My Neighborhood Map© (middle)Last changed: 05/30/2019 12:40pm
|6 , 7 , 8|
|Grade Level Program||Alignment|
|In-School Workshop||In-School Experience (intended for individual classes of a grade level to experience separately|
|no||Email , Phone|
• 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.
• 36” wide x 30' 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 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). Teachers can also work with students to create representational 3-dimensional building models for the map (as illustrated in one of the photos).
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 6: Mathematics: Ratios and Proportional Relationships: Understand ratio concepts and use ratio reasoning to solve problems.: Cluster #3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.|
|Grade 6: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Combine concepts collaboratively to generate innovative ideas for creating artwork.|
|Grade 6: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.|
|Grade 7: Mathematics: Geometry: Draw, construct, and describe geometrical figures and describe the relationships between them.: Cluster # 1. 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.|
|Grade 7: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. C. Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.|
|Grade 7: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.|
|Grade 8:Mathematics: Geometry: Understand and apply the Pythagorean Theorem.: Cluster # 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.|
|Grade 8: Visual Art: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Combine concepts collaboratively to generate innovative ideas for creating artwork.|
|Grade 8: Visual Art: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Make art collaboratively to reflect on and reinforce positive aspects of group identity.|