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How Our Buildings Are LIke Bodies© (elementary)

Last changed: 05/30/2019 12:40pm
3 , 4 , 5
Visual Art Math
Grade Level Program Alignment
1 120 min
In-School Workshop - In-School Performance (intended for individual classes of a grade level to experience separately)
all year
$10 50
no Phone
toothpicks, 3/4” foam balls, worksheets, vocabulary list, teacher extensions, and rubric
Sharpened pencils, 11” x 17” white paper for drawings and math problem-solving (2 sheets per student)
• 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 design and build a self supporting structure. I can create plan view and elevation drawing of my structure and record its length, width, and height dimensions. I can calculate the structure's perimeter and area (per grade level state standards requirements).
Students make models of 3-dimensional structural frames using toothpicks and foam balls. They learn the purpose of a building's structural frame and identify the structural elements in their school building. Students learn about the materials and methods of building construction. They explore 2-dimensional shapes and 3-dimensional forms. Using this learning they create multi-level 3-dimensional structures. Students execute isometric drawings of their models and create elevation and plan view drawings. They measure the height and width of their structures and record the information on their drawings. Perimeter and area problem-solving is possible.

Students compare the systems of a building (structural, heating/ventilating/air-conditioning) with the systems of the human body (skeletal, circulatory). Working in teams, they explore structural concepts (tension and compression), using their own bodies to act out concepts.
The students' grade level determines the complexity of concepts and drawings as the designed world becomes the thematic foundation for curriculum subjects.
• 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)
NA

Grade 3

Grade 3: Measurement and Data: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. #8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with th same area and different perimeters.
Grade 3: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Create personally satisfying artwork using a variety of artistic processes and materials.

Grade 4

Grade 4: Measurement and Data: Solve problems involving measurement and conversion of measurement from a larger unit to a smaller unit #3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
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 maker.

Grade 5

Grade 5: Numbers and Operations in Base Ten: Apply and extend previous understandings of multiplication and division and divide fractions #6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Grade 5: Visual Art: Creating: Anchor Standard 1: generate and conceptualize artistic ideas and work. B. Combine ideas to generate an innovative idea for art-making.