Access Free Lagos State Senior Secondary School Building Construction Scheme of work for SSS1. SS1 Syllabus – Schemeofwork.com
General objectives
Acquire knowledge and skills for the building construction trade and related professions.
Appreciate the use of local materials for building construction.
Develop respect for the abilities of the craftsmen in the building industry.
Develop the capacity for providing solutions for constructional problems.
Use safety precautions and safe practices in the building industry
Appreciate the need for maintenance of buildings
Develop the sense of morality and trustworthiness in the use of materials and other input resources sup piled for projects
SSS1 Building Construction Scheme of Work First Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
Introduction to building construction
By the end of the lesson students should be able to: Define Building as a discipline State the purpose of a building Describe types of buildings Distinguish between types of buildings
Students brainstorm on the meaning of building Students in small groups discuss the purpose of a building. With the use of models/charts students compare types of building.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
Safety precautions – Purpose – Safety Regulations • Hazard in Construction site/ Workshop – First Aid – Personal Protective Equipment (PPE) – Personal Safety Habit
By the end of the lesson students should be able to: 1. state the safety conditions to be observed at the worksite 2 explain the need for observing health and welfare regulations at worksite 3. demonstrate care and maintenance of tools and equipment 4. use equipment at construction sites.
With the use of chants students discuss safety conditions to be observed at worksite i. Students as a class discuss the need for observing health and welfare regulations at worksite ii. Students in Small groups demonstrate care and maintenance of tools and equipment. iii. Students in pairs demonstrate the use of safety equipment at construction site.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
Construction team Client team • Contractor’s team Statutory, personnel .
By the end of the lesson students should be able to: 1. Outline and identify the parties in each construction team 2. Describe the duties and relationship of the various teams that make the construction team. 3. Distinguish between the roles and relationship between the members of each team.
Students are grouped in 3. each group representing the construction teams. Students in pairs produce pictorial diagram on the hierarchy in the construction team
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
Working Drawings: .Types of working drawing. – Elevation -plans – sections Functions of Grid lines Types of plan Site plan Block plan Foundation plan Ground floor plan
By the end the lesson students should be able to: 1. Differentiate between working drawing and construction drawing 2. Explain the purposes of items involved in working drawings 3. Explain the functions of grid line on a site plan 4. Sketch a block plan of a proposed building Convert design data construction.
i. Students as a class brainstorm on significance difference between working and construction drawings. ii. Students n pars discuss the functions of gridlines on a site plan. iii. Students as an individual sketch a block plan of a proposed building. iv. Students in small groups examine and use an Auto CA\D to construct a 2-d.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO-VISUAL RESOURCES Video clips, Production drawings, building plans, Building drawings. Instrument. www.designingbuildings.co.uk
BUILDING CONSTRUCTION
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Levelling Site and soil survey Planning Detailed design Cost estimation
information and clearly communicate that information in layrnan’s term
drawing
7
MID-TERM BREAK
8
Freehand sketching and Pictorial view – Details of a building – Building Terms
By the end of the lesson students should be able to: 1. do freehand sketching of a bungalow 2. Identify building parts and their terms.
i. Students as a class make freehand Sketch of a bungalow building elevation; ii. Students in small groups identify building parts. .
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
Site layout and organization Basic processes Locations and sizes Problems caused by poor site layout Purpose of site layout items in site layout
By the end bf the lesson students should be able to: 1. Identify and describe the basic site planning process and principles 2. Explain the purpose of the site layout 3. Sketch a simple layout of a site
i. Students as a class discuss site layout using; sample site layout plans and site visits respectively ii. Students in small groups identify and describe the basic site planning process and principles. iii. Students in pairs Use charts to discuss items in site layout iv. Students as class visit sites to see site layouts
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO VISUAL RESOURCES Drawing/charts; Site layout drawing, video clips picture poster, physical observation at the excursion site. https:/!en.m.wikiped prnL8ite-layout .
10
Preliminary Operations Learning activities preceding actual building construction: Site acquisition Provision of access road Site clearance Site offices and storage facilities Provision of site services Site investigation
By the end of the lesson students should be able to: Explain the term PRELIMINARY OPERATIONS” as used in Building construction Identify the key features to be addressed in a quality building process Recognize the risk and opportunities surrounding preliminaries
Students as a class research more on areas where preliminary operations are used and discuss their similarities and differences as used in building construction Students as a class go on a trip to new sites to observe preliminary works. PROJECT: Students to produce a preliminary report after visitation to sites.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Levelling Site and soil survey Planning Detailed design Cost estimation
Prepare and interpret preliminary reports in tender documents
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
11
Setting out -Tools and Equipment for Setting out Methods of setting out using 3, 4, 5 method using the builder’s square method – steps in setting out using both methods -Building line and boundary line
By the end of the lesson students should be able to: Describe tools and equipment used for setting out Describe the precaution to be taken before setting-out operations Differentiate between a building line and a boundary line. Demonstrate the procedure for erecting profiles using both setting out methods.
Students in small groups identify tools and equipment used for setting out Students as a class visit new sites to see the use and types of setting out tools or equipment Students in small groups discuss the difference between a building line and a boundary line Student in pair demonstrate the setting out of simple building using tapes and pegs to mark corners of a building in setting out 3 4 5 method and builders square.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO VISUAL RESOURCES Tapes pegs lines and pins builder square and profile board www.a4architect.com
12
Revision / Project
By the end of the lesson students should be able to: Do a project on production of model of two bedroom flat with cardboard and other durable materials Scales- 1:20
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
Building Construction Scheme of Work SSS1 Second Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
WELCOME TEST / REVISION OF LAST TERM WORK
2-4
Excavation and earth work Purpose of excavation Types of excavation equipment Use of excavation equipment Types of excavation Support two sides of trenches Safety methods in trench works Causes of collapse of trench sides
By the end of the lesson students should be able to: State the purpose of excavation Identity the types equipment for excavation State uses of the types of excavation equipment Describe the types of excavation Demonstrate the procedure for supporting the sides of trenches. Sketch a typical timber supports to trenches in various types of soil Demonstrate the methods of ensuring safety when digging a trench
Students in small groups discuss the purpose of excavation Students in pairs identity the excavation equipment and the uses of the different types of excavation equipment Students in small groups demonstrate and practice the procedure for supporting trench sides Students as a class go to site to observe and report how a trench is supported Students in pairs use sketch as a guide to show typical supports to the sides of a trench excavation for various types of soil Students as a class demonstrate the methods of ensuring safety when digging a trench and discuss the causes of collapse of trench sides
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO VISUAL RESOURCES Video clips production drawings, building Excavation tools and equipment e.g. canning rod charts, video clip, soil sample plans. www.a4architect.com
5
FOUNDATION Definition Functions of foundation
By the end of the lesson students should be able to: Mention types of foundation
Students as a class use models to illustrate types of foundations
– Critical thinking Problem solving – Communication & Collaboration – Leadership &
AUDIO-VISUAL RESOURCES Model, sketches and diagram of
BUILDING CONSTRUCTION
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Types Factors influencing choice of foundation. Factors determining the bearing capacity of sub-soil
State the functions of the foundation Describe the sizes of types of foundation Explain the factors which affect the bearing capacity of a subsoil.
FIELD TRIP: students as a class go out and observe different types of foundation Students in pairs discuss the functions of foundation Students in small groups use diagrams/pictures to discuss the sizes of foundations and factors which affect the bearing capacity of subsoil
SUB STRUCTURE WALLS Types of wall at -substructure level Materials for type of walls Functions of substructure walls Bonding for walls Erection of walls Description of types of mortar for walls
By the end of the lesson students should be able to: Describe types of substructure wall, Describe materials for types of wall. Explain the functions of substructure walls Explain types of bonding for walls Demonstrate ways of erecting walls in different bonds Describe types of mortar for walls
Students as a class use models to discuss types of substructure wall Students in pairs discuss the types of bonding and the principles involved using sketches Students in small groups erect walls in different bonds in Students in pairs discuss types of mortar for walls
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO VISUAL RESOURCES Chart, video clips, pictures, bricks, block https.//en.m.wiwipedia.org/wiki/walls
7
MID TERM BREAK
8
Damage to substructure work Defects in substructure work Protection against damage to substructure work
By the end of the lesson students should be able to: Describe some of the defects in substructure work Demonstrate the methods of protection against damages to substructure work
Students as a class demonstrate methods of protection against damages to substructure work Students in small groups describe some of the defects in substructure work
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
GROUND FLOOR Functions Types solid, timber and Suspended ground floor Materials Composition and construction
By the end of the lesson students should be able to: I. State the function of ground floor II. List types of ground floor III Give functional requirement to of ground floor IV. Sketch structure of aground floor
Students in small groups produce detailed drawings of aground floor in first and third angle .orthographic projections.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
By the end of the lesson students should be able to: List materials for floor finishes II. Select suitable material for finishing given floor III. Prepare floor to receive a finishing IV. Mix floor finishing materials to required ratio V. Lay floor finishing
1. Students as a class explain the procedure of finishing a floor-mixing, laying and curing of floor finishing II. Students in pairs identify materials for floor finishing III. Students in small groups prepare mixes for cement, sand, screed and terrazzo, Adhesive on PVC tile IV. Students as a class visit building site and observe the procedure of finishing a floor
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO-VISUAL RESOURCES Real sample of flooring materials – (cement, sand; granite chipping, ebonite stripe), tool and equipment (shovel, head pan. Spiral level) https://en.m.wikipedia.org/wiki/floor-finishing.
12
REVISION
13
EXAMINATION
Access Free Lagos State Senior Secondary School Building Construction Scheme of work for SSS1. SS1 Syllabus – Schemeofwork.com
Building Construction Scheme of Work SSS1 Third Term
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
1
WELCOME TEST
REVISION OF LAST TERM WORK
2-5
BUILDING WORKING MATERIALS Identification of building materials Block/bricks materials Mix ratio Sizes of blocks /bricks Manufacture of blocks/bricks Difference between bricks and blocks Advantages and disadvantages of making blocks/bricks Fundamental properties of blocks/bricks Types of binding material Properties of cement Fundamental properties of blocks/bricks Binding materials Properties of cement
By the end of the lesson students should be able to: Identify building materials Select the materials for making blocks/bricks State the mix ratios for types of blocks/bricks State the recommended sizes of blocks/bricks Describe manufacture of blocks/bricks Distinguish between blocks and bricks Compare the manufacture of concrete blocks by hand and by machine methods Explain the fundamental properties of blocks/bricks Identify binding materials Explain types of binding material Explain the manufacture and properties of cement
Students as a class observe displayed building materials and discuss the materials for making different types of blocks/bricks Students in small groups discuss the mix ratios for types of blocks/bricks Students in pairs discuss the recommended sizes of blocks/bricks and the processes for manufacturing blocks/bricks Students in pairs discuss the physical differences between blocks and bricks as displayed Student in small groups discuss the advantages and disadvantages of making blocks/bricks using manual and machine methods Students as a class discuss the manufacture of cement.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
FLOOR -definition -types a) solid reinforcement concrete floor b suspended or timber floor -supporting beam and columns functions – material and construction
By the end of the lesson students should be able to: I. define concrete upper flour II Identify various types of floor. Ill. Compare solid reinforced o concrete floor and suspended timber floor IV. state the function of supporting beam and columns V. Describes materials used in constructing timber floor.
Students as a class brainstorm on the meaning of floor Students in small groups use charts and models to discuss types of floors
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
WALLS .. Definition of wall – Types of wall external and internal wall ( load bearing and non-load bearing) – Function s of walls
By the end of the lesson students should be able to: Explain the terms “walls” in super structure Recognize load and non-load bearing walls Explain the functions of types of walls
Students as a class discuss the term walls in building construction Students use charts to discuss types of wall.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
CEILING – Purpose of ceiling – Sound and thermal – Insulation – part of a ceiling sheet, noggins, strut and bitterns
By the end of the lesson students should be able to: i. explain the purpose of ceiling ii. prepare ceiling parts iii. Select appropriate material used for ceiling
Students in small groups discuss the term “ceiling” Students in pairs discuss methods of constructing ceiling and give detailed illustration of ceiling construction Students as a
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO-VISUAL RESOURCES Video clip, pictures charts etc. https://en.m.wikipedia.org/wiki/ceiling
WKS
TOPICS
LEARNING OBJECTIVES
LEARNING ACTIVITIES
EMBEDDED CORE SKILLS
LEARNING RESOURCES
Materials for ceiling procedure for construction of ceiling safety requirement
lv. State safety requirement for construction of ceiling
class go to site to observe ceiling construction
11
PRACTICAL PROJECT
By the end of the lesson students should be able to: i. Batch the proportional of material required. ii. Mix the appropriate ratio of the constituent iii. Mould the sizes of block and bricks according to specification iv. Cure the brick and block v. Stack the. material after 14 or 21 days as required
i. Students as a small groups mix the material through and stack Cure the brick/block until they are ready ii. Students in pairs mould sizes of block and bricks according to specification.
– Critical thinking Problem solving – Communication & Collaboration – Leadership & personal development
AUDIO-VISUAL RESOURCES Video clips, picture tools real object and chalk board practice.
12
REVISION
REVISION
13
EXAMINATION
EXAMINATION
ACHIEVEMENT STANDARDS FOR SSSI, SESSION
At the end of the session, the students:
Are able to identify the various types of buildings and their purposes
Know the safety conditions to be observed at the worksite
Know the functions of basic hand tools, equipment and machines
Understand the difference between working drawing and construction drawing
Are able to identify and describe the basic site plannin9 process and principle
Know the various types of excavation
Know the factors which affect the bearing capacity of subsoil
Are able to describe materials used for damp proofing
Understand the differences between Manual and mechanical types of moulding machine