Hypermedia Lesson Plan
Joshua R. Thom
Class: Architectural Computer Aided Design and Drafting
Title: “A House Tour”
Content Area / Unit: Commercial Site Planning and Needs Assessment
Grade Level: 9th – 12th
Duration: Two class weeks.
This lesson will be the capstone project that will showcase the Computer Aided Design of a residential house. The
students will have done needs assessments, interviews and preliminary sketches as well as detailed CAD models and
renderings of the residential house. The hypermedia presentation will be a self guided tour of the virtually constructed
house assembled using Microsoft Power Point.
1. Architecture Computer Aided Drawing and Drafting
a. Cooperatively work as a member of a design team.
b. Develop and participate in the presentation of design projects.
2. DoDEA Standards (See attached Sheet for criterion)
a. PT-DPC2a: The student will work with potential clients so as to:
b. PT-DPC3a: The student will identify the relationship between available resources and requirements of a project or problem that needs to
be solved in order to accomplish realistic planning so as to:
c. PT-DPC3b: The student will evaluate and adjust plans/schedules to respond to unexpected events and conditions so as to:
d. PT-DPC3c: The student will synthesize and report conditions to keep the organization apprised of progress and problems so as to:
e. PT-DPC4a: The student will use information technology tools specific to architecture and construction to access, manage, integrate, and
create information so as to:
f. PT-DPC4b: The student will use electronic mail applications so as to:
g. PT-DPC4c: The student will use Internet applications so as to:
h. PT-DPC4d: The student will use writing and publishing applications so as to:
i. PT-DPC4e: The student will use spreadsheet applications so as to:
j. PT-DPC4f: The student will use computer operations applications so as to:
k. PT-DPC5a: The student will integrate structural systems, environmental systems, safety systems, building envelope systems, and
building service systems to design modern buildings so as to:
l. PT-DPC5b: The student will review traditional project phases and various roles in them to plan for implementation phases within a project
so as to:
m. PT-DPC5c: The student will examine the relationship of roles and responsibilities between trades/professions to complete a project/job
so as to:
n. PT-DPC5d: The student will examine all aspects of the built environment and its systems to complete project planning so as to:
o. PT-DPC5e: The student will apply industry standards and practices for quality to ensure quality work so as to:
p. PT-DPC7a: The student will incorporate the diversity of needs, values, and social patterns in project design so as to:
q. PT-DPC7b: The student will establish specific goals to manage project assignments in a timely manner so as to:
r. PT-DPC7c: The student will work as an individual and as a team member to accomplish assignments so as to:
s. PT-DPC7d: The student will use mentoring skills to inspire others to achieve so as to:
t. PT-DPC8b: The student will employ appropriate representational media to convey essential formal elements so as to:
3. ISTE / NETS
a. Creativity and Innovation
i. apply existing knowledge to generate new ideas, products, or processes.
ii. create original works as a means of personal or group expression.
iii. use models and simulations to explore complex systems and issues.
iv. identify trends and forecast possibilities.
b. Communication and Collaboration
i. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
ii. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
iii. develop cultural understanding and global awareness by engaging with learners of other cultures.
iv. contribute to project teams to produce original works or solve problems.
c. Critical Thinking, Problem Solving, and Decision Making
i. identify and define authentic problems and significant questions for investigation.
ii. plan and manage activities to develop a solution or complete a project.
iii. collect and analyze data to identify solutions and/or make informed decisions.
iv. use multiple processes and diverse perspectives to explore alternative solutions.
a. Standard 2. Students will develop an understanding of the core concepts of technology.
b. Standard 3. Students will develop an understanding of the relationships among technologies and the connections between technology
and other fields of study.
c. Standard 8. Students will develop an understanding of the attributes of design.
d. Standard 10. Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation,
and experimentation in problem solving.
e. Standard 11. Students will develop the abilities to apply the design process.
f. Standard 12. Students will develop the abilities to use and maintain technological products and systems.
g. Standard 13. Students will develop the abilities to assess the impact of products and systems.
h. Standard 17. Students will develop an understanding of and be able to select and use information and communication technologies.
i. Standard 20. Students will develop an understanding of and be able to select and use construction technologies.
Software / Hardware / Resources:
1. Autodesk Revit
2. MS Word
3. Google Docs
a. Internet Access
4. MS Power Point
5. Adobe Photoshop
6. Adobe Soundbooth
7. Pencil, Paper, erasers, 3X5 cards
Place of Hypermedia in Overall Unit:
The students will use hypermedia tools to create a self guided environment for the client to explore the plans for their
potential home. The students actions when planning for the hypermedia unit will also provide the framework to
organize and direct the students through the steps needed to create high quality feedback to a client.
Students will design a tour of the home that they have designed using hypermedia as a tool to encode their designs
elements into an interactive tour. They will assemble their presentations using MS Word, Google Docs, Photoshop, and
Soundbooth. The finished product will be published in MS Power Point. Students will evaluate their hypermedia tour
using a rubric and implement revisions based on instructor and peer input from their rubrics.
I have a friend Jennifer Rodgers who works as an engineer at an architectural and engineering firm in Williamsport
Pennsylvania. I love talking to her about her job and the projects that she does. During our last phone conversation Jen
was telling me about a client that was repeatedly coming into the firm’s offices to “explore” the virtual models of a
building that that the company was designing. The company created detailed renderings of certain design aspects of the
building, but this client wanted to “walk around” inside the building to better picture how it was going to be. I told her
how I created a virtual tour of a camera in Power Point and I thought that it would be a relatively easy task to do
something very similar with the renderings that can be produced in Autodesk Revit. She was very interested in seeing
how that would work, so I volunteered our class to send her a few examples with descriptions of how we created each
The students will produce a MS Power Point hypermedia tour of a virtually constructed home. The tour will let the
potential client tour the design and see information overlays that highlight features of the design. The tour will need to
cover the grounds outside the building, and every major space in the home excluding closets and attics. Each room will
have a slide that overlays information about the room’s features. Each group will also created a design journal that
chronicles the presentations design and describes the methods that were used in its creation.
1. Organizing the tour
a. Planning paths
b. Consistent descriptive file naming systems
2. Power Point Slide creation
a. Visual Literacy (CRAP)
1. Power Point
a. importing pictures and graphics
b. importing sounds
c. importing text
d. creating hyperlinks
e. creating separate presentations and importing them into a master presenation
a. Image editing
b. Image file size optimization
3. Sound Booth
a. WAV editing
i. Reading a waveform
b. WAV file size and file types
Sequence of Lesson:
The students have already been separated into four design firms. Each firm has been working with a client for the past
two months. Each design firm was contacted by their client and requested the services of the firm to design a home for
the client’s family. Each group interviewed the client about the needs of the client and their family. Then each group
created three initial design concepts using room relationship map technique where the parts of the home are
represented by bubbles that are then connected to each other to form a map that shows the relationship of one space
to the other. These maps where then converted into hand sketches that resembled blue prints. These concept sketches
were then presented to the client and the client selects one of the three concepts. Each firm then created the home
using the Revit, an architectural CAD program. The home was then rendered in detail to produce photo realistic
representations of the home. This lesson takes place at the point that the renderings are complete.
Each design firm will export their renderings from the CAD program into a JPEG format that can be imported into MS
Powerpoint. Each group will then have to design their hypermedia experience using a medium that can be revised
multiple times as students create and rearrange their “cards and stacks.” This can be done using 3X5 cards, post it notes,
paper and pencil, or other inventive organizational techniques that allow hands on group interaction. Once each design
firm has planned out and scripted their presentation they will then take their work into the digital realm and create the
The expectation for the presentation is that each room in the home has at least two points of view that show case the
architectural features of the room. Each room will have a written and spoken narration that can be turned on or off for
each room. The narration will provide the design firms justification for each rooms design and its placement in the
home, as well as highlight the architectural design elements used in each room. The navigation to and from each room
should allow the viewer to enter and exit the room by any normal entrance and exit. For instance if the living room had
two way to exit and a bathroom attached to it, than the hypermedia navigation should allow the user to progress to all
three of those spaces. Each design firm will be encouraged to break the work up into chunks and for each member of
the group to take on an equal amount of work.
Each design firm will self evaluate themselves and their project using the attached check list, it is a go / no go list. If
there is an element missing it must me added or created for the design team to move forward. They will evaluate
themselves twice, once after the planning phase and again after they have completed their hypermedia tour. The
instructor will also evaluate each design firm after the planning stages and again when the completed project has been
presented to the client.
i. At least two renderings that showcase each space rendered at 150dpi
ii. Labeled floor plan for each level
iii. Elevation views for all side of the home and exterior elements
b. Initial Design of hypermedia
i. Map of presentation with floor plan layouts as reference points.
ii. Check list has been consulted and used to self evaluate initial design
iii. Scripting has been typed, edited and a recording schedule has been created.
i. Each room / space has a written text description
ii. Each room / space has a "spoken word" text that has been edited and is ready to record.
d. Task List
i. A plan has been typed up that indicates who and when for the recording of the script
ii. A plan has been typed up that indicates who will be creating what part of the presentation with group created
a. Room Requirements for each room / space:
i. All entry and exit ways are navigable
ii. At least two renderings that showcase the space
iii. narration that provides justification for the rooms design and its placement in the home
iv. Narration that explains the architectural design elements used in the room.
i. Navigation through the "home" should be intuitive and evident to the viewer.
ii. Every page should have a navigation feature that can send the viewer to the floor plan.
iii. From the main entrance to the home a link needs to take the viewer to a page that list the "credits" for the
1. The credits page will contain:
a. The Design Firm Name and Logo
b. Each of the design firms employees
c. A message that says "This Hypermedia presentation was created in Mr. Thom's Architectural
Design and Drafting class at Quantico Middle High School in 2009."
3. Team Work
a. All team members contributed equally to the creation of the presentation
b. Work was broken up into equitable chunks
c. Team members interact with mutual respect
Applicable DODEA Architecture Pathway Standards:
Standard: PT-DPC2a: The student will work with potential clients so as to:
Component: PT-DPC2a.1: make a presentation to explain a concept.
Standard: PT-DPC3a: The student will identify the relationship between available resources and requirements of a project or
problem that needs to be solved in order to accomplish realistic planning so as to:
PT-DPC3a.1: estimate resources/materials required for a specific project/ problem—including time management,
labor management, job management, and job site obligations —in order to effectively
PT-DPC3a.2: use available resources/materials effectively to complete project or resolve a problem; and
PT-DPC3a.3: determine alternative solutions for a specific project/problem in order to effectively plan.
Standard: PT-DPC3b: The student will evaluate and adjust plans/schedules to respond to unexpected events and
conditions so as to:
PT-DPC3b.1: adjust plans and schedules to meet project needs;
PT-DCP3b.2: identify and assess critical situations as they arise to resolve issues; and
PT-DPC3b.3: provide a project update to track changes necessitated by unexpected events and conditions.
Standard: PT-DPC3c: The student will synthesize and report conditions to keep the organization apprised of progress and
problems so as to:
PT-DPC3c.1: provide a project update to keep stakeholders up to date.
Standard: PT-DPC4a: The student will use information technology tools specific to architecture and construction to access,
manage, integrate, and create information so as to:
PT-DPC4a.1: manage personal schedule and contact information;
PT-DPC4a.2: create memos and notes; and
PT-DPC4a.3: use a CAD system to perform drafting duties.
Standard: PT-DPC4b: The student will use electronic mail applications so as to:
PT-DPC4b.1: use e-mail to communicate within and across organizations; and
PT-DPC4b.2: use e-mail to share files and documents.
Standard: PT-DPC4c: The student will use Internet applications so as to:
PT-DPC4c.1: search for information and resources; and
PT-DPC4c.2: access and evaluate Internet resources.
Standard: PT-DPC4d: The student will use writing and publishing applications so as to:
PT-DPC4d.1: prepare simple documents and other business communications.
Standard: PT-DPC4e: The student will use spreadsheet applications so as to:
PT-DPC4e.1: create a spreadsheet; and
PT-DPC4e.2: perform calculations and analysis on data.
Standard: PT-DPC4f: The student will use computer operations applications so as to:
PT-DPC4f.1: manage computer operations; and
PT-DPC4f.2: manage file storage.
Standard: PT-DPC5a: The student will integrate structural systems, environmental systems, safety systems, building
envelope systems, and building service systems to design modern buildings so as to:
PT-DPC5a.1: assess building systems and their interrelationships to development design criteria.
Standard: PT-DPC5b: The student will review traditional project phases and various roles in them to plan for implementation
phases within a project so as to:
PT-DPC5b.1: relate traditional project phases and various roles within them to a current project.
Standard: PT-DPC5c: The student will examine the relationship of roles and responsibilities between trades/professions to
complete a project/job so as to:
PT-DPC5c.1: plan, organize, schedule, and manage a project/job to optimize workflow sequence;
PT-DPC5c.2: use time management skills to schedule a project/job; and
PT-DPC5c.3: recognize relationships between trades/professions to facilitate smooth workflow.
Standard: PT-DPC5d: The student will examine all aspects of the built environment and its systems to complete project
planning so as to:
PT-DPC5d.1: align and incorporate the built environment and its systems to the complete project.
Standard: PT-DPC5e: The student will apply industry standards and practices for quality to ensure quality work so as to:
PT-DPC5e.1: identify industry standards and practices in order to incorporate quality into projects; and
PT-DPC5e.2: use industry standards and practices to evaluate workmanship.
Standard: PT-DPC7a: The student will incorporate the diversity of needs, values, and social patterns in project design so as
PT-DPC7a.1: identify Western, non-Western, national, regional traditions and heritage to express diversity in
project design as required.
Standard: PT-DPC7b: The student will establish specific goals to manage project assignments in a timely manner so as to:
PT-DPC7b.1: establish project goals in order to meet project specifications and deadlines; and
PT-DPC7b.2: organize work teams to effectively manage assignments.
Standard: PT-DPC7c: The student will work as an individual and as a team member to accomplish assignments so as to:
PT-DPC7c.1: use human relations skills to work cooperatively with coworkers representing different cultures,
genders, and backgrounds;
PT-DPC7c.2: track team goals to contribute constructively and positively to the team;
PT-DPC7c.3: match team members to appropriate activities; and
PT-DPC7c.4: manage personal skills to accomplish assignments.
Standard: PT-DPC7d: The student will use mentoring skills to inspire others to achieve so as to:
PT-DPC7d.1: use motivational techniques to enhance performance in others.
PT-DPC8b: The student will employ appropriate representational media to convey essential formal elements so as to:
PT-DPC8b.1: use two- and three-dimensional drawings to convey graphic information;
PT-DPC8b.2: reference drawings and sketches to build models; and
PT-DPC8b.3: use appropriate computer technology to convey graphic information.