Day 30 learn cfc ppt

LEARN – DAY 30
Construction Foundation Course

Week Six: Day 30 (Friday)
Content for the day
• Blueprints
• Construction Math
• Tools and Equipment

Materials for the day
• Resource 5.1 – Minute Measure PPT
• 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 Measure, slide #10
5 min. Explain to the students that Mr. Plaza’s cabin is located
in a semi-rural setting outside of a small town in Georgia. The
town does supply water to the area but not sewer services. One
of the reasons why Mr. Plaza wanted the roses on the perimeter
instead of a more garden-like setting is that he didn’t want to
take any chance of running into problems with his septic
system. Have students turn to p. 871 to see the picture of a
typical septic system and take notes while you read the section
on Wells and septic systems p. 870. Have students make out
vocabulary cards for
• septic system
• drain field
Blueprints

10 min. Explain that, to understand how the septic system
works, we have to know that there are 2 parts to the plumbing
system: 1) the supply side, which brings fresh water in to the
kitchen, bathrooms, and laundry using supply pipes; and 2)
the waste side which removes solid and liquid waste through
the drain/waste/vent (DWV) system.
Ask Work Teams to read the section on Understanding a
plumbing system on p. 869-70, answer the notes question,
―How does a plumbing trap work?‖ and make out vocabulary
cards for the items listed above and
• Waste pipes
• Vent pipes
• Service main
• Plumbing trap/P-trap

10 min. Explain that, because the pipes are different for
supply and DWV, the ways of connecting pieces of pipe are
also different. Have Work Teams read the section on Basic
plumbing materials. Take notes to answer questions about
methods of joining copper pipes/fittings, flexible copper
tubing, ABS, and PVC. Make out vocabulary cards for
• Soldering
• Flexible copper tubing
• ABS
• PVC
Stretch Break: Everyone stands. You ask Work Team 2 to
present their metric rap. They perform. Everyone claps and
sits down.

5 min. A second major component of house
mechanicals is the electrical system. Give pair-
shares 3 minutes to compare the electrical wiring
plan on p. 876 to the floor plan for the Cabin.
Have them locate and identify symbols for lights,
switches, and receptacles on both plans. Have
them also determine if there is any detail that is
shown in the wiring plan on p. 876 that is not in
the Cabin plan. Call on one pair-share. Get a
second opinion.

15 min. Have Work Teams read Electrical Systems Basics, pp. 876-878 and
Electrical Materials and Systems, pp. 878-881. Their notes should include
responses to questions about how electricity comes from the transformer to
the service panel, types of circuits, types of wires, stages of house wiring, how
wires are exposed inside the box, etc. Make out vocabulary cards for
* Amp * Armored cable (BX)
*Service panel * Rigid metal or plastic conduit
* Circuit * Outlet boxes
* Circuit breaker * Knockouts
* Appliance circuit * Receptacle
* General purpose circuit * Rough-in electrical
* Special purpose circuit * Finish electrical
* Non-metallic sheathed * Pulling the cables
cable wiring (NMC)* Wire nut/wire connector (electrical)
Check consistency of cards.

10 min. Explain that Mr. Plaza did not want to spend the
money for a major HVAC unit for such a small cabin.
Instead, he opted for electric space heaters, a relatively
expensive way of heating per unit but reasonable given the
mild climate, the small space, and the fact that they don’t
use the cabin much in the winter anyway.
However, when they do use the cabin in the winter, it is
often just Mr. Plaza and his wife who come, as the kids don’t
enjoy being cooped up in such a small space if it’s raining or
really cold outside. When the boys don’t come, the loft does
not need to be heated, but heat rises through the hole where
the ladder goes up anyway.

Give Work Teams 3 minutes to come up with a
recommendation for Mr. Plaza in as much detail as
possible explaining how he can prevent the heat flow
to the loft. Call on one Work Team to provide their
recommendation and rationale. Get a second opinion.
Explain that there is another approach to conserving
heat in a house: using ceiling fans to re-distribute the
heat. Because heat rises, it can create heat traps in
the top 1/3 of the room, while people feel cold in the
bottom 2/3. Using a ceiling fan to circulate the air
pushes the warm air down again, equalizing the
temperature throughout the room. Have Work Teams
check to see if Mr. Plaza has included ceiling fans. (No)

Have each Work Team write an email to Mr. Plaza
recommending that he install ceiling fan and light
combinations where he has just ceiling lights now in
the bedroom and living room and explain why.
Compare emails.
15 min. Work Teams display addition drawings from
last night’s homework—the large drawing and the
section drawings by each Team member. Have
students take out their performance criteria. One
person from each Work Team stays with the display to
answer any questions. The others have 2 minutes at
each display to evaluate the work in relation to the
performance criteria, followed by a general discussion
of each Team’s work.

The final 45 minutes of Construction Math are
reserved for either or some combination of both of the
following activities.
• Games and Tournaments. If most students have
mastered the major concepts presented in
Construction Math, then help to ensure
construction math fluency by using the time for
practice. Select from the Tournaments and Games
described in Appendix A and organize team
competitions using the terms and formulas taught
throughout the construction math course.
Construction Math (45 MIN)

First and Second Hours (7:30 – 9:30) -11
• Additional Math Instruction. If students require
additional instruction in any of the concepts or
processes taught over the last several weeks, re
teach the content during this 45 minute period.
Whole group, direct instruction may be appropriate
if most of the students are struggling with specific
content. If some students have mastered the
content, team them with students who require
support. The latter approach allows you vary the
content based on student need.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
100 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.
Tools and Equipment– Hands-on-exposure

Third and Fourth Hours (9:40 – 11:30) - 2
Monitor student proficiency completion, so that you
set up project stations as needed. Monitor individual
students for time management.
10 min. Play ―Name That…‖ (See Appendix A for
explanation of how to play Name That….) 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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