points being made, asking questions as appropriate, andnot interrupting at inappropriate times.

Complex Problem Solving Identifying complex problems and reviewing relatedinformation to develop and evaluate options and implement solutions.

Critical Thinking Using logic and reasoning to identify the strengths andweaknesses of alternative solutions, conclusions or approaches to problems. J udgment and Decision Making Considering the relative costs and benefits of

potential actions to choose the most appropriate one. Operations Analysis Analyzing needs and product requirements to create a

design.

Accommodations for Learning DifferencesIt is important that lessons accommodate the needs of every learner. This lesson maybe modified to accommodate your students with learning differences by referring to the

files found on the Special Populations page of the CTE website (cte.unt.edu).

Teacher Preparation Be familiar with orienting structures on a site; take into consideration the views,

sun, and wind factors. Review this document. Have all lesson materials prepared and ready to begin class.

ReferencesMatteson, D., ,Kennedy, D., & Baur, S. (2012). "Chapter 5-7." Chapter 5-7. Civil

Engineering and Architecture (pp. 126-293). Clifton Park: DELMAR Cengage

Learning. , 2012. 126-293. Print.

Frederick, M. 2007. 101 Things I learned in architecture school . Cambridge, MA: MIT.

Walker, L. (2012). Designing a house: The illustrated guide to planning your own home .New York: Overlook

Materials/Equipment needed Dry erase board (white board) or document camera with access to a projector

and screen Lesson document Paper for sketching Printer paper for printing the student handouts Pencils Computer with access to a projector and screen

Learner PreparationPrior to this lesson, students should be:


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Familiar with construction documents and their purpose Able to sketch simple floor plans, including sketching the placement of doors and

windows Familiar with seasonal changes of temperature, wind, and sun angles Versed in the concepts of scale and proportion

The main purposes of this lesson are to help students understand: How to orient a house on the building site Why it is important to consider sun angles and the direction of the wind when

designing a house Why it is important to design a house which takes into account the view - whether

it be desirable or undesirable

Introduct ion (LSI Quadrant I) This is one way to begin a guided classroom discussion that could prove useful as aclass opener and warm up activity.

Show students the second slide of the presentation (it is a site plan). Ask them if they know what it is. (Give students enough time to respond).Tell students what a site plan is, and why it is helpful when designing a house for theowner, architect, and the contractor. Direct a brief classroom discussion.

Ask students what they think a site plan is used for.

Show students the third slide of the presentation (It is a graphic showing the sun angleson a structure).

Ask students why they think the sun might affect the design. (Give students enoughtime to respond).Tell students about the changes in the sun angles across the seasons, describing thelow sun angles of winter and the high angles of summer. Direct a brief classroomdiscussion.

Ask students why the sun may be welcome or not, depending on where you live.

Show students the fourth slide of the presentation. (It is a graphic showing the crossbreeze of natural ventilation). Ask students why they think the wind might affect the design. (Give students enoughtime to respond).Tell students about the benefits of natural ventilation, and how we can design without100% reliance on artificial heating and cooling. Direct a brief classroom discussion.

Ask students what time of year they think natural ventilation might be best in this area.

Introduction


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Show students the fifth slide of the presentation. Ask students why they think the view might affect the design. (Give students enoughtime to respond).Tell them that sometimes there are good views to consider when placing a house on

the site that the owner might enjoy seeing a lot, and that sometimes there are not-so-good views that would be best hidden or ignored because the owner doesnt want tolook that direction and see them.

Ask students to get their handouts ready so we can begin!


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Multiple Intelligences Guide

Existentialist Interpersonal IntrapersonalKinesthetic/

BodilyLogical/

Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial

Outline

Lesson Outline: (LSI Quadrant II)1. Identify a site plan.

Students can identify a site planwhen presented a set of construction documents.

2. Visualize sun angles as the dayprogresses.Students can determine where thesun rises and sets in relation tothe site, and can visualize howhigh in the sky the sun gets in thesummer and in the winter.

3. Understand seasonal changesin wind direction.Students are familiar with thelocation of the site, and what theclimate is like across all seasons.Students understand the typicaldirection of the wind across allseasons.

4. Identify any desirable or undesirable views that shouldbe considered.Students use spatial awareness tosee what the occupant would seewhen looking away from the site,towards either desirable orundesirable views, and can modifythe placement of the house and/orwindows to accommodate theseviews.

5. Determine best placement of ahome on a site given all theparameters involved.Students exhibit skills at siteorientation based on thecumulative effect of all factors.

Notes to Instructor:1. Begin by leading a

class discussion thatfollows along with the2nd slide of thePresentation. Refer tonotes embedded inthe Presentation.

2. Lead a classdiscussion that followsalong with the 3 rd slideof the Presentation.Refer to notesembedded in thePresentation.

3. Lead a classdiscussion that followsalong with the 4 th slideof the Presentation.Refer to notesembedded in thePresentation.

4. Lead a classdiscussion that followsalong with the 5 th slideof the Presentation.Refer to notesembedded in thePresentation.

5. Give students time topractice on their ownand with a partner thechallenge of siteorientation. Refer tothe 6 th slide of thePresentation.

MultipleIntelligences

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Guided Practice (LSI Quadrant III)Discuss the site parameters that might affect the new home design project they are about tobegin with the students. Demonstrate how to sketch the placement, shape, and direction of ahouse on its site on the white board (or on the projection screen if you are using a documentcamera) so that all the students can watch how it is done. Talk them through as youdemonstrate.

Talk through the consideration of the way the house should face because of the view,street, etc.

Talk through the process of considering where to place doors and windows again, foroptimum views but also for sun and wind factors.

Independent Practice (LSI Quadrant III)Have students individually practice sketching out the shape and orientation of a house in thegiven site that appears on the Handout.

Review (LSI Quadrants I and III)Have students find a partner to pair and share with. Give them a few minutes to show and telltheir solution and discuss the topics of sun angles, wind direction, and the views from the site.

Informal AssessmentAny of the following can be used when informally assessing the students comprehension of thelesson:

While walking around the room, observe students as they progress through theassignment.

When students are sharing with their partner, observe how they describe their work andhow they listen to their partner describe theirs.

Formal Assessment The following can be considered a formal evaluation for grading each students Handout.

Students follow the rubric and self-evaluate the successfulness of their site plan. Teacher follows the rubric and evaluates the successfulness of the site plan.

ExtensionHave students create another site plan for the design of this house; this time it should have amore dynamic or complex site (terrain features, views, etc.), or special home design featuresthat need to be taken into consideration.

Application

Summary

Evaluation

Enrichment


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Your Name: ____________________________ Date: _______________ Period #: ___ INSTRUCTIONS : Below you see an empty site plan. You are to design the shape of anew house on the site taking into consideration the direction of the sun and wind, aswell as the views as described below. The house must be built within the dashed linearea (this area represents the setbacks on the property as specified by the building

code). When you finish, you will show and explain your design to your partner.

On this side of the property,there is anundeveloped lot.We do not knowwhat the house

On this side of the property,

there is a large,2-story house.

Across the street, there is agrocery store and shoppingcenter with a large parking lotout front. There is a gas stationdown the street on the corner(which you can see from this

Behind theproperty is a cityregulated greenspace with acreek. Itconnects to thelocal city parkand o in


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Your Name: ____________________________ Date: _______________ Period #: ___ INSTRUCTIONS : Below you see an empty site plan. You are to design the shape of anew house on the site, taking into consideration the direction of the sun and wind, aswell as the views as described below. The house must be built within the dashed linearea (this area represents the setbacks on the property as specified by the building

code). When you finish, you will show and explain your design to your partner.

On this side of theproperty, there is anundeveloped lot.We do not knowwhat the house willlook like yet.Did students take

this into account?If they did, gi ve 20point s. If theyattempted to butwereunsuccessful, give10 point s. If theyignored itcompletely, give 0points.

On this side of the property,

there is a large2-story house.Did students take

this into account? If they did, give 20points. If they

attempted to butwere unsuccessful,

give 10 points. If they ignored it

completely, give 0points.

Across the street, there is a grocery store and shoppingcenter with a large parking lot out front. There is a gas stationdown the street on the corner (which you can see from thisproperty).Did students take this into account? If they did, give 20 points. If theyattempted to but were unsuccessful, give 10 points. If they ignored itcompletely, give 0 points.

Behind the propertyis a city regulatedgreen space with acreek. It connects tothe local city parkand jogging trails.Did students takethis into account?If they did, gi ve 20point s. If theyattempted to butwere

unsuccessful, give10 point s. If theyignored itcompletely, give 0points.

RUBRIC

House is designed withinthe space provided, andhas considered the

direction of True North.Did students take this intoaccount? If they did, give 20points. If they attempted to butwere unsuccessful, give 10points. If they ignored itcompletely, give 0 points.

orienting site plan

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