Substructure and… · SHS2 Applied Technology

Lesson notes

Learning Objectives

Indicator: 2.3.2.LI.7 - Discuss floor Construction.

By the end of the lesson, learners can:

Define a floor and distinguish between a ground floor, an upper floor, and a basement floor, citing at least one example of each.
Describe the composition of a solid ground floor and a suspended upper floor, naming at least four layers in each.
Explain the functions of a floor, including load transfer, thermal insulation, and moisture protection.
Compare a basement floor with a standard ground floor in terms of construction requirements and key differences.
Work collaboratively in mixed-ability groups to present the composition and functions of a floor using labelled sketches or diagrams.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Building Construction Technology (Strand 3)
Sub-strand: Substructure and Superstructure (3.2)
Content standard: 2.3.2.CS.1 - 2.3.2.CS.1 Demonstrate Knowledge and understanding of sub-structure of buildings. 2.3.2.LO.1 Categorize and describe foundations used under various soil conditions. 2.3.2.LO.1 Be able to differentiate Load bearing from non-load bearing components and their functions in the Super structure.
Indicator: 2.3.2.LI.7 - Discuss floor Construction.
Suggested placement: Semester 1, Week 17 (Week 17 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.90: prints the assessment code as "2.3.1.AS.7"; filed under the section's own 2.3.2.AS.7
Curriculum reference: NaCCA curriculum document, p. 90

Exemplars (from the NaCCA curriculum)

Communication: Organize whole Class and ask learners to explain the meaning of a floor (including basement floors.)
Collaboration: In mixed-ability groups ask Learners to discuss the composition of a floor (including basement floor). These methods are to facilitate effective participation and learning by different Learners (GESI) including Approaching Proficiency, the Proficient and the Highly Proficient.
Collaboration: In mixed-ability groups ask Learners to discuss the functions of a floor (including basement floor).
Experiential Learning: Embark on field trips to Construction sites for Learners to observe or learn about processes involved in substructure works.

Assessment (2.3.2.AS.7). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Use of Simulation; Virtual to illustrate setting out.
- Use of Flip Chat to illustrate excavations.
- Use of Simulation, Virtual and Typical foundational works as seen in progress at different Construction sites to discuss various types of foundations given the soil type.
- The use of Simulation; (virtual) to illustrate types of load-bearing and non-load bearing members of the superstructure.
- The use of Superstructure works as observed at different Construction sites to illustrate the use of load and non-load bearing members.
- The use of flip-charts to illustrate types and functions of load-bearing and non- load bearing members of the Superstructure.