Plan a Small Kitchen Layout in 1:24 Scale

LEARN – DAY 33
Construction Foundation Course

Week Seven: Day 33 (Wednesday)
Content for the day
• Blueprints
• Tools and Equipment

Materials for the day
• 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 Math, slide 15. Tell students to read the
architect’s scale in ¼.
10 min: Tell students that drywall (also called sheetrock and
gypsum board) and plaster are the most frequently used
materials to provide a surface for interior walls. Have students
turn to p. 916. Ask students, as individuals, to create a Venn
diagram as notes while you slowly read the 2 paragraphs under
Understanding Drywall. Have them continue to fill in the
diagram as you read the first paragraph on p. 933.
Have individuals work as pair-shares to come to consensus on
their diagram notes.
Blueprints

Then call on one pair-share to read the unique
characteristics of plaster while you write them into a
Venn diagram on the board/chart paper. Ask a
second pair-share to read their unique characteristics
of drywall and a third pair-share to read their
similarities.Ask if the notes on the board/chart paper
are accurate and complete. As other pair-shares make
suggestions, work with the group to come to
consensus and ask students to make adjustments in
their own initial diagrams for their notes. Ask the
group what the 2 study questions are for a Venn
diagram. (What are the similarities between X and Y?
What are the differences between X and Y?)

5 min: Given the differences between drywall and plaster, which
interior wall surface do you think Mr. Plaza chose and why? Wait time.
Call on an individual student. Get a second opinion. Have Work Teams
look carefully through the Plaza cabin blueprints to find the answer.
(Sheet rock, another name for drywall.)
10 min: Assign each Work Team a jigsaw reading from the list below.
They’ll have 3 minutes to prepare and 1 minute to present:
• Standard drywall (sheetrock)
• Fire code drywall
• Moisture-resistant drywall
• Specialty drywall
• Foil-back drywall
• Flexible drywall
• Sound-resistant drywall
• Drywall fasteners
Check for accuracy in vocabulary cards.

10 min: Do another jigsaw exercise with the following
sections:
• Joint compound (up to Drying-type compounds), p. 918
• Drying-type compounds and setting-type compounds, pp.
918-19
• Drywall trim accessories, p. 919
- Corner bead
• Cutting drywall, p. 923-4 up to Cuts within the sheet
• Cuts within the sheet, p. 924-5 through Cuts at the edge
of a sheet
Check student notes, especially on cutting drywall.

10 min: Remind students that drywall comes in various
sizes of sheets, the most typical being 4 x 8 and 2 x 12.
Thinking about how a stud wall is built, have Work
Teams take 2 minutes to discuss this question: How
should sheetrock/drywall be installed—horizontally or
vertically? Poll the group. Ask for rationale.
Have students turn to p. 926 and ask individuals to
create a Venn diagram while you read the section,
Fastening drywall, through Horizontal application.
Have students compare notes as pair-shares. Then call
on a pair-share to explain similarities and differences.
Ask for a second opinion

5 min: Have pair-shares study blueprint
vocabulary words, including today’s.
5 min: Conduct a round of First Down
Stretch Break: Everyone stands. You ask Work
Team 3 to present their math rap. They perform.
Everyone claps and sits down.

5 min: Minute Math, slide 16; read the architect’s
ruler in 1/8
10 min: Have students take out the Plaza cabin
blueprints and have pair-shares find the cabinets
in the kitchen. Ask if these are wall cabinets or
base cabinets. Wait time. Call on one pair-share
for their answer and logic. (Have to be wall
cabinets across the refrigerator and stove. Could
be wall or base cabinets across the counter to the
right of the stove.)

The Plazas always eat breakfast and dinner together. Ask
pair-shares to determine
• what size the table should be
• what amount of room the chairs must have to get in
and out
• where the table and chairs should be located in the
house
10 min: Have Work Teams read Planning kitchens, Kitchen
layouts, and Work Centers on pp. 781-783 and make
vocabulary cards for
• Universal design
• Work triangle
• Work centers

The Plaza cabin kitchen is very small, with very few
cabinets. Ask Work Teams to estimate the linear feet of
cabinets in the kitchen if the cabinets were both above
and below the counter area and to consider if there is
any possibility for additional cabinets. If so
• Where would they be located?
• Would they be base cabinets or wall cabinets?
• How wide would they be?
• How much room would there be in the kitchen to
move around?
Given the trade-offs, what would your Work Team
recommend?

35 min: Most kitchens have more room than the Plaza
cabin has. Let’s say that you are planning a kitchen in
the U shape design on p. 782. As pair-shares, draw
this design to 1:24 scale if the room size is 10’ x 12’
and the openings (no doors) are each 3’. Put in the
detail for
• GFCI switches
• Electrical outlets
• Ceiling light and switch
• Any other major appliances
• Size and type of window
• Table and chairs
• Room title with dimensions

Use graph paper or the architect’s ruler to do
the layout.
Have pair-shares check in every 10 minutes
with the Work Team to ensure that they’re on
track. They’ll need their designs to do the
Work Team homework tonight.
Snack Break (9:30-9:40)

Third and Fourth Hours (9:40 – 11:30) - 1
15 min: Homework presentation: Have Work Teams
draw nails for order with highest d going first. Each
Team reads their memo and presents their role play
while others rate them on scratch paper, using the
rubric they have. You collect the ratings, quickly review
for appropriateness, and pass on to Work Teams, with
your rating, at the end of the presentations.

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

Monitor student proficiency completion, so that you set
up project stations as needed. Monitor individual
students for time management. Remind students that
Friday is the last day in shop.
10 min: Play ―Name That…‖ (See Appendix A for
explanation of how to play Name That and use Resource
5.26.)
Reflection
Out the door:Model Notes,Reflection, binders on the
shelf, shake hands.

AFTER HOURS
• Academic extended day individual work (approximately 1
hour)
• Open Computer Lab

END
If you continue to click forward, you will see links to
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Content prepared for the National Office of Job Corps through Contract No. DOLJ111A21695
Job Corps Professional Development Support - KUCRL

Plan a Small Kitchen Layout in 1:24 Scale

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