Black Students 9th and 12th Grade Learn Planning and Design: A Grant winning Project

9th-12th Grades
About the Grant:
In this Technical Science course, students will learn how to plan and design a detailed three-dimensional scale model of their own residential community. Students will come to understand the relationship between residential homes and the surrounding environment. This unit will help students understand that Mathematics, Geometry, Arts, Earth Science, and Social Studies are important tools for successful Architects and Engineers. Students will develop environmental understanding through various lessons: prompts, quizzes, and through performance tasks such as sketching, designing and planning residential homes, designing and planning landscape, and building architectural models. Students will also summarize these processes via journal writing. Students will evaluate their work and their peer's work through the use of rubrics.

As a result of this unit, students will acquire critical knowledge and skill sets: 1) use Architect's scale in drawing and building Architectural models; 2) determine dimensions and sub-dimensions of a given drawing; 3) read Architect's scale and understand conversion from a smaller scale to a larger scale and conversion from a larger scale to a smaller scale; 4) design floor plans and elevations; 5) learn how to read and interpret architectural information and blueprints; 6) learn about environment/ecology and planning; 7) in the design process, students will take into consideration factors such as solar orientation, wind, rain, erosion, noise, location, population, community; 8) students will take into consideration form, space, texture, line, color, unity, repetition, rhythm, variety, emphasis, balance, sequence; 9) learn element and principles of design/arts; 10) students will build architectural models that showcase their manipulative work.

This is a ten-month project. The final work product will be a detailed three-dimensional scale model of a neighborhood plan. This plan will include traffic patterns, a park, and other necessary elements of novel living spaces.

Our students should be learning these skills starting in middle school through high school. They should be learning along with math and science, electrical, wood working, plumbing, solar and wind technology. Skills so that when they graduate they can continue their education in college or enter directly into the job market able to create their own businesses or enter apprenticeship and journeyman programs. Inner city schools are totally failing to prepare our students for this new 21st centrury. Peace Power and Blessings will flow from RBG Co-operative action to make sure we expose our youth to relevant education and pressure public school teachers to demand more and give more. HBCUs must be made to fulfill their sacred duty to provide relevant education to Black American students and to aggressively pressure D.C. for a larger share of the funding for education. Peace, Power and Blessings on all our RBG Family students parents and teachers

How This Grant was Adapted:
Students will demonstrate creativity through inquiry-based, hands-on experiences using real world applications that deepen their understanding of core scientific and related concepts. The students' science education is about solving human problems. Team building will be stressed as students and the teacher work closely in collaboration to build a precise neighborhood plan. From basics to best practices, this project is committed to promoting scientific literacy.

The improved student interest we witnessed, as a consequence of increased student motivation to learn about the real work of architects and urban planners and how it relates to the important issues of the global living, has convinced us to repeat the process in the future and to present our model to other teachers interested in carrying out similar projects. We believe our core model is applicable to any science and interdisciplinary learning environments.

Prior to starting the project, it is important for teachers to take into consideration the willingness of the students to complete the project within the time frame. Also, working with students who are "emotionally disturbed" and have a short attention span and tire quickly with instruction/ assignment after a period of twenty minutes, it is recommended that teachers use preparation time to help students get ahead.

The project implementation process should include the following phases:

1-Project Planning Phase

2-Design Phase

3-Teaching and learning prompts and Test/Assessment Phase

4-Close out Phase



In the project-planning phase, the teacher will define the scope, approach and task responsibility; determine the resources needed; and create a Pacing Calendar for the course. This phase sets the stage for the remainder of the project.

When students demonstrate grasp of the scope, approach and task responsibility, the system design will be introduced to them. This includes the specific features and functions as well as the detailed technical specifications for both drawing floor and elevation plans and building model.

In the next step, which is the teaching and learning prompts and test/assessment stage, the teacher will consider student reflection and evaluation to help them reflect about their learning experience, and the following sequence of teaching and learning prompts should be used:

· introduce essential questions and key vocabulary terms

· present a concept attainment lesson on architecture and science, math, geometry, social studies, and arts, and have students determine and draw the relationship

· students read and discuss literature about architecture and construction

· read and discuss relevant selections from the internet about architecture

· engage students in discussion about their interest in the field

· students research architectural design problems resulting from lack of environmental consideration and/or weather consideration

· students summarize the process they went through to complete their project via journal writing

· students describe problems that arise while completing the project

· students discuss what they are able to complete and how they could improve their work

· students discuss the project as well as their peers' participation using a performance list

· evaluate feedback on the project; in other words, have students assess their project using rubrics

The purpose of the conduct project close out celebration and recognition task is for the students to review the project including what the teacher and students did well and what the next group of students could do better next time, as well celebrate and recognize students for their efforts.

Teachers would want to adapt this project because it is an interdisciplinary learning project with wide appeal. Moreover, this project requires minimal financing, and it involves hands on experience. Also, this program will stimulate students to become aspiring architects/engineers.





Project URL


Objectives
Objective 1: Understand conversion from larger scale to smaller scale

Objective 2: Understand conversion from smaller scale to larger scale

Objective 3: Understand measurement

Objective 4: Understand principles of designing and planning floor plan

Objective 5: Understand principles of designing and planning elevation plan

Objective 6: Understand ecology in the process of designing and planning

Objective 7: Understand the process of designing neighborhood planning

Objective 8: Learn the function of topographic maps in designing houses

Objective 9: Understand the use of space in designing and planning

Objective 10: Understand the process of making model building

Websites Used
Link 1: http://www.buildingplans.com

Description: This link shows examples of floor plans and elevation plans. It shows perspective of houses, complete floor plans, left elevation, right elevation, rear elevation, front elevation, and measurement.

Link 2: http://www.ezinearticles.com/?Time-to create-your-outdoor-Family-Room

Description: This link presents articles about how to create patio


Link 3: http://www.ezinearticles.com/?Do-You-Want-to-draw-Your-Own-House-Plan?

Description: This link has over a dozen of free project plans and free videos that could be used for instruction in the classroom.

Link 4: http://www.coolhouseplans.com

Description: This link shows many examples of floor plans and elevations

Link 5: http://www.theplancollection.com

Description: This link shows some beautiful architectural styles that may help students refine their decision.

Link 6: http://www.houseplans.com

Description: shows feature of architectural styles

Link 7: http://andyshowto.com/Room-design-floor-plans.htlm

Description: this link deals with planning floor traffic

Link 8: http://www.gliffy.com/free-floor-plan-softrware

Description: This link has countless types of floor plans

Link9: http://www.smartdraw.com

Description: free floor plan software

Link 10: http://architecture.about.com/library/bl-glossary.htm#e

Description: Architecture dictionary to find definitions and picture for important words related to architecture and building design.




Standards Addressed:
Standard 1: Scientific Connections and Applications: Students demonstrate Understanding of big ideas and unifying Concepts

Scientific Communication: Students explain scientific concepts




Standard 2: Geometry and Measurement ConceptsVisualize and represent 2dmensional views of 3-dimensional shapes

Use basic ways to estimate and measure the size of objects

Use scale drawings

Standard 3: Problem Solving: Design a product, or system: identify needs and create solutions for meeting them

Plan and Organize an Activity




Standard 4: Tools and Techniques for working with others: Work with others to complete a task




Standard 5: Writing : Produce a report of information




Standard 6: Math Skills and Tools: Measure accurately



Standard 7: Communication Tools and Techniques: Make an oral presentation of project plans



Standard 8: Learning and Self Management Tools and Techniques: Learning from models

Grade: 9th- 12th

Subject: Technical Science







Lesson 1:
Title: Function of an Architect's scale, Read and Measure with the Scale

Project Objectives

Objective 1: Define vocabulary such as fully divided scale and open divided scale

Objective 2: Understand the main function of and architect's scale

Objective 3: Learn how to read architect's scale

Objective 4: Learn how to convert from larger to smaller scale

Objective 5: Determine dimensions and sub-dimensions on a given drawing

Materials

Material 1: Architect's scale

Material 2: Floor plan paper

Material 3: Projector/smart board

Material 4: Journal writing

Procedures

Procedure 1: Students work cooperatively in teams of three

Procedure 2: Each team with a specific role: tracker who is responsible for the

completion and understanding of the task; reader who is

responsible for reading the architect's scale; and, checkers who are

responsible for accuracy.

Procedure 3: Model the procedure for students

Procedure 4: Demonstrate how to read scale and have students practice

Procedure 5: Demonstrate how to do conversion from larger scale to smaller

scale and have students practice

Procedure 6: Demonstrate how to do conversion from smaller scale to larger

Scale and have students practice

Procedure 7: Demonstrate how to measure with scale and have students practice

Procedure 8: Demonstrate how to determine dimensions and sub-dimensions on

a given drawing and have students practice

Homework

Given a scale, have students practice conversion from larger to smaller scale

Assessment

Observation; and 1 to 1 conference; Quiz




Lesson 2:
Title: Function of Living Room, Location, Size and shape

Project Objectives
Objective 1: Define vocabulary terms: open plan, closed plan, living area, living

room, local lighting, general lighting, decor

Objective 2: Understand the function of living area

Objective 3: Learn how to sketch an open-plan living room

Objective 4: Learn how to sketch a closed-plan living room

Objective 5: Learn how to size and shape living room

Materials

Materials 1: Floor plan paper, tracing paper

Material 2: architect's scale

Material 3: pencils

Material 4: eraser

Procedures

Procedure 1: Model the procedure for students

Procedure 2: Demonstrate how to sketch an open-plan living room and have

students practice

Procedure 3: Demonstrate how to sketch a closed-plan living room and have

students practice

Procedure 4: Discuss how to determine the best size and shape for a living room

to accommodate pieces of furniture and have students practice

Procedure 5: Discuss location of living room

Homework

Have student describe whether his/her living room is open or closed/sketch his/her living room.

Assessment

Observation; and 1 to 1 conference; Quiz




Lesson 3:
Title" Function of Dining Room, Location, Size and Shape

Project Objectives

Objective 1: Define vocabulary terms: buffet, china, closet, server, rheostat,

dining porch, dining patio, formal dining, casual dining

Objective 2: Understand the function of dining area

Objective 3: Learn how to sketch dining area

Objective 4: Learn how to size and shape dining area

Materials

Materials 1: Floor plan paper, tracing paper

Material 2: Architect's scale

Material 3: pencils

Material 4: eraser

Procedures

Procedure 1: Model the procedure for students

Procedure 2: Demonstrate how to sketch a dining room to scale, showing the

position of all furniture and have students practice

Procedure 3: Discuss the location of dining room

Procedure 4: Discuss the function of dining room

Homework

Ask student to sketch the floor plan of his/her home dining room

Assessment

Observation; and 1 to 1 conference; Quiz

Lesson 4
Title: Function of Architectural Model, Model Construction

Project Objectives

Objective 1: Define vocabulary terms: scale model, structural model, balsa wood,

flocking

Objective 2: Understand the function of model of plan

Objective 3: Construct model of plan

Objective 4: Make geometric trees and bushes

Objective 5: Construct entourage

Materials

Materials 1: Card board; soft wood (for walls)

Materials 2: Thin, stiff cardboard; paint-colored sand; sand paper; wood pieces

(for roofs)

Materials 3: Preformed plastic; wood trips and clear plastic (for windows, doors)

Materials 4: Flocked carpet; commercially printed paper (for floors)

Materials 5: Green enamel paint and flock; green construction paper (for grass)

Materials 6: Sponge; lichen; green wrap paper (for trees and bushes)

Materials 7: Craft knife, Utility knife, retractable blade knife, scissors, glue

Procedures

Procedure 1: Model the procedure for students; explain that models

should be build from floor plans and elevations

Procedure 2: Demonstrate how to attach a pad to a base and have students

practice

Procedure 3:Demonstrate how to cut of exterior walls and have students

practice

Procedure 4: Demonstrate how to glue exterior walls to the pad and have student

practice

Procedure 5: Demonstrate how to cut out openings in interior walls and have

student practice

Procedure 6: Demonstrate how to join and brace roof and have students practice

Procedure 7: Discuss function of Model