FCCLA STAR EVENT INTERIOR DESIGN

Overview:
Many students are unaware of the Family Career and Community Leaders of America (FCCLA) organization and what benefits come from it. This lesson will get students introduced to the Interior Design Star Event and engaged in planning such an event.

Interior Design I Grades 9-12 85 Minutes

Teaching Materials
! Star Events: Interior Design pages 268-274 printed (about 11 copies for each class) Assignment Overview packet, printed (about 11 copies for each class) KND Chart (about 11 for each class) Paper

Standards/Objectives: (Identify domain & level)

STANDARD 6: Students will explain the design and function of interior space. ! Performance Objective 10: Using a floor plan, create a furniture arrangement incorporating principles and elements of design and space planning. Students will plan and propose a project for the FCCLA Interior Design Star Event (Cognitive Domain, Level V: Synthesis)

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Other Resources/Technology
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http://www.youtube.com/wat ch?v=GeM9VFRYXHo

Introduction/Set Induction (5 minutes):

Students will write in their journal their response to the starter question on the front board, What do you know about FCCLA? Students may volunteer their answers. Students will then, as a class, recite the days I Can statement: I can plan a rough draft for an Interior Design Star Event.

Transition (1 minute):
Students will set their journal aside and get out notepaper and a pencil.

Lesson Body (time):

Problem-Based Learning: PHASE 1: Identify Problem (8 minutes): Students will be given a glimpse into FCCLA competitions by viewing the 2013 FCCLA NLC Meeting in Review video. (Teacher may stop video at 3:35) For the Interior Design Star Event, you will be given a scenario. I will be giving you a packet with a backstory and scenario. You will also receive the instructions from the FCCLA Competitive Events Guide. For this event, you will need to produce a file folder, an oral presentation, and visuals. Visuals may be a poster board with any illustrations you may need. You will also need to create a floor plan, an elevation, and a furniture and/or interior plan addressing the specifics of the scenario. Today you will just be exploring the scenario, getting familiar with the event requirements, and creating a planning sheet. This will be a big project, and we will not have a lot of time in class to work on it. If we ever finish class early, you may work on this. Other than that, you will have to meet with your group outside of class time. PHASE 2: Identify KND Information (20 minutes): Students will get in groups of 3. Each group will receive a copy of the Interior Design Star Event p268-274, Star Event Challenge, and a KND chart. Students will go through the pages and fill in what they know from the scenario, what they need to know for their challenge, and what they will need to do to complete the challenge.

This will include the planning sheet and project identification page. Students may highlight and mark the pages as needed. It might help to have notepaper nearby to jot down notes. PHASE 3: Generate Possible Solutions (15 minutes Students will get out a piece of notepaper. After filling out their KND chart, they will brainstorm ideas for a floor plan, elevation, and interior plan for the family. When brainstorming ideas for a floor plan, they should consider the traffic and seating standards on the last two pages of the Event Challenge packet. They may also sketch ideas if they want. They do not need to worry about the oral presentation yet, that will wait until the file folder and visuals are organized and near completion. PHASE 4: Choose Most Viable Solution (5 minutes): Once students have finished their brainstorming for ideas, they will collaborate with team members to select one solution for each requirement (floor plan, elevation, interior plan). PHASE 5: Report Solution (3 minutes): To report their solution, students will pull out one piece of notepaper and put all group members names down. They will also write down their proposal for their event; what they plan to do for a floor plan, elevation, and interior plan. They will be encouraged to write down any questions they have, what they are concerned about, and anything they might need help with. GROUP WORK (20 minutes) After turning in their event proposal, groups may have until six minutes before the bell rings to work on their event. There will be paper in the front, should they want to sketch floor plans or other planning.

Transition (2 minutes):
Students will collect each others contact information for planning meetings for their event. They will clean up any supplies they used in class, and return to their seats.

Summary/Closure (6 minutes):
Students will have a few minutes to ask any questions they have. Students will take 3 minutes to write about the days activities; what their plan is for the event, what their goal is, etc. Students may then put away their journals and wait by their desk until the bell rings.

Assessment/Evaluation:
Event proposals will be used to assess and evaluate student understanding, their planning process, and view any concerns they have.

What do we KNOW?

What do we NEED What do we need to to know? DO?