# Calendar 04: Spaces We Live In
Unit 4, Environmental Design and Management. 25 periods of 40 minutes, days 91 to 115 of the year: the first 25 days of marking period 3. Five teaching weeks of five meetings each. One cell per period: the lesson code and title, then what happens that day. CHECK marks a formal assessment, PROJECT marks a project day, LAB marks the frosting lab (Lesson 4.8), and DO NOW marks a period that opens with the timed floor-plan sketch (Lessons 4.10 through 4.14; the landed project lessons number the stack 5 through 11, so Lesson 4.10 carries sketches 1 to 4 across its two days; eleven sketches, stapled and turned in with the project).
This calendar is written in day numbers and teaching weeks, not dates. The columns are the five meetings of each teaching week; a holiday pushes every later day back one meeting. Map the day numbers onto your school's calendar; the day numbers and the order do not change.
| Week | Meeting 1 | Meeting 2 | Meeting 3 | Meeting 4 | Meeting 5 |
|---|---|---|---|---|---|
| Week 1 (Topic 4.1 Safe, Healthy, Sustainable Homes) | **Day 91: 4.1 Housing Needs Across the Lifespan and Types of Housing**
The seven jobs of a home; Four Corners (baby, teen, grandparent, wheelchair user) and the three needs each adds; universal design named; housing types, rent or own; Match the Family to the Home, six cards to six listings with a need in every sentence; 3-2-1 exit card; first day of marking period 3 | **Day 92: 4.2 Home Safety Hunt and Emergency Plans**
Hazards by room on the slides; the smoke and CO detectors passed around and tested once; the Poison Control number on the board for the rest of the unit; the hunt on paper: fifteen hazards in a described two-floor home, classified and fixed; the family emergency plan with two exits per bedroom, a meeting spot that works for a cane, three numbers; the lesson that is never cut | **Day 93: 4.3 Simple Maintenance and Repairs, Day 1**
The $185 invoice for an $8 part; the seven small jobs with the first step, the safety rule, and the tool; the tool tray pass and tool ID; the six-step troubleshooting process on a running toilet; the five safety rules; the custodian at the breaker panel door if the schedule allows | **Day 94: 4.3 Simple Maintenance and Repairs, Day 2**
Five repair stations, four minutes each on the reset cue: the screw board (safety glasses), the plunger drain, the tape measure lines, the level and the frame, the breaker photo and the bulb; the maintenance calendar: fifteen tasks on a twelve-month grid and three justifications | **Day 95: 4.4 Conserving Energy and Water: The Home Energy Audit, Day 1**
Energy sources sorted renewable or not; what a watt and a kilowatt-hour are; the watt meter on a lamp, a charger, and a console on standby; phantom load; the audit checklist goes home for the weekend |
| Week 2 (Topic 4.1 ends; Topic 4.2 Design begins) | **Day 96: 4.4 The Home Energy Audit, Day 2**
Audit results in the table; one change and one month of savings computed; the thermostat, insulation, and the heat pump slide; water: gallons per minute and the running toilet; the shower timer | **Day 97: 4.5 Green Choices: Waste, Reuse, Materials**
20 household items sorted reduce, reuse, recycle, compost, or trash; the carbon footprint in 20 words; a green material and a secondhand source for four furnishings; CHECK: Assessment 04.1 Home Safety and Conservation Quiz in the last 15 minutes | **Day 98: 4.6 Elements of Design in a Real Room**
The eight elements found in a room photo and in the FACS room; the FACS room sketched rearranged with three elements labeled; the art teacher's ten minutes if it lands here; the shoebox note goes home [Sal: Lesson 4.14 says to send the shoebox note home in Lesson 4.6 so boxes arrive by day 110; day 98 is the day.] | **Day 99: 4.7 Principles of Design, Day 1**
Balance: eight layouts classified symmetrical or asymmetrical; visual weight; the focal point found in eight room types | **Day 100: 4.7 Principles of Design, Day 2**
Rhythm and proportion explained in two rooms; one room designed around a focal point; a clean break point follows [Sal: if a school break lands between days 100 and 101, buy the frosting after the break and send the allergy check home before it.] |
| Week 3 (Topic 4.2 Design: Elements, Principles, Color) | **Day 101: 4.8 Color in the Home, Day 1**
LAB (demo day): three rooms revealed as one room repainted; the color wheel labeled; the live frosting demo (orange, then a peach tint, then a brick shade); Room Cards drawn (bathroom calm, kitchen warm, game room energetic, home office focused); the palette planned with a one-sentence reason | **Day 102: 4.8 Color in the Home, Day 2**
LAB: sanitation routine; frosting mixed at three stations (a secondary, a tint, a shade); the paper-plate wall panel painted; the 30-second pitch and the thumbs vote; the color card goes in the project folder for Lesson 4.14; CHECK: the lab scored on the Lab Rubric pattern inside the lesson (16 points) | **Day 103: 4.9 Texture, Pattern, and Mood Boards**
Six texture and pattern combinations judged; the swatch box; a mood board built for a room and a mood; the flex lesson that goes first if a day is lost | **Day 104: 4.10 Reading and Drawing a Floor Plan to Scale, Day 1**
DO NOW (sketches 1 and 2 of 11; the project folder starts); the symbols for walls, doors with the swing arc, windows, and closets; scale (1/4 inch = 1 foot); a sample plan read and its traffic path traced; the zones: sleep, work, store, move | **Day 105: 4.10 Floor Plan to Scale, Day 2**
DO NOW (sketches 3 and 4 of 11); a bedroom drawn at 1/4 inch = 1 foot with the door swing right; zones labeled; the ten-minute CAD preview; CHECK: Assessment 04.2 Design Vocabulary Check in the last 12 minutes |
| Week 4 (Topic 4.3 Design a Room project) | **Day 106: 4.11 The Client Brief**
PROJECT; DO NOW (sketch 5: a 10 by 12 room at 1/4 inch with a door and a window); the Okafor card read as a designer reads it; the six client cards read aloud; a client, a path (Design Your Own Bedroom for a client, or Tiny House), and alone or a team of two chosen; the project sheet and Rubric 04 handed out; the Needs and Wants List with two hidden needs; the design problem sentence swapped and questioned | **Day 107: 4.12 Plan: Scale Drawing and Traffic Flow, Day 1**
PROJECT; DO NOW (sketch 6: the 12 by 14 room redrawn with the bed against a wall); the 30-inch and 36-inch tape strips walked, with the borrowed walker if the nurse has one; the outline at 1/2 inch = 1 foot from the card's numbers with the door swing, windows, closet, scale, and client name; zones drawn lightly; 30 cut-outs arranged, needs first, traced or taped; a student may still switch cards today | **Day 108: 4.12 Plan, Day 2**
PROJECT; DO NOW (sketch 7: a 6 by 9 entry with the path shaded and measured); the traffic flow rules (36, 30, the 60-inch turning circle, the door swing, the window, one open side of the bed); every path shaded and measured in inches; peer review on the checklist, mark, do not fix; revise, glue down, and write two changes and one rejection on the back | **Day 109: 4.13 Furnish It on a Budget**
PROJECT; DO NOW (sketch 8: the client's room from memory); one desk at $149, $40, and $35 in parts; the 40-item catalog with new, secondhand, and DIY columns; every piece priced, sales tax at the county rate, the running total at or under $400 or $1,500; the trade-off box; three justifications with the five-step model | **Day 110: 4.14 Build the Model, Day 1**
PROJECT; DO NOW (sketch 9: the client's room as a folded-down net); anyone over budget fixes it first; the shoebox or foam board measured and marked to the plan; walls up; the glue gun station rules; the drying shelf by period |
| Week 5 (Topic 4.3 ends; Topic 4.4 Careers) | **Day 111: 4.14 Build the Model, Day 2**
PROJECT; DO NOW (sketch 10: one wall as an elevation at 1/2 inch = 1 foot); furniture from scrap in ninety seconds each, measured against the plan; the floor covering; the color scheme from the Lesson 4.8 card and one texture; exit card: scheme, focal point, what is still to make | **Day 112: 4.14 Build the Model, Day 3**
PROJECT; DO NOW (sketch 11, the last: any room with a 5-foot turning circle); the last furniture; the GREEN and SAFE labels with a reason for this client; the justification card for the biggest design choice; the self-score on Rubric 04 criterion 4; shelve; the flex build day if a day is lost | **Day 113: 4.15 Pitch and Gallery Walk**
PROJECT; the pitch planner (five parts) and one rehearsal; round one: half the teams pitch for 60 seconds to a classmate holding the client card, who asks one question; round two: swap; the gallery walk with four two-stars-and-a-step slips per student; the self-assessment row of Rubric 04; the turn-in stack in order, do-now stacks stapled; the guest client if one comes; CHECK: Project 04 submitted, scored on Rubric 04 Design a Room | **Day 114: 4.16 Careers in Housing, Interior Design, and Sustainability**
The Okafor room from idea to move-in as a chain of thirteen people; the three paths; the thirteen career cards sorted by path and by workplace; three careers compared on the Project Chain sheet with pay marked [update]; the "would I like this" self-check totaled by career; two fit ratings with evidence from the project; the guest for ten minutes if one comes; one local CTE program named | **Day 115: 4.17 Unit 4 Review and Test**
The two scale conversions as the do now; Design a Room Grab, seven categories and 42 cards, 15 minutes with a two-minute reteach if a category fails; desks apart at minute 18; models go home after; CHECK: Assessment 04.3 Unit 4 Test in the last 20 minutes, calculators on the three math items |
Day 116 is the first day of Unit 5, Make It, Mend It, Wear It. The swatch box from Lesson 4.9 and the fabric scraps from the models carry over to the sewing bin; extended time on the Unit 4 test runs into the first ten minutes of Lesson 5.1 for students whose plans say so. Flagged for the Unit 5 writer. The Unit 4 pre-test that Lessons 4.1 and 4.3 read (three things a home must do, two kinds of housing, one tool, one small repair) is given at the end of Unit 3 and does not exist yet. Flagged for the Unit 3 writer.
## Counts
- Lessons: 17 (4.1 to 4.17). Two-day lessons: 4.3, 4.4, 4.7, 4.8, 4.10, 4.12. Three-day lesson: 4.14.
- CHECK days: 5 (days 97, 102, 105, 113, 115). The Home Safety and Conservation Quiz (day 97, 15 minutes) closes Topic 4.1. The frosting lab (day 102) is scored on the Lab Rubric pattern inside Lesson 4.8, and the Design Vocabulary Check (day 105, 12 minutes) closes Topic 4.2 the period before the client cards, so the check is the ticket to the client. The project (day 113) is scored on Rubric 04. The unit test (day 115, 20 minutes) closes the unit.
- PROJECT days: 8 (days 106 to 113). The project sheet and Rubric 04 go out on day 106.
- LAB days: 2 (days 101 and 102; the demo on Day 1, the scored lab on Day 2). Buy the frosting in the same week it is used, not before a break.
- DO NOW days: 9 periods (days 104 to 112) carrying 11 sketches: two a day in Lesson 4.10 (sketches 1 to 4), then one a day from 4.11 through 4.14 (sketches 5 to 11, numbered on those lesson pages). Each is scored complete, partial, or missing as daily work; the stack is stapled in order, name on the first sheet, and turned in with the project on day 113. A team of two turns in two stacks. [Sal: if Lesson 4.10 lands with one sketch a day, the stack is nine and the numbers on 4.11 to 4.14 shift down by two.]
- Topic day counts: 4.1 seven (days 91 to 97), 4.2 eight (days 98 to 105), 4.3 eight (days 106 to 113), 4.4 two (days 114 to 115). Total 25.
- Marking period: all 25 days are MP3 (days 91 to 135).
## If a day is lost
A snow day or an assembly pushes everything one cell to the right. Drop days in this order to get back on schedule: 4.9 (fold texture and pattern into 4.6 and move the mood board into the last ten minutes of 4.11), then 4.14 Day 3 (the labels and the justification finish in the first ten minutes of 4.15 and the pitches start at minute 12, as Lesson 4.14's notes already allow), then 4.7 Day 2 (the eight-layout sort becomes homework), then combine 4.16 and 4.17 (the project chain and the self-check in the first 18 minutes, the test in the last 20, the card sort as homework, the review game dropped). Never drop 4.2. Protect 4.3 and 4.10 next, because the project depends on 4.10 and the unit's promise depends on 4.3; Lesson 4.3 says never cut the station time and Lesson 4.1 says never cut the matching task. If a day is lost inside the project, the pitch day holds and the model is whatever it is at the bell on the last build day; the plan and the budget carry most of the rubric, so nobody is sunk by an unfinished box, and a student may still switch to the isometric drawing alternative. If the loss lands on day 115, the unit test moves to the first day of Unit 5 (day 116) and the review game is dropped. If the loss lands on day 101 or 102, the frosting keeps; run the demo and the lab on the same day with the wheel already labeled as homework. If the loss lands on day 113, the pitches and the gallery walk move to day 114 and the careers lesson combines with the review on day 115 as above.