Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Basic Roof Framing |
Author(s): Richard A. Waskiewicz |
| Grade Level: 11 & 12 |
School Address: Rossetti Education Center Spring Rd. Verona NY 13478 |
| Subject Area: Carpentry |
School Phone/Fax: 361-5500/361-5880 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
| Identify various roof styles and there characteristics |
Match roof styles to their proper name |
| Understand how math such as (Algebra, Geometry, Ratios, Addition, Subtraction, Multiplication, and Division, Fractions, Decimals, etc.), are incorporated and used in basic roof framing |
The ability to calculate Rise, Run, Unit Rise, Unit Run, and line Length of a common rafter |
| Identify the two most common types of roof framing (stick built and trusses) |
Estimate framing materials |
| Understand how the geographical area effects the design of a roof |
Trace the load disbursement that is transferred through a rafter system |
| Identify the framing members that make up a stick-framed roof and a truss |
Trace the load disbursement that is transferred through a truss system |
| Understand the terminology used when discussing roof framing Understand the relationship of Rise over Run Identify the cuts that are made to make a rafter |
Place baring walls in the proper location to except rafters or trusses Match the part of the roof member with it's proper name Use proper terminology when discussing roof framing Lay out a common rafter Estimate materials needed Cut out a rafter |
| Understand the order in which a roof is erected |
Build a roof system |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
The day before you start this unit, for homework have students explore their attic and or garage roof system. Have them make a stetch of how their roof looks from the outside. The next day display an overhead of the various roof styles. Have each student stand and describe what they saw when they went into their attic. Have them identify their own roof style from an overhead showing the various different roof styles. Tell your own experiences you might have had with roof framing and explain some positive aspects of being able to design, estimate, calculate, and build a roof system.
At the end of that period, ask the question (What style of roof is most dominate in the northeast?). Give the students a teacher made chart that includes several styles of roofs and a place to check them off. Assign a mission to walk or drive through their community and list the number of each style that they see. (Be sure to have them write down the street address to reduce the chance for just random check-off. The next day tally up the findings and confirm the most dominating roof in our northeast region. Then, discuss how roofs are designed with the geographical location and elements of nature in mind.
Connection to State Learning Standards
Content Area: Carpentry
Level: Commencement
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Learning Experiences
Declarative Knowledge
| What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Why does the geographical area and climate determine a roof design? Identify various roof styles Understand the theory of roof pitch and slope Identify the framing members that make up a roof frame Understand the disbursement of weight both live and dead loads acting upon a roof system Identify the various cuts that are made to a rafter Understand the importance of safety and who governs the safety laws |
The students will engage in discussions about snow load in Colorado or Old Forge, NY. Hurricane winds along the southern coast, and then in the Great Plains. Rain in Seattle WA. Sun and Heat in Nevada, etc. have students tell stories about what they've heard about the topic. They will be assigned the roof-framing chapter in the text and required to complete the chapter in their workbooks. Illustrate on the board Have students plot out on paper various rise and run combinations Have students use 12 as the common unit run and find the pitch of existing roofs or models in the class by measuring over 12" and pluming up at that point to determine the rise. They will be required to explore their attic at home. Using a teacher made identification sheet, locate the framing members in their attic. The next day they will stand in class and report their findings to the class. They will relate the effects of snow load by discussion the local tragedies they've seen and or heard about in the past. Lay out and cut rafters. See an actual rafter and how it sets on a wall frame. Identify the proper name for each cut made. Be able to use the terminology in conversation when discussing their project Safety will be made top priority. Safety will be reinforced and practiced at ALL times. |
Modeling Verbal quizzing Compare and contrast the angles of various roof pitches. Read the chapter and complete the corresponding work book pages Teacher made matching work sheets Use the terminology in lecture and discussions Inspect and label models of roof frames. Share personal experiences. Illustrations on the board Guest speaker from a local truss company Word association i.e. Plumb cut (A plum falls straight down from the tree, vertically.) Seat cut (this cut sits on the wall horizontally) birds mouth (draw a bird head on a rafter) Modeling Shared experience. Video on safety in the work place. Modeling Repeating and Reinforcing Acting out possible accidents Reinforce the need to respect the power of the machinery Tell stories of accidents you've witnessed. Paint a vivid picture of what could happen and how to prevent it. |
Group discussion pointing out the elements that have direct effect on a roof system. Explain the same precautions that are taken. I.e., hurricane clips in windy areas, 12" o.c., 16" o.c., 24" o.c. depending on snow load. Amount of valleys depending on rainfall, dimension of framing members due to live load, etc. Discussions w/overheads and models Read text books When ever you get the chance point out different roof styles a walk through the neighborhood, field trips or even looking out your classroom window will give good visuals to students. Work sheets Do workbooks Worksheets Plot out roof pitches on paper Make a spreadsheet with a column for Rise, Run, Span, Unit Rise, Unit Run, and Slope. Give some info and have the students calculate the rest. (Fill in the blanks) Work sheets Quizzes Verbal quizzing Students will engage in discussion about how loads are transferred through a roof system. Use balsam wood models to show what happens to a structure when force is applied to it. When students lay out the rafter have them label the cut and say the name of the cut out loud to you. Verbal Quizzes Repeat when ever possible Safety must be monitored and reinforced at all times. It should become second mature. Explain all safety tips before operating tools and machinery Positive reinforcement for those practicing good safety habits |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Calculate rise, run, and slope of various roofs Lay out a rafter using the step off method and the rafter table in the table in the text book Crown a rafter Make the proper cuts that are required to produce a rafter. Erect a roof frame |
Worksheets and make scaled drawings of different roof pitches. Model problems on the board. Students will practice laying out rafters on actual lumber. Show the students the crown in a rafter and discuss Shrinkage and lumber taking form, the proper way they all should face, (up). Give reasons why i.e. (Strength, sag, waves in sheathing, deflects weight, etc. Modeling, Hands-on application, one-on-one guidance, lecture. Review, hands on, watch video (Home time Roof framing, lecture.) |
Students will be given work sheets with numbers missing on various parts of the illustration. They must Calculate the right answers. Students will be given specifications of a roof and they must draw a cross section of that roof to 1/4" scale Students will be given the span of a building, and the slope of the roof. They will lay out a rafter according to those specs. They will practice several of these making them harder as they go. Give students boards and ask them to identify the crown direction. Check them and reinforce the concept. Students will use circular saws and handsaws to cut out rafters. Have students assemble the roof rafters they've cut out. Explain proper nailing techniques, Hurricane clips, etc. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Students will be extending and refining their framing skills, measuring skills, cutting skills, estimating skills, planning skills, trouble shooting skills, problem solving skills. They will also extend their knowledge of roof framing to explore other facets of building constructing like; estimating roof shingles, siding on a gable end of a house, dry wall and insulation on a wall that runs up a cathedral ceiling. |
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Students will extend and refine their knowledge and skills to construct a roof system, estimate other building material, and explore the framing of various roof styles. |
| Planning Guide |
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Unit: |
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Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to…........ |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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[ ] Decision Making |
Products/Performances |
| Criteria for evaluation |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
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| Weights |
30 Points Calculations |
30 Points Rafter Layout |
20 Points Safe accurate cutting |
20 points Assembly |
| 4 |
All calculations are correct. Rise, Run, and Slope are accurate |
All rafters are crowned properly. Bird's mouth, plumb cut, tail cut, and line length is accurate. |
Safety glasses were used. All cuts are made on the correct side of the line and accurate. A hand saw was used to finish cutting the birds mouth. |
Rafters are 16" o.c. Joints fit tight together. Nails are located to acquire maximum holding power, and driven cleanly into rafter. |
| 3 |
Most calculations are correct. Rise, Run, and Slope are mostly accurate. |
Most of the rafter is laid out properly will work with minimal adjustment. |
Safety glasses were worn and most of the cuts are accurate. Will work with minimal modification. |
Most of the rafters are 16" o.c. Nails are located to acquire maximum holding power, and driven cleanly into rafter. |
| 2 |
Some calculations are correct. Rise, Run, and Slope are not accurate |
Some of the rafter is laid out properly. Will need modification. |
Safety glasses were worn and some of the cuts are accurate. Will need to be modified to fit properly. |
Some of the rafters are rafters are 16" o.c., Nails are located to acquire maximum holding power, and driven cleanly into rafter. |
| 1 |
Calculations are not correct. Rise, Run, and Slope are not accurate. |
Rafter is not laid out properly. Will not work if cut out must do over. |
Safety glasses were not worn and cuts are not straight. Rafters do not fit properly will need to make new one. |
Roof frame was improperly assembled and must be rebuilt. Poor workmanship. |
NOTE: Rubric or other performance asessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
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Score Point 1 |
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Have You Considered These Yet?
Learn to Learn Skills:
Assessment Modifications:
Unit Schedule/Time Plan:
Written Overview: