Estimating Resources

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Building Construction Management

  Course Title: Construction Project Management

  Course Number: 8104630

  Career Cluster: Architecture & Construction

  CIP Number: 0652200200

  Course Type: Career Preparatory

  CTE Standard(s) or Benchmarks

  Focus

  22.04 Estimate resources/materials required for a specific project or problem.

  Supporting

  22.03 Prepare lists of materials and specifications.

  22.05 Create a Budget.

  Integrated benchmarks: ELA or Other:

  Supporting

  MA.912.T.1.2 Solve mathematical and real-world problems involving right triangles using trigonometric ratios and the Pythagorean Theorem.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Catapult Catastrophe.” See CPALMS resource ID# 209251.

• Career Connection

  
  

  This lesson supports students’ ability to develop independence in critical thinking and problem solving while contributing as a part of a team. Students are required to defend their design orally and present logical reasons for their choices.

• Learning Objectives

  
  

  Students will be able to:

  • Accurately estimate amount of resources required to complete a project.
  • Establish a budget for a project based upon prices of materials.
  • Calculate the size and quantity of required materials based on provided measurements.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Read and understand, with assistance, technical documentation.
  • Perform simple geometric and trigonometric calculations.
  • Have a basic understanding of types of materials.

• Guiding Questions

  
  
  • How can you minimize the amount of waste materials left at the end of a project?
  • How can you account for the cost of design changes or revisions during a project?

• Procedure

  
  
  1. Engage student discussions on managing the schedule of a project and unexpected setbacks.
  • To kick-start discussion, ask the question, “Why is it important to create a schedule for building projects?”
  2. Distribute the case study, “Catapult Catastrophe” (see CPALMS Resource ID# 209251) and have students read either independently or in small groups of 2-4 students.
  • Students may need to be introduced to the following terms/phrases
    • projectile motion
    • daunting
    • ultimately
    • expectation
    • overwhelmed
    • the phrase “pick up the slack”
    • catapult
  3. Encourage discussion by asking students the following questions:
  • What kind of materials can be used for the support structure of a catapult?
  • What are pros and cons of these materials?
  • How can we use the information available to accurately determine the amount of materials required for the project?
  4. Inform students that they are now going to help Benji and Hiro catch up on their project by preparing the materials list and cost from Ethan’s initial Design.
  5. Have students find the Estimating Resources Materials List table (see attached). Students may fill in the attached table, or use it as a template on another piece of paper if their list is longer than the table provided.
  6. Use the pre-filled “example” line to explain to students the expectation for filling in the materials list.
  • Students may search online at big retailers for the materials or use in-class copies of material catalogs if available.
  • It is not important that students decipher small differences between materials (e.g., PVC vs. CPVC or Steel brackets vs. Zinc Plated) This exercise should focus more on finding a material with appropriate dimensions (e.g., 2x4 vs 2x6 or 6ft length vs 8ft length)
  7. Have students use the Catapult Draft and Catapult Visualization (see attachments) for the initial design of the catapult.
  • Students may require varying levels of assistance when it comes time to translate the drawing to individual parts.
  • Try to encourage students to engage in critical thinking and math skills rather than rely on teacher assistance.
  8. Allow students time to collaborate and complete the materials and cost list.
  • Students may get lost in too many fine details which can limit their progress. This activity is not meant to examine students’ knowledge of catapult design which may require redirecting of student’s attention to the basic components of the drawing.
  9. As students finish, each group should be prepared to deliver a 2-3 minute oral presentation to the teacher describing their analysis.
  • In an effort to ensure presentations can fit in a 2-3 minute window, have students practice their presentation with another group as they finish and wait for their opportunity to present to the teacher.
  • Alternatively, students can be required to present to the class for a more formal/in-depth presentation of their work.

• Teacher Notes

  
  
  • This lesson can easily be completed over 2 periods. Ideas for splitting this lesson over 2 days include:
    • Read and have an open discussion on the case study alone on day 1, research, prepare and present on day 2.
    • Read the case study, have an open discussion on the case study and brainstorm materials on day 1, and complete materials list and present on day 2.
  • This lesson can vary widely in scope. Some classes may need the lesson to have a lot of direction/structure, others will perform well with a more open-ended approach. Use judgement to determine the amount of scaffolding required for students to successfully complete the activity.

• Optional

  
  

  Summative Assessment Ideas:

  • The materials list and presentation both may be used to examine students’ knowledge for estimating the cost and materials and creating a feasible budget.