1. Construction Schedule Management
Principles of Architecture and Construction
This is a Presentation for the Teacher to assist with pacing and sequencing of the Lesson “Construction Schedule Management,” which coordinates with the 2010 TEKS c.11.F

3. Starter/Bell Ringer Activity
Students, Please take your seats with your assigned team work stations.
Delegate one team member to be today’s team representative.
Start of Class “Warm Up” discussion.
Teacher: This is the “Introduction” portion to be completed as students enter the classroom. Refer to pg 5 of the Lesson Plan. It should kick off the class for a few minutes to get the students “on task” and ready for the Student Team activity. It should only take a few minutes of time.

4. Today’s Student Team Handout
As mentioned in the Word Document Lesson file (file name: Construction Schedule Management LESSON) on page 5 in the Introduction, here is a copy of the Excel spreadsheet Student Primary Handout (file name: const sched mgmt STUDENT timeline and materials list) that the STs will be using today. Each student will also need a copy of this spreadsheet printed for them to complete the Independent assignment described on page 9 of the Word document Lesson file.

5. Refresh Your Vocabulary
As a class, let’s refresh our memory on a few key words:
Building Materials
Estimate
Cost
Unit
Contract
Timeline
Approximate
Teacher: Lead a Class Discussion briefly refreshing everyone’s recollection of what these words mean. These words should be prominently placed in the room for today’s lesson. Refer to Page 4 of the Lesson to get the definitions. Also refer to the Math Dictionary Book, listed in the “References” portion of the Lesson on page 3. This should only take a few minutes of class time.

6. Let’s Start with our Student Teams
With your team, you will follow the teachers prompts. Complete each prompt on the handout in pencil.
Prompt 1: Mark the Pre-construction and Design categories in sequence.
Prompt 2: Mark when the supplies need to be delivered to the job site, and in what order.
Prompt 3: Mark when parts of the building need to be built and in what order.
Teacher: Keep time or delegate 1 student to be the time keeper. VERY ACTIVE and engaged classroom monitoring is needed. Lots of movement from ST to ST. Prompt the students step-by-step and talk with them as they work. You should determine in advance when the “Delays” for Prompt #4 (Which correlates with Lesson Outline #4 and Lesson Objective #4) will happen. This is the main portion of the lesson, and should take about 30 minutes.

7. Let’s Start With Our Student Teams
With your team, you will follow the teachers prompts. Complete each prompt on the handout in pencil.
Prompt 4: Uh-oh! Delays! Mark where these are going to happen.
Prompt 5: Adjust your timeline sequence- what will be affected by these delays? Mark the changes.
Prompt 6: Shift the Delivery Dates for any materials arriving to the site that will be affected by these delays. Mark the changes on your Handout.
Teacher: Keep time or delegate 1 student to be the time keeper. VERY ACTIVE and engaged classroom monitoring is needed. Lots of movement from ST to ST. Prompt the students step-by-step and talk with them as they work. You should determine in advance when the “Delays” for Prompt #4 (Which correlates with Lesson Outline #4 and Lesson Objective #4) will happen. This is the main portion of the lesson, and should take about 30 minutes.

8. Let’s Follow Up on Our Own
As individuals, each of you will take a fresh copy of The timeline handout and fill it in with COLORED pencils/markers.
If you feel you disagree with the timing your ST came up with, you make a change to your own copy- but be prepared to defend your reasoning!

9. End of Class Wrap Up and Summary
Does our Timeline fit?
What was the hardest part of the “puzzle” to fit in?
Is there more than 1 “right” way to resolve this?
Did the Delay’s make a big impact on the scheduling?
Teacher, prompt students in this closing “Wrap-Up” class discussion. It should take 5 minutes at the end of class.