Interpreting Bond Drawings for Simple Block and Brick Walls for SS 3

Class: SS 3
Term: First Term
Week: 2
Age: 16 years
Duration: 45 minutes
Subject: Block Laying, Brick Laying and Concrete Work
Previous Lesson: Walls, Walling Materials, Preparation
Topic: CONSTRUCTION OF SIMPLE BLOCK/BRICK WALLS
Subject Matter: Interpretation of working drawing of various bonds

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Define a bond in masonry.
• State the purpose of bonding in block and brick walls.
• Identify different types of bonds from working drawings.
• Explain the principles of good bonding.

Affective Domain

• Appreciate the importance of correct bond interpretation for structural stability.
• Show interest in analyzing and understanding masonry drawings.

Psychomotor Domain

• Interpret working drawings of various block and brick bonds.
• Sketch simple plans of common bond types.
• Demonstrate basic bonding arrangements using materials.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Building Construction for Senior Secondary Schools, Book 3
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Charts showing working drawings of various block and brick bonds (e.g., stretcher, header, English, Flemish bonds)
• Actual blocks and bricks or scaled models
• Drawing instruments (rulers, pencils, set squares)
• Whiteboard and markers

Rationale for the Lesson

Understanding and interpreting bond drawings is a core skill for any block or brick layer. This lesson equips students with the ability to translate technical drawings into practical construction, ensuring the structural integrity and aesthetic quality of walls. It lays the foundation for accurate and durable masonry work.

Prerequisite/Previous Knowledge

Students should have basic knowledge of block and brick laying, common masonry tools, and the names of basic block/brick units (e.g., stretcher, header).

Lesson Content/Board Summary

CONSTRUCTION OF SIMPLE BLOCK/BRICK WALLS

Meaning of Bond in Masonry

A bond in masonry refers to the systematic arrangement of bricks or blocks in a wall to ensure strength, stability, and a visually appealing pattern. It involves overlapping units to prevent continuous vertical joints.

Purpose of Bonding

1. To distribute loads evenly throughout the wall.
2. To tie the wall units together, making the wall act as a single unit.
3. To prevent the formation of continuous vertical joints, which could weaken the wall.
4. To enhance the aesthetic appearance of the wall.
5. To provide stability against lateral forces.

Principles of Good Bonding

1. Avoid continuous vertical joints in successive courses.
2. Ensure adequate lap between units in adjacent courses (usually a quarter or half brick/block length).
3. Use appropriate bonding units (e.g., queen closers, king closers) to maintain bond integrity at corners and junctions.
4. Maintain consistent course heights.

Types of Bonds

1. Stretcher Bond: All bricks/blocks are laid as stretchers (with their longest face exposed) in every course. This bond is primarily used for half-brick thick walls or the facing of cavity walls.
2. Header Bond: All bricks/blocks are laid as headers (with their shortest face exposed) in every course. This bond is mainly used for thick walls or for curved work.
3. English Bond: This is a strong bond consisting of alternating courses of headers and stretchers. Headers are placed centrally over the stretchers in the course below, and queen closers are used next to the quoin headers in alternative courses.
4. Flemish Bond: This bond involves alternating headers and stretchers within the same course. Each header is centered over the stretcher below it. It provides a more uniform appearance than English bond but is generally considered less strong for thick walls.

Interpretation of Working Drawings of Various Bonds

Interpreting working drawings of bonds involves understanding the graphical representation of how blocks or bricks are arranged in a wall. Key aspects include:

1. Plan Views: Drawings typically show the plan view of each course (layer) of blocks/bricks. Each unit is drawn to scale, indicating its length and width.
2. Identifying Units:
   1. Stretchers: Represented by their long rectangular faces.
   2. Headers: Represented by their short square or rectangular faces.
   3. Closers: Smaller units (like queen closers) are shown at corners or ends of courses to maintain the bond.
3. Lap: The overlap of units from one course to the next is crucial. In drawings, this is indicated by the staggered arrangement of the units, ensuring no vertical joint runs through multiple courses.
4. Bond Recognition:
   1. Stretcher Bond: All units in a course show their long face.
   2. Header Bond: All units in a course show their short face.
   3. English Bond: One course will show all long faces (stretchers), and the next course will show all short faces (headers), alternating throughout the wall height. Queen closers will be visible next to quoin headers in alternate header courses.
   4. Flemish Bond: Within a single course, long faces (stretchers) and short faces (headers) alternate.
5. Wall Thickness: Drawings show the thickness of the wall, which helps determine if a bond is suitable (e.g., half-brick wall for stretcher bond, one-brick wall for English/Flemish bond).

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging, Questioning

Teacher’s Activity: The teacher greets the students and asks them to recall what they know about laying blocks or bricks, specifically how they are arranged to make a strong wall. The teacher then introduces the topic of interpreting bond drawings.

Pupils’ Activity: Students respond to questions about block/brick arrangement and listen attentively to the introduction.

Learning Point: Introduction to bonding

Step 2: Explanation of Bonds

Time: 8 minutes

Teaching Skill: Explanation, Visual Aid Presentation

Teacher’s Activity: The teacher defines what a bond is in masonry and explains its purpose using charts or diagrams. The teacher emphasizes the importance of avoiding continuous vertical joints and ensuring proper lap.

Pupils’ Activity: Students listen, observe the diagrams, and ask questions for clarification.

Learning Point: Definition and purpose of bonds

Step 3: Types of Bonds

Time: 8 minutes

Teaching Skill: Explanation, Demonstration

Teacher’s Activity: The teacher explains and demonstrates the characteristics of different bond types (Stretcher, Header, English, Flemish) using charts, actual blocks/bricks, or models. The teacher highlights how each bond looks.

Pupils’ Activity: Students observe the demonstrations and listen to the explanations of each bond type.

Learning Point: Characteristics of bond types

Step 4: Interpreting Drawings

Time: 7 minutes

Teaching Skill: Guided Interpretation, Visual Analysis

Teacher’s Activity: The teacher presents working drawings of various bonds and guides students on how to interpret them. The teacher points out how to identify stretchers, headers, closers, and the lap from the plan views on the drawings.

Pupils’ Activity: Students observe the drawings, follow the teacher’s guidance, and ask questions about interpreting symbols and arrangements.

Learning Point: Reading bond drawings

Step 5: Guided Drawing Practice

Time: 5 minutes

Teaching Skill: Guided Practice, Supervision

Teacher’s Activity: The teacher asks students to sketch simple plan views of a stretcher bond and an English bond in their notebooks, providing guidance and correcting errors as they draw.

Pupils’ Activity: Students attempt to sketch the bond drawings as instructed, seeking help from the teacher when needed.

Learning Point: Sketching bond plans

Step 6: Practical Bonding Demonstration

Time: 4 minutes

Teaching Skill: Practical Demonstration

Teacher’s Activity: The teacher, with the aid of actual blocks/bricks or models, demonstrates how a simple stretcher bond or English bond is practically laid, showing the lap and unit placement.

Pupils’ Activity: Students observe the practical demonstration, connecting the drawings to the physical arrangement.

Learning Point: Practical bond arrangement

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is a bond in masonry?
2. State two purposes of bonding.
3. Describe how you would identify an English bond from a working drawing.
4. Sketch a simple plan view of a stretcher bond.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of bond interpretation

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on bond definition, purpose, types, and drawing interpretation into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarizing, Reinforcement

Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, reiterating the importance of accurately interpreting bond drawings for strong and stable wall construction.

Pupils’ Activity: Students listen and reflect on the lesson’s main points.

Learning Point: Consolidation of bond interpretation

Continuous Assessment/Further Study

Type: Homework/Practice Exercise

Instruction: Answer the following questions in your notebook:

1. Draw a clear plan view of one course of an English bond for a one-brick thick wall.
2. Explain the main difference between an English bond and a Flemish bond, both in appearance and strength.
3. Find and bring to class an example of a simple bond drawing from a building plan or textbook.

Lesson Keywords

• Bond – Systematic arrangement of blocks/bricks in a wall.
• Stretcher – Block/brick laid with its longest face exposed.
• Header – Block/brick laid with its shortest face exposed.
• Lap – The overlap of units in successive courses.
• Queen Closer – A half-width brick used to maintain bond at corners.
• Working Drawing – A technical drawing showing details for construction.

Differentiation

Support for Weaker Learners: Provide simpler, pre-drawn diagrams with labels for identification. Focus on identifying only stretcher and header bonds initially. Offer one-on-one guidance during drawing practice.

Extension for Faster Learners: Challenge them to draw more complex bond patterns like garden wall bond or to identify the advantages and disadvantages of different bonds in various wall thicknesses.

Suggested Lesson Videos

For further understanding, search on YouTube for: masonry bond types and interpretation SS3

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have prepared clear and accurate charts or large drawings illustrating various block and brick bonds, especially their plan views. Having actual blocks or bricks, or even scaled models, will greatly aid in demonstrating the practical aspect of bonding. Begin by reviewing basic masonry terms to activate prior knowledge. During the lesson, emphasize the visual cues in the drawings that distinguish one bond from another. Encourage students to actively participate in the drawing practice and the practical demonstration. Allow sufficient time for questions and ensure all students grasp the concept of lap and the avoidance of continuous vertical joints. Students should copy the Board Summary notes after the main teaching and evaluation to consolidate their learning. Pay attention to common errors in drawing lap and identifying closers, providing immediate feedback.