My House©Last changed: 05/30/2019 12:40pm
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|Grade Level Program||Alignment|
|120-150 minutes per classroom ( 2 classrooms, preferably on same day)|
|In-School Workshop||- In-School Performance (intended for individual classes of a grade level to experience separately)|
• 4” x 4” x 4” building modules
• pre-cut rectangles and strips of construction paper (all colors)
• tools for use include scissors, markers, and rulers.
• Worksheet, vocabulary list, extended learning activities, and a rubric also provided.
|one package (of 50 sheets) per classroom of multi-color fadeless 9” x 12”construction paper, sharpened pencils, 1 sheet per student of 8.5” x 11” copy paper for math problem-solving.||
• teachers may also select My Neighborhood Map program (see description in Hartford Performs database) to provide a neighborhood context for the My House© program.
• 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 plan, design and create a model of a new home for my family. Using a ruler, I can measure the model and the sizes for the windows, doors, and stairs. I can identify and create the different geometric shapes and forms for my building.|
Each student plans, designs, develops, measures, and constructs a building model of a new home for their family. They determine its colors and the various geometric shapes required for the structure. They envision and construct various features they would like to add (porches, pools, stairs, awnings, etc). Homes provide us with basic shelter, but they can also do much more. Well-designed homes–large or small, fancy or plain–can improve our lives. A well-designed home is built to last, uses resources efficiently, comfortably shelters the people who live there, is affordable, and positively impacts the community.
Students learn about the team of people responsible for the design and construction of buildings in their neighborhoods. The student grade level determines the complexity of concepts and design problems 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 and extensions.
A separate workshop, "My Neighborhood Map" works well with this activity and creates a context for the building models (see photo of map + 3-D home models).
Note: Workshop does not include development of the neighborhood map (an additional workshop, My Neighborhood Map©, @$10/per student).
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 program)
• participate in classroom management (provide the teaching artist with the teacher's particular classroom strategy to focus/quiet students)
• provide relevant information about students' particular needs.
|Grade 1: Measurement and Data: Measure lengths indirectly and by iterating length units #2: Express the 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.|
|Grade 1: Geometry: reason with shapes and their attributes #2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right rectangular cones, & right rectangular cylinders) to create a composite shape, and compose new shapes from the composite shape.|
|Grade 1: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Explore uses of materials and tools to create works of art or design.|
|Grade 2: Measurement and Data: Measure and estimate lengths in standard units #1: measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.|
|Grade 2: Geometry: Reason with shapes and their attributes #1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.|
|Grade 2: Visual Art: Creating: Anchor Standard 2: Generate and conceptualize artistic ideas and work. B. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.|