Architecture & Construction

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (A) explain the role of an employee in the construction industry; (B) apply critical-thinking skills; (C) demonstrate the ability to solve problems using critical-thinking skills; (D) demonstrate knowledge of basic computer systems; (E) explain common uses for computers in the construction industry; (F) define effective relationship skills; and (G) recognize workplace issues such as sexual harassment, stress, and substance abuse. 

Students will:

• demonstrate professional standards/employability skills as required by business and industry.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(2) The student understands that safe working standards are imperative in the classroom and in the field. The student is expected to:  (A) explain the idea of a safety culture; (B) explain the importance of a safety culture in the construction crafts; (C) explain the role of Occupational Safety and Health Administration (OSHA) in job-site safety; (D) explain fall protection, ladder safety, stair safety, and scaffold safety procedures; (E) explain the importance of hazard communication (HazCom); (F) explain the importance of Safety Data Sheets (SDS); (G) explain OSHA's General Duty Clause; (H) explain OSHA 1926 CFR Subpart C; (I) identify causes of accidents; (J) identify impacts of accident costs; (K) identify struck-by hazards; (L) identify caught-in-between hazards; (M) identify other construction hazards on the jobsite, including hazardous material exposures, environmental elements, welding and cutting hazards, confined spaces, and fires; (N) define safe work procedures around electrical hazards; (O) define hazard recognition; (P) define risk assessment techniques; and (Q) demonstrate the use and care of appropriate personal protective equipment, including safety goggles and glasses, hard hat, gloves, safety harness, and safety shoes. 

Students will:

• understand that safe working standards are imperative in the classroom and in the field. 

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(3) The student identifies various opportunities in the field of carpentry and the characteristics a carpenter should possess. The student is expected to: (A) identify job opportunities and their accompanying job duties such as carpentry, building maintenance supervisor, architect, and engineer; and (B) research careers along with the education, job skills, and experience required to achieve them. 

Students will:

• identify various opportunities in the field of carpentry and the characteristics a carpenter should possess.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(4) The student gains knowledge about building materials used in the construction industry. The student is expected to: (A) identify various types of building materials and their uses; (B) state the uses of various types of hardwoods and softwoods; (C) identify the different grades and markings of wood building materials; (D) describe the proper method of storing and handling building materials; (E) state the uses of various types of engineered lumber; (F) calculate the quantities of lumber and wood products using industry-standard methods; and (G) describe the fasteners, anchors, and adhesives used in construction work and explain their uses. 

Students will:

• gain knowledge about building materials used in the construction industry.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(5) The student applies the proper and safe use of hand and power tools associated with carpentry. The student is expected to: (A) identify the hand tools commonly used by carpenters and describe their uses; (B) use hand tools in a safe and appropriate manner; (C) state the general safety rules for operating all power tools, regardless of type; (D) identify the portable power tools commonly used by carpenters and describe their uses; and (E) use portable power tools in a safe and appropriate manner. 

Students will:

• apply the proper and safe use of hand and power tools associated with carpentry.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(6) The student interprets architectural and engineering working drawings and specifications. The student is expected to: (A) describe the types of drawings usually included in a set of plans and list the information found on each type; (B) identify the different types of lines used on construction drawings; (C) identify selected architectural symbols commonly used to represent materials on plans; (D) identify selected electrical, mechanical, and plumbing symbols commonly used on plans; (E) identify selected abbreviations commonly used on plans; (F) read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings; (G) state the purpose of written specifications; (H) identify and describe the parts of a specification; and (I) demonstrate or describe how to perform a quantity takeoff for materials. 

Students will:

• interpret architectural and engineering working drawings and specifications.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(7) The student gains knowledge of wood framing and the layout and construction of wood-framed floor systems using common and engineered lumber. The student is expected to: (A) identify the different types of framing systems; (B) read and interpret drawings and specifications to determine floor system requirements; (C) identify floor and sill framing and support members; (D) name the methods used to fasten sills to the foundation; (E) select the proper girder or beam size from a list of available girders or beams given specific floor load and span data; (F) list and recognize different types of bridging; (G) list and recognize different types of flooring materials; (H) explain the purposes of subflooring and underlayment; (I) select the appropriate fasteners to be used in various floor framing systems;  (J) estimate the amount of material needed to frame a floor assembly; (K) lay out and construct a floor assembly; (L) install bridging; (M) install joists for a cantilever-floor; (N) install a subfloor using butt-joint plywood or oriented strand board panels; and (O) install a single floor system using tongue-and-groove (T&G) plywood or oriented strand board (OSB) panels. 

Students will:

• gain knowledge of wood framing and the layout and construction of wood-framed floor systems using common and engineered lumber.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(8) The student knows how to lay out and frame walls and ceilings, rough-in door and window openings, construct corners and partition Ts, brace walls and ceilings, and apply sheathing. The student is expected to: (A) identify the components of a wall and ceiling layout; (B) describe the procedure for laying out a wood frame wall, including the installation of plates, corner posts, door and window openings, partition Ts, bracings, and firestops; (C) describe the correct procedure for assembling and erecting an exterior wall;  (D) identify the common materials and methods used for installing sheathing on walls;  (E) lay out, assemble, erect, and brace exterior walls for a frame building;  (F) describe wall framing techniques used in masonry construction;  (G) explain the use of metal studs in wall framing;  (H) cut and install ceiling joists on a wood frame building; and  (I) estimate the materials required for frame walls and ceilings. 

Students will:

• know how to lay out and frame walls and ceilings, rough-in door and window openings, construct corners and partition Ts, brace walls and ceilings, and apply sheathing.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(9) The student gains knowledge of various types of framed roofs and how to frame these roofs using both stick-build and truss-build systems. The student is expected to: (A) demonstrate an understanding of the terms associated with roof framing;  (B) identify the roof framing members used in gable and hip roofs;  (C) identify the methods used to calculate the length of a rafter;  (D) identify the various types of trusses used in roof framing;  (E) use a framing square, speed square, and calculator in laying out a roof;  (F) identify various types of sheathing used in roof construction;  (G) frame a gable roof with vent openings;  (H) erect a gable roof using trusses;  (I) frame a roof opening; and (J) estimate the materials used for framing and sheathing a roof. 

Students will:

• gain knowledge of various types of framed roofs and how to frame these roofs using both stick-build and truss-build systems.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(10) The student knows the ingredients of concrete, various types of concrete, and methods to mix concrete. The student is expected to: (A) identify the properties of cement;  (B) describe the composition of concrete;  (C) perform volume estimates for concrete;  (D) identify types of concrete reinforcement materials and describe their uses;  (E) identify various types of footings and explain their uses;  (F) identify the parts of various types of concrete forms;  (G) explain the safety procedures associated with the construction and use of concrete forms; and  (H) erect, plumb, and brace a simple concrete form with reinforcement. 

Students will:

• know the ingredients of concrete, various types of concrete, and methods to mix concrete.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(11) The student gains knowledge of various types of windows, skylights, and exterior doors. The student is expected to: (A) identify various types of fixed, sliding, and swinging windows;  (B) identify the parts of a window installation;  (C) state the requirements for proper window installation;  (D) install a pre-hung window;  (E) identify the common types of exterior doors and explain how they are constructed;  (F) identify the parts of a door installation;  (G) identify types of thresholds used with exterior doors;  (H) install a pre-hung exterior door;  (I) identify the various types of locksets used on exterior doors and explain how the locksets are installed;  (J) install a lockset; and (K) identify and explain the use and installation of various door and window hardware, including security hinges, keepers, deadbolts, and peep holes. 

Students will:

• gain knowledge of various types of windows, skylights, and exterior doors.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(12) The student is introduced to various types of stairs and the common building code requirements related to stairs. The student is expected to: (A) identify the various types of stairs;  (B) identify the various parts of stairs;  (C) identify the materials used in the construction of stairs;  (D) interpret construction drawings of stairs;  (E) calculate the total rise, number and size of risers, and the number and size of treads required for a given stairway;  (F) lay out and cut stringers, risers, and treads; and (G) build a small stair unit with a temporary handrail. 

Students will:

• be introduced to various types of stairs and the common building code requirements related to stairs.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (A) explain the role of an employee in the construction industry; (B) demonstrate critical-thinking skills; (C) demonstrate the ability to solve problems using critical-thinking skills; (D) demonstrate knowledge of basic computer systems; (E) explain common uses for computers in the construction industry; (F) define effective relationship skills; and (G) recognize workplace issues such as sexual harassment, stress, and substance abuse. 

Students will:

• demonstrates professional standards/employability skills as required by business and industry.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(2) The student is provided with the knowledge to interpret various types of working drawings as they pertain to commercial construction. The student is expected to: (A) recognize the difference between commercial and residential construction drawings; (B) identify the basic keys, abbreviations, and other references contained in a set of commercial drawings; (C) accurately read a set of commercial drawings; (D) identify and document specific items from a door and window schedule; (E) explain basic construction details and concepts employed in commercial construction; and (F) calculate the floor area of each room in a floor plan. 

Students will:

• Be provided with the knowledge to interpret various types of working drawings as they pertain to commercial construction.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(3) The student selects and installs common roofing materials for residential and light commercial projects. The student is expected to: (A) identify the materials and methods used in roofing; (B) explain the safety requirements for roof jobs; (C) install fiberglass shingles on gable and hip roofs; (D) close up a valley using fiberglass shingles; (E) explain how to make various roof projections watertight when using fiberglass shingles; (F) complete the proper cuts and install the main and hip ridge caps using fiberglass shingles; (G) lay out, cut, and install a cricket or saddle; (H) install wood shingles and shakes on roofs; (I) describe how to close up a valley using wood shingles and shakes; (J) complete the cuts and install the main and hip ridge caps using wood shakes or shingles; and (K) demonstrate the techniques for installing other selected types of roofing materials. 

Students will:

• selects and installs common roofing materials for residential and light commercial projects.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(4) The student selects and installs various types of insulation in walls, floors, and attics. The student is expected to: (A) describe the requirements for insulation; (B) describe the characteristics of various types of insulation material; (C) calculate the required amounts of insulation for a structure; (D) install selected insulation materials; (E) describe the requirements for moisture control and ventilation; (F) install selected vapor barriers; (G) describe various methods of waterproofing; (H) describe air infiltration control requirements; and (I) install selected building wraps. 

Students will:

• selects and installs various types of insulation in walls, floors, and attics.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(5) The student learns the processes to install various exterior siding materials. The student is expected to: (A) describe the purpose of wall insulation and flashing; (B) install selected common cornices; (C) demonstrate lap and panel siding estimating methods; (D) describe the types and applications of common wood siding; (E) describe fiber-cement siding and its uses; (F) describe the types and styles of vinyl and metal siding; (G) describe the types and applications of stucco and masonry veneer finishes; and (H) install three types of siding commonly used in the local area. 

Students will:

• learn the processes to install various exterior siding materials.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(6) The student knows the types and grades of steel framing materials and the process for installing metal framing for interior walls, exterior nonbearing walls, and partitions. The student is expected to: (A) identify the components of a steel framing system; (B) identify and select the tools and fasteners used in a steel framing system; (C) identify applications for steel framing systems; (D) demonstrate the ability to build back-to-back, box, and L-headers; (E) layout and install a steel stud structural wall with openings to include bracing and blocking; and (F) layout and install a steel-stud, non-structural wall with openings to include bracing and blocking. 

Students will:

• knows the types and grades of steel framing materials and the process for installing metal framing for interior walls, exterior nonbearing walls, and partitions.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(7) The student knows various types of gypsum drywall and their uses and the fastening devices and methods used to install them. The student is expect to: (A) identify the different types of drywall and their uses; (B) select the type and thickness of drywall required for specific installations; (C) select fasteners for drywall installations; (D) explain the fastener schedules for different types of drywall installations; (E) perform single-layer and multi-layer drywall installations using different types of fastening systems, including nails, drywall screws, and adhesives; (F) install gypsum drywall on steel studs; (G) explain how soundproofing is achieved in drywall installations; and (H) estimate material quantities for a drywall installation. 

Students will:

• knows various types of gypsum drywall and their uses and the fastening devices and methods used to install them.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(8) The student knows the materials, tools, and methods used to finish and patch gypsum drywall. The student is expected to: (A) state the differences between the six levels of finish established by industry standards and distinguish between finish levels by observation; (B) identify the hand tools used in drywall finishing and demonstrate the ability to use these tools; (C) identify the automatic tools used in drywall finishing; (D) identify the materials used in drywall finishing and state the purpose and use of each type of material, including compounds, joint reinforcing tapes, trim materials, textures, and coatings; (E) finish drywall using hand tools; (F) recognize various types of problems that occur in drywall finishes and identify their causes; (G) identify the correct methods for solving each type of problem that occurs in drywall finishes; and (H) patch damaged drywall. 

Students will:

• know the materials, tools, and methods used to finish and patch gypsum drywall.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(9) The student installs metal doors and related hardware in steel-framed, wood-framed, and masonry walls. The student is expected to: (A) identify various types of door jambs and frames;  (B) demonstrate the installation procedures for placing door jambs and frames in different types of interior partitions; (C) identify different types of interior doors; (D) identify different types of interior door hardware and demonstrate the installation procedures for them; (E) list and identify items included on a typical door schedule; and (F) demonstrate the procedure for placing and hanging a door. 

Students will:

• install metal doors and related hardware in steel-framed, wood-framed, and masonry walls.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(10) The student gains knowledge of the materials, layout, and installation of various types of suspended ceilings used in commercial construction as well as ceiling tiles, drywall suspension systems, and pan-type ceilings. The student is expected to: (A) establish a level line; (B) explain the common terms related to sound waves and acoustical ceiling materials; (C) identify the different types of suspended ceilings; (D) interpret plans related to ceiling layout; (E) sketch the ceiling layout for a basic suspended ceiling; and (F) install selected suspended ceilings. 

Students will:

• gain knowledge of the materials, layout, and installation of various types of suspended ceilings used in commercial construction as well as ceiling tiles, drywall suspension systems, and pan-type ceilings.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(11) The student knows the types of trim used in finish work. The student is expected to: (A) identify the different types of standard moldings and describe their uses; (B) make square and miter cuts using a miter box or power miter saw; (C) make coped joint cuts using a coping saw; (D) select and use fasteners to install trim, including door trim, window trim, base trim, and ceiling trim; and (E) estimate the quantities of different trim materials required for selected rooms. 

Students will:

• know the types of trim used in finish work.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

(12) The student selects and installs base and wall cabinets and countertops. The student is expected to: (A) state the classes and sizes of typical base and wall kitchen cabinets; (B) identify cabinet components and hardware and describe their purposes; (C) lay out factory-made cabinets, countertops, and backsplashes; (D) explain the installation of an island base; (E) recognize the common types of woods used to make cabinets; (F) identify and cut the various types of joints used in cabinetmaking; (G) build a cabinet from a set of drawings; and (H) install plastic laminate on a countertop core. 

Students will:

• selects and installs base and wall cabinets and countertops.

Hands-on project

Written knowledge exam

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

§130.55. 

1(E)

18(A-E)

Students will:

• Students will be able to identify common housing needs for individuals and families.
• Students will be able to identify common housing needs for individuals and families.
• Students will be able to assess how cultural and historical trends relate to housing.
• Students will analyze the impacts of society, the economy, and the government on housing decisions.
• Students will be able to assess how environmental and technological trends relate to housing.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

§130.55. 

1 (B, H), 2 (A-B, D-G), 16 (B) & 19

(A)

Students will:

• Students will be able to summarize the different types of decisions and factors affecting these choices within the decision making process.
• Students will be able to summarize the different types of decisions and factors affecting these choices within the decision making process.
• Students will be able to compare different types of available housing.
• Students will be able to analyze aspects of community planning that impact decisions about housing such as region, community, neighborhood, etc. and will be able to create an ideal neighborhood with an appropriate key.
• Students will be able to analyze aspects of community planning that impact decisions about housing such as region, community, neighborhood, etc. and will be able to create an ideal neighborhood with an appropriate key.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

§130.55. 

1 (B), 2 (C), 3 (A-D) & 19 (A)

Students will:

• Students will be able to assess the advantages and disadvantages of renting housing and identify items to check before signing a lease.
• Students will be able to assess the advantages and disadvantages of buying a house and identify terms related to home buying.
• Students will be able to assess the advantages and disadvantages of buying a house and identify terms related to home buying.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

§130.55. 

6 (A)

6 (C-D), 7 (B), 16 (B, D-F),

17 (A, C-E) & 19 (A-H)

Students will:

• Students will be able to identify common architectural styles of homes and their characteristics.
• Students will be able to identify common architectural styles of homes and their characteristics.
• Students will be able to identify common architectural styles of homes and their characteristics.
• Students will be able to identify steps in the home building process and to compare the advantages and disadvantages of different types of materials used for home construction.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks 

§130.55.

1 (A, D, G), 4 (A-C), 5 (C), 17 (A,

C-E) & 19 (A-H) 

Students will:

• Students will be able to identify common safety and security hazards in interiors.
• Students will be able to determine changes that can make a home safe and secure for people with special needs

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

§130.55.

5 (A), 9 (A) & 17 (B) 

1 (H), 5 (B), 9 (B-C) & 17 (A-E)

Students will:

• Students will be able to identify and apply the elements of design to interiors.
• Students will be able to identify and apply the elements of design of color to interiors.
• Students will be able to identify and apply the elements of design of color to interiors.
• Students will be able to identify and apply the principles of design.
• Students will be able to identify and apply the principles of design.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

§130.55. 

1 (B), 11 (B), 17 (E) & 19 (C-E)

11 (A), 17 (E) & 19 (C-E)

Students will:

• Students will be able to identify types of energy and how to conserve energy in interior design.
• Students will be able to identify ways to use more sustainable products in home landscaping.
• Students will apply knowledge of sustainability in interior design and create a design board of a room using sustainable products.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

§130.55.

1 (H), 5 (B), 9 (B-C) & 17 (A-E) 

Students will:

• Students will be able to identify the difference between natural and manufactured textiles and determine their functions.
• Students will be able to assess aesthetic and functional aspects of textiles used for furniture and accessories.
• Students will be able to identify purposes, types, and materials of walls and ceilings
• Students will be able to identify types and purposes of paint sheens.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

§130.55. 

10 (A-C)

Students will:

• Students will be able to identify the purposes for interior lighting and types of common light fixtures.
• Students will be able to identify the purposes for interior lighting and types of common light fixtures.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

§130.55. 

14 (A-D)

Students will:

• Students will be able to analyze information for selecting appliances, evaluate choices of appliances, and select appliances to meet specific needs.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

2 weeks

§130.55. 

15 (A-E)

Students will:

• Students will be able to identify common types of interior accessories and guidelines for choosing them.
• Students will be able to recall the difference between functional and decorative accessories and will design an interior space using both.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 month

§130.55. 

(c)

(1)(H)

(4)(D)

(6)(J)(K)

Students will:

• Students will be able to apply industry-accepted computer-aided drafting skills.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

§130.55. 

15 (A-E)

1 (A-H), 5 (C), 9 (E), 13 (D), 14

(B), 16 (B-C, E-F), 17 (A-E) & 19 (A-H)

Students will:

• Students will be able to investigate careers in housing and compare/contrast skills and education needed for these careers.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

5 days

(7) The student demonstrates basic measuring practices. The student is expected to:

(A) use a standard ruler, a metric ruler, a measuring tape, and an architectural/engineering

scale to measure;

(B) explain what the metric system is and how it is important in the construction trade;

(C) recognize and use metric units of length. 

Students will:

• demonstrate basic measuring practices.
•  use a standard ruler, a metric ruler, a measuring tape, and an architectural/engineering scale.
•  recognize and use metric units of length. 

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 days

(1) The student demonstrates professional standards/employability skills as required by business and

industry. The student is expected to:

(A) explain the role of an employee in the construction industry.

Students will:

• Describe the construction industry.
• Explain the benefits of a construction career.
• Describe the typical career path for craft professionals.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

9 days

(2) The student understands that safe working standards are imperative in the classroom and in the field. The student is expected to:

(A) explain the idea of a safety culture;

(B) explain the importance of a safety culture in the construction crafts;

(C) explain the role of the OSHA in job-site safety;

(D) explain fall protection, ladder safety, stair safety, and scaffold safety procedures.

Students will:

• Explain the benefits of safety, the cost of workplace incidents, and ways to reduce related hazards.
• Describe common fall hazards and methods to prevent them.
• Recognize and avoid struck-by and caught-in-between hazards.
• Identify common electrical hazards and how to avoid them.
• Associate personal protective equipment (PPE) with the hazards they reduce or eliminate.
• Describe safety practices used with other common job-site hazards.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

8 Days

(6) The student understands basic construction mathematics. The student is expected to:

(A) add, subtract, multiply, and divide whole numbers with and without a calculator;

(B) add, subtract, multiply, and divide fractions;

(C) add, subtract, multiply, and divide decimals with and without a calculator;

(D) convert decimals to percentages and percentages to decimals; and

(E) convert fractions to decimals and decimals to fractions.

Students will:

• Identify whole numbers and solve basic arithmetic problems with them.
• Name fraction types and calculate with fractions.
• Name fraction types and calculate with fractions.
• Name the common length-measuring tools and use them to measure lengths accurately.
• Name common length, weight, volume, and temperature units in both the inch-pound and metric systems and convert them into other comparable units.
• Classify angles and geometric shapes, as well as their areas or volumes.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

8 Days

(8) The student acquires knowledge about care and identification of hand tools. The student is expected to:

(A) recognize and identify the basic hand tools and their purposes for the construction trades.

(B) inspect basic hand tools visually to determine if they are safe for use.

(C) use the basic construction hand tools safely and properly.

Students will:

• Name common hand tools and state how to use them.
• Identify common measurement and layout tools and describe how to use them.
• Identify and describe other hand tools common to shops and job sites.
• Inspect and demonstrate the safe and proper use of hand tools.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

5 Days

(5) The student understands that safe working standards are imperative in the classroom and in the field. 

The student is expected to demonstrate the use and care of appropriate personal protective

equipment, including safety goggles and glasses, hard hat, gloves, safety harness, and safety shoes.

Students will:

• Demonstrate safety practices used with other common job-site hazards.
• Demonstrate the safe and proper use of hand and power tools. 

Project

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

3 Days

(12) The student identifies ergonomic tools and procedures as well as safe material handling standards.

The student is expected to:

(A) define a load;

(B) establish a pre-task plan prior to moving a load;

(C) apply proper material-handling techniques;

(D) choose appropriate material-handling equipment for the task; and

(E) recognize hazards and follow safety procedures required for material handling.

Students will:

• Identify the basic concepts of material handling and common safety precautions.
• Identify various types of material handling equipment and describe how they are used.
• Demonstrate safe manual lifting techniques.
• Demonstrate how to tie two of the following
• common knots:

• Square

            • Bowline

• Half hitch

            •Clove hitch

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

6 Days

(4) Students are encouraged to participate in extended learning experiences such as career and

technical student organizations and other leadership or extracurricular organizations.

Students will:

• Identify ways to pursue a career in the construction industry.
• a. Explain the benefits of career and technical education programs.
• b. Describe the advantages of craft training

    programs and their relationship apprenticeships.

• c. Summarize the path to a construction career through colleges and universities.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

8 Days

(9) The student acquires knowledge about care and identification of powered hand tools. The student

is expected to:

(A) identify powered hand tools commonly used in the construction trades;

(B) practice safe and proper application of powered hand tools commonly used in the

construction trades; and

(C) explain how to properly maintain and clean powered hand tools commonly used in

construction trades.

Students will:

• Identify and explain how to use various types of power drills and impact wrenches.
• Identify and explain how to use various types of power saws.
• Describe the types of jobs best suited to grinders and oscillating multi-tools.
• Identify and explain how to use miscellaneous power tools.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

7 Days

(10) The student develops the basics of construction drawing. The student is expected to:

(A) interpret and use drawing dimensions;

(B) recognize and identify basic construction terms;

(C) recognize and identify basic drawing components;

(D) recognize and identify commonly used drawing symbols;

(E) relate information on construction drawings to actual locations on the print; and

(F) recognize different classifications of construction drawings.

Students will:

• Describe components and features used in construction drawings and identify how the drawings are different.

a. Summarize the purpose of the six basic

construction drawing components.

b. List and explain the significance of various drawing elements, such as lines of

construction, symbols, and grid lines.

c. Explain how dimensions relate to various

drawing scales.

d. Demonstrate how to use engineer’s and

architect’s scales.

e. Identify the six types of construction

drawings.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

4 Days

(11) The student interprets and presents information used in workplace situations. The student is

expected to:

(A) interpret information and instructions presented in written form;

(B) interpret information and instructions presented in verbal form;

(C) communicate effectively using verbal and written skills; and

(D) communicate effectively on the job using electronic communication devices.

Students will:

• Describe the communication, listening, and speaking processes and their relationship to job performance.
• Describe good reading and writing skills and their relationship to job performance.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

4 Days

(1) The student demonstrates professional standards/employability skills as required by business and

industry. The student is expected to:

(A) explain the role of an employee in the construction industry;

(B) demonstrate critical-thinking skills;

(C) demonstrate the ability to solve problems using critical-thinking skills;

(D) demonstrate knowledge of basic computer systems;

(E) explain common uses for computers in the construction industry;

(F) define effective relationship skills.

Students will:

• Describe the opportunities in the construction businesses and how to enter the construction workforce.
• Explain the importance of critical thinking and how to solve problems.
• Explain the importance of social skills and identify ways good social skills are applied in the construction trade.

Assessment

1 Day

Dates

TEKS

Unit Goals

Approximate Assessment Window 

25 Days

130.54. (c) Knowledge and skills

(1)  The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A)  identify employment opportunities, including entrepreneurship and preparation requirements, in the field of architecture;

(B)  demonstrate an understanding of group participation and leadership related to citizenship and career preparation;

(C)  identify employers' expectations and appropriate work habits;

(D)  apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

(E)  demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate governmental regulations.

(12) The student exhibits employability skills that lead to job success in the architectural design industry. The student is expected to:

(A)  demonstrate effective verbal, nonverbal, written, and electronic communication skills;

(B)  demonstrate effective methods to secure, maintain, and terminate employment;

(C)  demonstrate positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership;

(D)  evaluate the relationship of good physical and mental health to job success and achievement;

(E)  demonstrate appropriate grooming and appearance for the workplace;

(F)  demonstrate appropriate business and personal etiquette in the workplace;