3. Content
Big Ideas:
1. Developing an aesthetic and cognitive appreciation
for architecture is critical to the holistic development
of the Gifted student.
2. Exploring architecture through the ages, from the
simple cave to current modern designs, enriches the
Gifted student’s learning experience but also offers a
genuine opportunity for research for the architectural
needs of future generations to come.
4. Gifted Goals &
Learning Objectives
Goal 2:
By graduation, the student identified as gifted will be able to create, adapt and
assess multifaceted questions in a variety of fields & disciplines.
Objectives:
a) Identify significant questions within and across disciplines.
b) Generate significant questions within and across disciplines.
Goal 7:
By graduation, the student identified as gifted will be able to develop and deliver a
variety of authentic products/performances that demonstrate understanding
in multiple fields/disciplines.
Objective:
a) The student will develop products that communicate expertise in multiple fields
and disciplines to a variety of authentic audiences.
Facilitator Approved Architecture Unit
for Gifted Curriculum.
5. Assessments
BEFORE:
KWL: Know, Want to Learn, Learned
DURING:
Student Informational Response Logs
Teacher Observation & Discussions
3D Historical Fort Projects
3D Hamster Village
AFTER:
2D Futuristic Cities Informational Posters, & Self-Assessments using 4 Point
Rubrics.
ePortfolio Reflection using the strategic objectives.
6. CATEGORY 4 3 2 1
Attractiveness The Futuristic
City Poster is
exceptionally
attractive in
terms of
design, layout,
and neatness.
The Futuristic
City Poster is
attractive in
terms of
design, layout
and neatness.
The Futuristic
City Poster is
acceptably
attractive
though it may
be a bit messy.
The Futuristic
City Poster is
distractingly
messy or very
poorly
designed. It is
not attractive.
Content -
Accuracy
7 Responses
address issues
about fresh air,
energy, heat &
cooling
sources, fire
safety, sports/
recreation,
transportation &
police/governm
ent.
5 - 6
Responses
address issues
about fresh air,
energy, heat &
cooling
sources, fire
safety, sports/
recreation,
transportation &
police/governm
ent.
3 – 4
Responses
address issues
about fresh air,
energy, heat &
cooling
sources, fire
safety, sports/
recreation,
transportation &
police/governm
ent.
Less than 3
responses
address issues
about fresh air,
energy, heat &
cooling
sources, fire
safety, sports/
recreation,
transportation &
police/governm
ent.
Required
Elements
The poster
includes all
required
elements as
well as
additional
information of
personal
interest to the
student through
investigative
research
online/text.
All required
elements are
included on the
poster.
All but one of
the required
elements are
included on the
poster.
Several
required
elements are
missing.
Self-Assessment Rubric
Futuristic City Poster
7. Introductory Activities
Spaghetti Tower
Purpose: A hook to motivate student
Materials: scissors, 36” of string, 24” of masking tape, twelve,
uncooked strands of Spaghetti and one marshmallow.
Directions: With your group, plan, design and construct a Spaghetti
Tower. Use only the materials you’ve been given. The group that
builds the tallest tower wins the contest! You have fifteen minutes
to complete the project.
Clincher: The challenge is that the highest point of your tower must
be the marshmallow. It must be intact with no bite marks, hollows,
nor may it be pulled apart.
8. Teaching Strategies
Introductory Mini Lesson:
Hook, Model/Direct Instruction of Topic & Strategy-Based Instruction.
Middle Component of Lesson:
Ask Socratic Questions, Coach, Support, Scaffold, Cooperative Learning
Grouping, Role Play, Inquiry-Based Instruction, Problem Solving & Problem
Based Learning.
Third Stage of Lesson:
Transfer to Independent Study, Partnerships or Team Projects.
Review/Discussion/Sharing of End Products.
11. Acting Architecturally
The Style of Structure-Acting Architecturally
The Core Curriculum
Forces within a structure are tension and
compression. Tension pulls while compression
pushes. When you hang off a jungle gym your arms
are in tension, when you sit in a chair, gravity causes
you to feel compression on the chair. A building must
achieve an equilibrium between tension and
compression or the building will tear itself apart.
Today you will learn how architectural structures
work by acting out how building feel. With a partner
you will need to find the proper balance between
tension and compression.
Structures: Arch, Barrel Vault, Flying Buttress,
Dome, Truss, and a Body Building
12. Fan-n-Pick
Critical Thinking Questions
Curriculum of Identity
1. How might your futuristic city get fresh air to its residents?
2. Where might the electrical power or other energy source come
from?
3. How might people travel to other city buildings?
4. How might firefighters fight a fire in the middle of the city?
5. How might people travel to other city buildings?
6. How much heat or air-conditioning might be needed by
residents on the lower and upper levels?
7. How might residents govern and police themselves?
8.What sports and recreational activities might be available to the
residents?
Design your own City of the Future. Generate & publish supportive arguments
on your 2D poster.
13. Designing A Futuristic City
Curriculum of Identity
Hook: What would it be like to one day live in a bustling city beneath the
ocean waves, or in a gargantuan skyscraper one mile high, or in an
underground, bubble-covered city? Did you know that cities of the
future are being planned right now? Japanese architects want to change
our approach to urban crowding. They have actually designed
blueprints for a futuristic sky city which if built would become twice
the height of today’s tallest skyscraper! Could these types of cities
become a reality, one day, in our near future? Would they be safe?
Assignment:
1. Using the seven, Fan-n-Pick questions to guide you, explore with your
team what life would be like living in one of these futuristic cities.
2. Research and problem-solve online: Web path Express/Destiny Search,
Discovery Channel’s Extreme Engineering Interactive Tours of the Sky
City, Futuristic Sea Cities & Pyramid City.
Desiging a Futuristic City
3. Design your own city of the future. Generate & publish supportive
arguments on your 2D poster.
14. Tracing the History of Architecture
Center Activities: The Study of Shelter and Architecture
The Curriculum of Connection
Shelter is one of our basic human needs. Shelter has been directed by the
purpose of the building, the climate, and the materials that are available.
Though shelter is functional it is peoples desire to build something beautiful,
and that is how shelter becomes architecture! Shelter reflects culture and
human goals. To trace the history of architecture is to trace the history of
humankind and their civilization.
Purpose is to require students to process information and to use higher levels
of thinking. All center activities are based on Bloom Taxonomy, which is
based on sequential movement through the different levels using Ascending
Intellectual Demands in the Parallel Curriculum student must recall,
understand and be able to apply and analyze information and concepts before
they engage in synthesis or evaluation.
Caves, Pyramids, Houses of Ancient Greece, Castles,
and Traditional Houses of Japan
15. Fractured Fairy Tale Poetry
Curriculum of Connection
Assignment: Using question starters based on the six learning objectives from
Bloom’s Taxonomy (knowledge, comprehension, application, analysis,
synthesis and evaluation), students will generate significant, deep-thinking
questions to deepen their understanding of the text and a further
appreciation of architecture. An interactive and a partner read for
intermediate students is Roald Dahl’s Three little Pigs Revolting Rhyme,
and for primary students: The True Story of 3 Little Pigs by A. Wolf.
Student Responses/Samples (1st - 5th graders):
1. “What can you say about the pigs’ characters seeing that two out of the pigs
built their houses out of VERY flimsy material?” (Olivia)
2. “Can you propose an alternative for the way that the first two piggies latched
the twigs and the hay together to make them stronger?” (Kieren)
3. Text Says…“So of course the minute I knocked on the door, it fell right in.”
Graham’s question: “I wonder why the first little pig’s house didn’t have
hinges?”
4. Text says: “He had built his whole house out of straw.” Ricardo’s question:
“What can you invent to make the first pig’s house stronger?”
5.Text Says: “The whole darn straw house fell down.” Kea’s question: Why
didn’t the straw house have a skeleton support?”
16. Scavenger Hunt of Downtown Bradenton
Culminating Activity : Curriculum of Practice
This kinesthetic active lets the students examine the
elements of architecture in their hometown. They will
make connections between trends in architecture and
identify significant architectural patterns in Downtown
Bradenton. Stand across the street from all buildings,
unless directed otherwise. Read, observe and answer the
questions by either matching the scavenger hunt picture or by
discussing the answer. When you see a space fill in the
matching letter. We will start at the Bishop Planetarium, and
visit many buildings including The Manatee County Court
House, The Old First Baptist Church, and ending at Rossi
Park for lunch!
17. Becoming An Architect
Architect Studio 3D with Frank Lloyd Wright
Curriculum of Identity
Partner with the master and
build an original Wright-style house.
Becoming An Architect
When building a home you need to consider 2 things
The needs of people and the particulars of space.
Satisfy these needs and you are an Architect!
18. Reflection Thru ePortfolio
Curriculum of Identity
This project helps students set goals, get excited
about
learning, and to be involved in our democratic
process
and global outreach. In addition students will enhance
technology skills, confidence in presenting, and depth
of thinking skills.
Schoolwork, hobbies, and family activities are
organized and displayed on their own web site and
made available to see through the Internet. It is a
great
opportunity for students to learn, reflect, dream, and
achieve!
E-Folio Reflection
22. Extension Activities
1. You Tube: Walt Disney’s Original Plan for Epcot
(A Futuristic City Discussion), Part 2 & 3.
http://www.google.com/search
client=safari&rls=en&q=utube+walt+disney's+origina+plan
+for+epcot&ie=UTF-8&oe=UTF-8&safe=active
2. Npr.org lesson: Cloud Formations & Water Weight
Using
Analogies of Elephants As Units of Measurement. Students
connect learning about water vapor with Futuristic City,
Fan-N-Pick Question: How might firefighters fight a fire in
the middle of the city?
23. Resources Non-Human
Print
Poem
Magazine Articles
Web
Nonfiction
Literary Analysis
Historical Documents
Non-Print
Software
Inventions
Posters
Models
Photographs
Situations
Human
Content-area experts
Community members
Business personnel
24. Modifications for Learners’ Needs
We will assess and observe students
proactively to understand their readiness to
meet the curriculum goals, interest, and how
they learn best.
We will also use Renzulli learning to address
student interests, learning readiness and
preferred style of learning.
http://www.renzullilearning.com/default.aspx
