My Neighborhood Map© (elementary)Last changed: 05/30/2019 12:40pm
|1 , 2 , 3 , 4 , 5|
|Grade Level Program||Alignment|
|In-School Workshop||In-School Experience (intended for individual classes of a grade level to experience separately|
|no||Phone , Email|
• tools for use include scissors, markers, and rulers.
• list of activities and learning goals and objectives provided for each day. Worksheets, vocabulary
list, extended learning activities, and a rubric also provided.
• All grades need chart paper. Each classroom requires 2 sheets.
• 3' wide x 20'-36' long green paper (grass green) per classroom
• 12” x 18” package (25 sheets) of fadeless black construction paper
• 12” x 18” package (25 sheets) on fadeless white construction paper
• 12” x 18” package (25 sheets) of light green fadeless construction paper
• teachers in grades 1 and 2 may also select My House© program that involves creation of buildings for the map (see My House©)
• teaching artist needs blackboard space (whiteboard or smart board) to draw and write concepts
• teaching artist needs a supply table and separate demonstration table
• classroom desks need to face blackboard (students should not have their backs to teaching artist)
I can measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
I can create a work of art that represents a map of a neighborhood.
I can solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
I can apply visual organizational strategies to design and produce a work of art that clearly communicates a neighborhood map.
Working together, students develop a scaled neighborhood map. Each student measures and constructs symbols and together they create a 9' x 12' map. A system of grid coordinates is added and students learn how to locate different features on the map using the coordinates.
Students learn about the team of people who plan, design, and construct the buildings, spaces and environments in their community. As an extension, students can add buildings. Older students can use their neighborhood solution and U.S. Census as a tool to understand how the built environment has grown and changed over time. Using data on population, land area, and housing units, students calculate changes in population density over time and see direct correlation between statistics and how the built environment looks. They learn about past planning and design decisions and today's process involving government rules and regulations.
The student grade level determines the complexity of concepts as the designed world becomes the thematic foundation for curriculum subjects.
Vocabulary is tailored to meet the needs of grade level participating. Arts Integration instruction provides additional math problem-solving applications. Students can calculate the actual sizes of the features represented on the map (streets, sidewalks, traffic lights, picnic tables, boats, flowerbeds) by using the scale of 1" = 6' and determine what is realistically represented, what is not and why.
The map created is a fabulous piece of artwork that can be hung on a school wall for the entire school population to enjoy and learn from all year (make sure the Map Key with symbols is also displayed).
Teacher’s Role During Program:
• provide opportunities for exhibit of student work
• any and all press coverage related to this copyrighted program needs to credit the Architecture
Resource Center Inc. and all funders for the project.
• participate in the planning process by providing feedback, responding to evaluation surveys and
contributing ideas for improvement
• make available the resources of the school (in-kind art supplies, facility space, copies) to support
the project participants;
• Make connections (for students) to the HPS curriculum (ideas and concepts discussed prior to
• participate in classroom management (provide the teaching artist with the teacher's particular
classroom strategy to focus students)
• provide relevant information about students' particular needs
|Grade 1: Mathematics: Measurement and Data: Measure lengths indirectly and by iterating length units. Cluster #2: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.|
|Grade 1: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Engage collaboratively multiple approaches to an art or design problem.|
|Grade 1: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. B. Understand that people from different places and times have made art for a variety of reasons.|
|Grade 2: Mathematics: Measurement and Data: Measure and estimate lengths in standard units. Cluster #1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.|
|Grade 2: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Brainstorm collaboratively multiple approaches to an art or design problem.|
|Grade 2: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Create works or art about events in home, school, or community life.|
|Grade 3: Mathematics: Measurement and Data: Represent and interpret data. Cluster #4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.|
|Grade 3: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Elaborate on an imaginative idea.|
|Grade 3: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Develop a work of art based on observations of surroundings.|
|Grade 4: Mathematics: Numbers and Operations in Base Ten: Generalize place value understanding and properties of operations to perform multi-digit whole arithmetic.: Cluster #5: Multiply a whole number of up to four digits by a one digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.|
|Grade 4: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. B. Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.|
|Grade 4: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. B. Through observation, infer information about time, place, and culture in which a work of art was created.|
|Grade 5: Mathematics: Numbers and Operations-Fractions: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.: Cluster #5: Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.|
|Grade 5: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. C. Identify, describe, and visually document places, and/or objects of personal significance.|
|Grade 5: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.|