| Week 1 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Concept |
"Classroom Wall" |
Destruction of Classroom Wall" and
Intro to Landscape Architecture |
Learning about Landscape-Architects |
Working with math concepts on structure,
stability and quantity |
First experiential step toward "Breaking Down
Barriers" and bridging age gap within the direct community |
| Objectives |
for students to understand how to relate their
feelings of "the classroom wall" to the Berlin Wall
To understand the history behind the Berlin Wall
To obtain a better vocabulary with words that relate to "breaking
down barriers"
To get a better understanding of what they can do to break down
barriers
|
understand basic concepts of structure gain more of
an understanding for what landscaping
architecture is all about with a brief introduction to it
understand why having a sense of structure is such an important aspect
to things such as landscaping
|
To understand the importance of different types of
architecture and why it is important to appreciate it
Understand more of what it is like to be a landscape-architect
Apply research to understanding the idea of appreciating different architectures
For students to become more aware of how they feel about diversity
|
To understand geometry concepts through the use of experiential
learning
To understand the concepts of measurement ex: how to find the area and
distances
To understand how to compute distances, lengths and measures of angles
using proportions
|
understand how to articulate measurements
become more aware of age barriers in order to combat them
understand it is possible to "break down barriers" that cause
us to stereotype the elderly |
| Activities |
Divide into groups to form, "the classroom wall" 10
minute free-write on reactions of being separated into two groups
30 minute class meeting including: explanation significance of "classroom
wall" and brief question period pertaining to Berlin Wall
Assigned reading for "East Berliners"
watch 30 minute video on Berlin Wall
lunch
teacher reads class story while "East Berliners" look up
assigned spelling words
Quiz on video
Classroom discussion: how does this wall make you feel? How
do you think the people in East Berlin felt? What kinds of barriers
are there nowadays? How can we break down those barriers?
"East Berliners" educate class about spelling words
Students sharing on how they were affected by "classroom wall
experiment"
|
morning meeting on structure relating it
to "breaking down barriers"
Go over concept questionnaires from day before and examine the
importance of it
destruct "classroom wall," while teaching geometric
concepts that apply
Talk: Teacher introduces class to landscape architecture
study importance of structure
geometry worksheet
|
Group discussion: share articles and explain why that
particular article stood out to student
Another discussion on: How do you react to everyone
else and compare the different styles of architectures to the different ways
people think from mini research project
landscape architect lecture, explaining the job of an architect
free-write with this question in mind: How do you maintain
your thought like an architect puts together one of their projects?
|
To have a hands-on lesson, demonstrating the importance of
structure and stability
compute distances, lengths and measures of angles using proportions
To study how there can be this sense of structure and stability in
architecture by using math concepts such as geometry, ex. Pythagorean theorem
Apply these concepts to figuring out how many tons of rock would be needed per yard,
to landscape the retirement home
|
Morning meeting on jobs and the schedule
have a tour of the retirement home
landscape with it's members
Group sharing on what everyone learned about working with different
ages
journal write on their impressions of the visit and if they broke
through any stereotypes that day
|
| Evaluation |
comprehension multiple choice test on Berlin video take
notes on class behavior
personal reflection on what could have been done differently
|
class discussion/ debriefing period on why they reacted to
the experiment the way they did and how well they cooperated with each
other; take notes
examine questionnaires: How much depth did students gain in their questionnaires
|
class discussion/ debriefing period: how much
were students impacted from learning about different structures
How well did students respond to the landscape architect? class note
observations
|
Behavior checklist: How well did the students
use their communication skills in the activity? |
Group Evaluation: How well did the students cooperate?
How did they go about doing the job? Why is communication so
important?
How much depth did students gain in journals on breaking through
stereotypes?
|
| Skills |
paraphrasing, questioning, summarizing
comprehension of historical material
|
basic understanding of structure
able to communicate how they feel in group debriefing session
|
can think intuitively can discuss opinions
openly
|
ability to tie different concepts together
|
cooperation skills
hand/eye coordination
|
| Standards |
Mathematics: 2.B.4a, History: 16.A.3c
|
Mathematics: 9.C.3b, 9.A.3c |
English Language Arts: 5.B.3a, 5.A.3b |
Mathematics: 9.D.3, 9.A.3c |
Mathematics 7.A.4b, 7.A.4b |
| Homework |
fill out "Classroom Wall" Questionnaire |
reading assignment: find and read an article to share with the class
about a particular style of architecture. This could even be a
specific monument or archeological site that you found interesting. |
Review common math formulas such as; area, circumference,
volume...etc |
Worksheet on Pythagorean Theorem |
Bring in any extra toothpicks from home |
|
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| Week 2 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Concept |
Toothpick and Chick-pea experiment
|
The diversity of dimension and style |
Understanding the measurements of
dimension |
Putting into practice the understanding of space
and dimension |
Interior design day; career day |
| Objectives |
To understand how to build 2D and 3D
structure models
To be able to recognize where these shapes can be found in other places
and understand the importance of them being there
Understand more of why structure is important
to interpret how they felt about the classroom experiment
|
understand the ideas behind different
types of style and why it is important to have different styles to
understand the concepts of a floor plan
to understand how to find certain measurements of dimension
|
understanding measurements
understanding the importance of measurement
To gain a better perspective of space and dimension
To understand how to shrink the dimensions of a room to a smaller scale
|
To demonstrate an understanding of space and dimension...what will fit where, by
drawing dimensions in a blueprint
To understand how to apply the use of space and dimension to real
scenarios
To understand how space and dimension apply to "braking down
barriers"
|
Understand what an interior decorators job involves
Demonstrate that they understand the concepts that come along with
interior design
Understand how we value the use of space and dimension
Understand how to cooperate, even though we have different preferences
|
| Activities |
Review shapes
Build 3D structure models
Measurement activities
Class Discussion on the importance of structure and diversity of shapes
survey on experiment
|
Introduce the concepts of a floor plan
and dimensions with teacher explanation
have them find the dimensions of the classroom
teacher writes on board general styles people may like and why students
must categorize themselves under one of these styles or make up their own
to share with the class
|
Use math concepts to transform the actual measurements of their room to
a smaller metric scale
Class discussion on how measurements apply to them and why they
are important
|
In 3D, draw these 4different pieces of
furniture after shrinking down the measurements to a smaller
scale.
Find how much space would be left in a 20x20x10 room after their
furniture consumed part of it
class discussion: How does understanding space and dimension
allow us to break through barriers?
|
go to an interior design firm
corporate lecture
tour
students pair off with different members of firm to work on their
"apartments"
group discussion on space and dimension, and applying it to their
certain preferences of style
Group evaluation on cooperation
journal write on how they can appreciate others more and cooperate with
them even though we all have different preferences
|
| Evaluation |
Evaluate models: How well did they make the structures?
Teacher's notes: Are they working better individually or in
groups? How well did they follow directions?
|
Did the students get out of hand when measuring
the classroom?
How well were they able to pick up on the concept of dimension?
|
evaluation: what was hard about changing dimensions
to a smaller scale? Teacher evaluation: How could I have presented
the idea of dimension in a more easily understood way?
|
Notes on class discussion: How much do students
understand the concepts of space and dimension based upon the amount of
depth they reached in their classroom discussion?
Evaluation of class project: Was their math correct?
|
Individual notes: How well did the
students work together with their firm member? How involved did
students get with the different art medians they had to choose from?
teacher assessment: Did the teacher bring enough materials? Were
they clear enough in communicating the expectations they had for the
firm that day?
|
| Skills |
hand/eye coordination
able to articulate questions
able to follow directions
|
take knowledge and use it to perform classroom
activity
ability to make conclusions and discus articulations |
make conclusions, follow directions,
understanding the basic concepts of measurements |
large group discussion skills, understanding of
math concepts that apply to space and dimension |
articulation skills, able to learn information
from others, follow directions |
| Standards |
Mathematics: 6.C.3b, 7.B.3, 7.C.3b, 9.A.3a
|
Mathematics: 7.B.3, 7.C.3a, 7.C.3b |
Mathematics: 7.B.3, 7.C.3a |
Mathematics: 7.B.3, 7.C.3a, 7C.3b |
Mathematics: 7.C.3a, 9.C.3b |
| Homework |
Define dimension
|
Go home and measure the actual dimensions of your room |
Find the dimensions of 4 different pieces of
furniture from your house that you would like to see in a room of your own |
None |
In one paragraph, What does the word, style,
mean to you? |
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| Week 3 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Concept |
The importance of your style
|
The importance of other's styles |
Breaking down Barriers by appreciating other's
style |
Teamwork Towers |
Building a Banner |
| Objectives |
Understanding what kind of style you like
understand how to design something using your own creativity
Understanding the importance of your style
|
To understand how to communicate better, when delivering
a planned oral presentation
To understand that different people have different styles that
stereotype them to be a certain way and that it is important to respect
all of them
to understand the importance of having diversity in style
|
To understand that appreciating other people's style differences
contribute to breaking down barriers
Understand the correlation between excepting people's styles and
excepting people, by not ruling them out because of certain stereotypes
|
To understand how to go about communicating
better with your classmates
understand how to work cooperatively to build a freestanding tower of straws
and pins in 10 minutes
Understanding the importance of appreciating community for it's
diversity
Understanding how that will break down barriers
|
To understand how to work cooperatively together
with retirement home members and each other
To build community between the students and the members
To understand that this unity can spread throughout the world
To understand that stereotyping is a limitation that hinders the
establishment of unity in community
|
| Activities |
teacher defines style
Class discussion on what style is to you and why
review possible medians you could use, write on board, class takes
notes
Class designs their own "apartments"
journaling: What is the importance of your style?
|
Give presentations along with individually
addressing the question: What do you value in your sense of style
and why should this make it important for others to value?
Group discussion: Why is it important for there to be a diverse
amount of styles? Why should we respect everyone for having
them?
On a piece of paper, answer the question, how does appreciating other's
styles contribute to "breaking down barriers?"
|
long, big group discussion answering these
questions: In what ways do we rule people out because of the
different ways they act? How can we change this? How does,
having an open mind without stereotypes play a part in this? How
does this allow you you to break down barriers?
Debriefing session on how well they communicated
|
build the freestanding tower view video on
the importance of breaking down stereotypes in community
Class discussion: How can we break through stereotypes? How
will this allow us to have more cooperation within our
community? How does breaking through stereotypes cause a
community to become stronger?
|
Morning meeting on hopes for the day
Brainstorm ideas for banner with members
group meeting: decide on banner
make lunchroom banner
Gratitude session: What did they learn about, "breaking down
barriers," and how will this help them in the future?
Debriefing session: How well did they work together? Did
they feel a sense of unity?
Unit Evaluation
|
| Evaluation |
Homework: Did they answer the question?
Were their notes accurate? Did they write in their journals?
How many medians did they experiment with?
|
Grade presentations on content requirements and
how well they specifically addressed the question
How well were the students paying attention to each other during the
presentations
|
Class assessment: What was the most
important thing they discovered for themselves?
How much depth did they gain in their discussion based on the questions
asked?
Discussion rubric
|
How well did they work together when building
the towers?
List positive things that happened in the group
What would they do differently the next time?
Did some students feel like they were not being heard?
Notes on group discussion: How were the students affected by this
discussion? Did they get off topic or stay on track? |
Individual Notes: How well did they cooperate with each other?
Unit Evaluation: Addressing the content...what went well, what
went, not so well. What do you feel like you have learned that will
contribute to the growth of society?
|
| Skills |
able to think creatively
able to use art supplies
ability to comprehend board material
|
Ability to listen for long periods of time
Ability to communicate orally to a big group
|
ability to focus for long periods of time
communication skills, paraphrasing, questioning...etc
|
ability to listen and focus for long periods of
time
interpretation skills
ability to voice ones self in a big group
|
Cooperation skills: ability to compromise
and work together, ability to voice ones self in a large group
|
| Standards |
English: 4.A.3c
|
English Language Arts: 4.B.3a, 4.A.3a |
English Language Arts: 4.B.3a |
English Language Arts: 4.A.3c |
Mathematics: 7.B.3, English Language
Arts: 4.B.3c, 4.B.3d |
