Lara Komanecky

FRIT 7430: Instructional Design

Stage 3, Understanding by Design
Fall 2012

Title of Unit

Housing and
Interior Design

Grade Level: 8th

Standard:
MSFCS8-ID1: Students will analyze factors (social, psychological, economic, cultural) affecting
housing and interior design decisions for individuals and families and how those decisions
impact society.
a) Identify specific considerations and/or adaptations that would improve a living space for
individuals with disabling conditions
b) Apply the elements and principles of design by creating a project
c) Explain ways to conserve natural resources in family, school, work and/or community
settings
d) Identify the impact of technology on residential and commercial design
Understandings:
Students will understand that:

The role of an interior designer differs from preconceived notions of interior designers;
interior designers make interior spaces functional, safe and aesthetically pleasing
(explanation)
Specific considerations and adaptations can be used to improve a living space for an
individual with disabling conditions. (interpretation)
The elements and principles of design can be used to enhance the aesthetic quality,
functionality and safety of a living space. (application)
Various forms of green design can be used to conserve natural resources in a wide variety of
commercial and residential spaces. (application)
Modern technology has greatly impacted the fields of residential and commercial design.
(application)
The elements and principles of design have a psychological impact on people. (perspective)
Environmental factors impact housing choices. (empathy)
Their own experiences impact their attitudes toward universal design, green design and
interior design in general. (self-knowledge)
Financial, social and psychological factors affect design decisions and options (empathy,
explanation & perspective)

Essential Questions:
Overarching Questions:

Topical Questions:

What is interior design?

How does the space in which we live
impact our lives?
What is the purpose of universal design?
What is the purpose of green design?

What factors affecting housing and design

choices?
How does the space in which we live
impact our lives?
How can the elements and principles of
design be applied to interior living or work
spaces?
What factors should be considered when
designing a handicap accessible interior
space?
How, specifically, can we conserve natural
resources when designing an interior or
work space?
How can color and color schemes be used
effectively in interior design?
How can floor plans be used to plan an
efficient space?
What environmental factors impact
housing design?
How have your familys design choices
been impacted by environmental factors?
How has technology changed residential
and commercial designs over time?
What are the roles and responsibilities of
an interior designer?

Stage 3: Plan Learning Experiences

Week 1
1. Give housing and design unit pre-test. W
a.

What does the term social mean?

i. Involving relationships and lifestyles
ii. Involving animals and their babies
iii. Involving only friends

iv. None of the above

b.

What does the term psychological mean?

i. Involving emotions and behavior
ii. Involving psychologists
iii. Involving finances
iv. None of the above

c.

What does the term cultural mean?

i. Relating to ethnicity, education, and social environment
ii. Relating to animals and their babies
iii. Relating to finances
iv. None of the above

d.

What the term financial mean?

i. Relating to money
ii. Relating to insurance
iii. Relating to society
iv. None of the above

e.

How has technology affected housing?

i. New and green construction materials
ii. More cost efficient materials
iii. New ways to build
iv. All of the above

f.

What is a basic adaptation for a kitchen for someone in a wheelchair?

i. Higher counters
ii. Lower counters
iii. No counters
iv. None of the above

g.

What is a basic adaptation for communication devices for someone that is deaf?
i. Vibrating cell phones
ii. Flashing lights for when the house phone rings
iii. Flashing lights for when the door bell rings
iv. All of the above

h.

What are the elements of design?

i. Line, color, shape, pattern / texture
ii. Line, circles, shape, texture
iii. Line, shape, squares, harmony
iv. None of the above

i.

What are the principles of design?

i. Balance, line shape, harmony
ii. Balance, Proportion, Rhythm, Emphasis, Harmony
iii. Balance, Rhythm, Emphasis, Texture
iv. None of the above

j.

Way to conserve natural resources at school and home are:

i. Use material made of recycled materials

ii. Reuse old bricks from torn down homes

iii. Recycle materials used

iv. All of the above

2. Begin with bell ringer photo of intricately designed, modern hotel lobby. Ask
students Who is responsible for the look of this lobby? Lead discussion to: What do
we think interior designers do? What do interior designers actually do? H (Aesthetic
Entry Point)

3. Introduce unit essential questions and discuss culminating performance task (floor
plan project) W
4. Identify unit vocabulary (these words will already be posted on word wall used
throughout the class). These terms are defined during the course of other unit
activities. E
a. Adaptations
b. Architect
c. Area
d. Arrangement
e. Carbon Footprint
f. Commercial
g. Cubic Square Footage
h. Cultural
i. Design
j. Elements of Design
k. Principles of Design
l. Drafting
m. Financial
n. Green
o. Interior Design
p. Interior Designer

q. Psychological
r. Residential
s. Scale
t. Social
u. Technology
v. Traffic flow
w. Traffic patterns
5. Discuss essential question: What factors affect housing and design choices? Explain
housing and design factors puzzle. W
6. Present lesson on factors affecting housing and design decisions (social, cultural,
psychological and economic). Student groups are given an envelope of cards, each
containing headings, terms/phrases and pictures (one of these items per card).
Students then work in small groups to assemble each factors puzzle, placing terms,
phrases and pictures under the appropriate heading. Students are then given a blank
tree-diagram, which they will fill in during an end of class discussion/review. E
(Logical and Experimental Entry Points) (attached below)
7. Discuss essential question: How does the space in which we live impact our lives?
Guide EQ discussion to daily goal understanding of elements and principles of
design. W
8. Present elements and principles of design notes to students. Students will take notes
over this presentation using teacher-provided guided notes. E (Foundational and
Aesthetic Entry Points)
9. Discuss essential question: How can the elements and principles of design be applied
to interior living or work spaces? Explain that this concept is one of our goals for this
unit. Guide EQ discussion to daily goal elements and principles of design
assignment. W
10. Give elements and principles of design assignment (provide photos students will
identify elements and principles of design in given photos, explaining their answers).
At summation, review photos as a class. Allow students to make revisions. E, R
(Aesthetic and Foundational Entry Points)
*using the photos below, identify as many of the elements and principles of
design as possible. Explain your choices.

1.

3.

5.

2.

4.

6.

11. Discuss essential questions: What is the purpose of green design? How, specifically,
can we conserve natural resources when designing a living or work space? Guide EQ
discussion to daily goal understanding of green design concepts. W
12. Present green design presentation to students. Students will take notes over this
presentation using teacher-provided guided notes. E (Logical Entry Point)
13. Take students on guided walk around the school. Students are to walk around the
school looking for ways our school could implement green design practices. Make
sure to take note of cafeteria and outdoor spaces. Students will bring their journals

to take notes. Discuss student ideas as a class. E ( Experimental Entry Points)

Week 2
1. Discuss essential question: How has technology impacted residential and
commercial designs over time? Guide EQ discussion to daily focus technologys
impact on interior design .W
2. Show and discuss presentation over technology and interior design. Students will
take notes using diagram provided. E
3. Discuss essential question: What are the roles and responsibilities of an interior
designer? Guide EQ discussion to daily goal .W
4. Show Interior Design Careers video (from You Tube). Students will complete a
journal entry over video: what roles and responsibilities of interior designers are
listed in this video? How are these different from your initial perceptions? What
challenges do interior designers face? E, R. (Narrative Entry Point)
5. Discuss essential question: What is the purpose of universal design? Guide EQ
discussion to daily goal understanding of universal design concepts. W
6. Present universal design presentation. Students will fill in teacher-provided guided
notes. E
7. Discuss essential question: What factors should be considered when designing a
handicap accessible interior space? Guide EQ discussion to daily goal. W
8. Give students floor plan with no accommodations made and have them indicate
potential universal design accommodations. These are collected and graded. E-2
(Experimental Entry Point) from www.pinewood.uk.net

a.
9. Students will complete journal entry responding to the prompt How have your
familys design choices been impacted by social, economic, environmental or
psychological factors? Are any elements or principles of design evident in your

home? If so, please explain. Does your home incorporate any elements of green
design or universal design? If so, please explain. R, E2, T (Narrative and
Foundational Entry Point)
10. Students will utilize the computer lab to complete the Design on a Budget
assignment. Students are given a budget of $300.00 and are asked to re-design their
room (this includes using www.floorplanner.com to create a virtual model of their
room). Students will self- and peer- asses using a rubric. R, T, E2 (Logical and
Experimental Entry Points)
0-5

6-10

11-15

16-20

Floor Plan
The floor plan shows bedroom and all updates
made.
Traffic Patterns
You dont have to pass through a furniture/
conversational grouping to get from point to
another

Use of Space and Furniture

overall use of space in the rooms, placement
of furniture and groupings
Financial Component
Project remains within given budget, design
costs clearly and accurately indicated in
written report
Citations
All work is appropriately cited

FINAL SCORE

_____/
100

Week 3
1. Discuss essential question: How can color schemes be used effectively in interior
design? Discuss emotions related to each color. W (Foundational Entry Point)
2. Students will take guided notes over common color schemes (monochromatic,
analogous, and complementary). Students will then work independently to complete
a color theory activity. E (Aesthetic Entry Point)
3. Discuss essential question: How can floor plans be used to design an efficient space?
Discuss how this fits into floor plan assignment. W
4. Conclude the unit with floor plan design project. Each student will develop a unique
floor plan design. Students will self- and peer-asses their projects using a rubric.
Students can make revisions as needed following grading. E2, T, R (Logical &
Experimental Entry Points) Students will reflect on the back of their rubric using
the following prompt: On the back of your self-scored rubric, provided responses to
the following questions: how could I have improved my grade? Did my knowledge of
interior design and housing concepts help me complete this project successfully?
What have I learned about how cultural, psychological and economic factors affect
housing decisions? What do I not understand about those factors and their impact?
0-5
Floor Plan
The floor plan shows all required rooms, is
clearly labeled, free from stray marks.
Traffic Patterns
You dont have to pass through a furniture/
conversational grouping to get from point to
another

Use of Space and Furniture

overall use of space in the rooms, placement
of furniture and groupings
Private, Social and Work Areas
These areas are included and clearly indicated

6-10

11-15

16-20

Design Concepts
Elements and principles of design were
thoughtfully and consistently implemented
throughout.
Handicap Modifications
Modifications are made for handicap access
throughout the home
Green Design
Thoughtful and unique methods for
conservation are made throughout the project
Demographics
Adequate information over housing location
included in written report

Financial Component
Project remains within given budget, design
costs clearly and accurately indicated in
written report
Citations
All work is appropriately cited

FINAL SCORE

_____/
200

5. Students re-take housing and design unit quiz, comparing this score to their pre-test.
E2, R.

Notes to the Instructor

1. This stage of the design process incorporates all aspects of the WHERETO model.
While organization is not listed beside any one assignment, the process of
completing this instructional design completes an organized model of instruction.
2. Varied instructional strategies (traditional notes, graphic organizers, puzzles, videos,
and several hands-on experiences) are used during this unit to match all essential
questions, understandings, skills and knowledge.
3. All of Gardners Entry Points are identified, allowing for differentiation among
different types of learners. These Entry Points provide learning opportunities for
students fitting each of Gardners multiple intelligences. For instance,
logical/mathematical students are accounted for during the design on a budget
project. Spatial intelligence is considered during most of the students note taking
and floor plan design (many of these concepts can best be understood through
visualization). There are several writing opportunities for students with high
linguistic intelligence and an interactive, walking experience for students with high
bodily-kinesthetic intelligence. Musical learners may do well during the lectures in
this unit (over elements and principles, green design and universal design notes). I
would like to note that these lectures also incorporate a visual element for learners
who do not do best with auditory information. Students with high intrapersonal
intelligence have several opportunities to reflect on their work, making
improvements as the unit advances.
4. As a rule in my classroom, I allow students to re-visit an assignment at a later date,
allowing them to benefit from self-analysis or reflection. This rethinking, reflection
and revision can be incorporated into any assignment we do. As a class, we always go
over assignments at their completion. Following this review, I like to allow students
to revisit their work. While there may not always be a formal time for this (it often
occurs when a student finishes an assignment or has extra time), I have built in time
for reflection, rethinking and revision in this unit.
5. Technology is incorporated into this unit via videos, the use of the computer lab to
design a room, build a budget and through discussion of technologys impact on
interior design.

Factors Affecting Design Decisions Puzzle and Tree Map

Phrases/Terms PRINT OUT AND CUT UP AS A PUZZLE
PSYCHOLOGICAL
SOCIAL
ECONOMICAL
CULTURAL
Salary / Income

Savings
Credit Rating
Available Housing
Friends / Family
Social organizations
Church
Nationality
Heritage
Family influences
Social standing
Self esteem
Keeping up with the Jones

Factors Pictures PRINT OUT AND CUT UP AS A PUZZLE

Factors Tree Map

Stage 3 Scoring Rubric

(0 Points)

1. Does not clearly

communicate
WHERETO for
learning activities

(3 Points)

Codes some learning

activities with WHERETO

Clearly codes each activity

with WHERETO
Includes a pretest to check
for prerequisite skills and
knowledge.

Fails to provide a
pretest for learners.
2. Alignment is not
demonstrated
between instructional
strategies, standards,
and understandings of
the unit.

(5 Points)

There is evidence of
alignment between some of
the instructional strategies,
standards, and
understandings of the unit.

Alignment is clearly
demonstrated between
instructional strategies,
standards, and
understandings of the unit.

Matches all essential

questions, understandings,
skills, and knowledge with
a corresponding
instructional strategy.

3. Instruction has one

global starting point
for all learners.
No evidence of an
attempt at
differentiation

Utilizes Gardners strategy

to provide different Entry
Points.

Evidence of an attempt at
differentiation exists, but
differentiation is not
illustrated using labeling.

Utilizes Gardners strategy

to provide different Entry
Points to meet the needs
of all types of intelligences.

Clearly labels the parts of

the plan that illustrate
differentiation

Your
Score

4. Fails to provide
opportunities for
students to RETHINK
ideas, REFLECT, and
to REVISE work.

Provides opportunities for

students to RETHINK big
ideas, REFLECT on
progress, and REVISE their
work.

Provides numerous
opportunities for students
to RETHINK big ideas,
REFLECT on progress, and
to REVISE work.

5. Does not indicate the

use of technology in a
meaningful way

Includes the use of

technology

Includes the use of

technology in a meaningful
way.

Off the shelf resources are

properly referenced
6. Assignment is not
organized

Assignment somewhat
organized

Assignment
Instructions not
followed

Most assignment
instructions followed

Several errors in
grammar and form,
which distracted the
reader

A few errors in grammar

and form which distracted
the reader

Your Total Score

Assignment is organized

Assignment Instructions
followed

No errors in grammar or
form that distracted the
reader.

/30