I. Curricular Framework

Concept:

Form and Function

Essential Question:

How is your school designed to fit the people who work there each day?

Bridge:

3 Little Pigs

Content:

Architecture & Structural Integrity

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To relate a student's personal experience in a stormy situation to a particular building in which the student felt secure.

Activity: 1. Play a tape on which there are sounds of a thunderstorm. 2. Have students listen and recall being in a story. 3. Have students share where they were and how it felt to be in a secure building during a storm. 4. Students should recall the details of the building, such as what materials it was built of. 5. Have students draw a picture of their experience.

Assessment: Students use their personal experiences to recall aspects of a strong and secure structure.

2. Attend: Attending to the Connection

Objective: To have students recognize differences in houses and buildings and to recognize aspects of safe and secure buildings.

Activity: 1. In a large group discussion, have students discuss different buildings (school, church, home) and their differences: size, materials, design, function. 2. Students should list differences in buildings. 3. Students should discuss what makes a building safe and secure. Students should remember the building they were in during a storm in which they felt secure. 4. Students should list the characteristics of a strong, secure structure.

Assessment: Students will recognize differences in houses and buildings, and will identify characteristics of strong buildings.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To use a familiar story, "The Three Little Pigs," to relate the concepts of housing and the consequences of poor housing design.

Activity: 1. Play the song, "The Three Little Pigs," by LL Cool J. 2. Have students recall and act out the events of the story. 3. Have students reflect on what happened to the pigs' houses when the wolf huffed and puffed. 4. In small groups, have students discuss the pigs' houses as to how and why one was stronger than the others. Discuss the differences in the houses, materials they were made of, size, etc. 5. Have students compare their own house or apartment to the pigs' houses.

Assessment: All students recall the story of "The Three Little Pigs" and discuss why the pigs' houses were not secure.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To share information concerning the role of architects in designing safe and secure structures.

Activity: 1. The teacher or a visiting architect will show photos of actual houses and structures, which are discussed as to the information below: 2 a,b,c. 2. Information on the following will be shared with students: a. Architects plan structures for clients based on their needs and desires: size, style, purpose. b. Structures are created for personal safety: strong foundations and building materials. c. Architects work with other designers to make their buildings beautiful: interior, landscape, fabrics, etc.

Assessment: Students will recognize differences in houses and relate the role of an architect to the need for different types of houses.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To check for student understanding of basic principles of architectural design.

Activity: 1. Students will collect at least three photos of interesting and unusual homes. 2. Students will critique each design based on a check list of items considered by an architect: pleasing to look at, strong, looks like it would serve the function for which it was intended. 3. Students will share their findings with other students.

Assessment: Each student completes a check list evaluation form for each of three photos of homes.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To use the knowledge of architectural design in designing a strong and functional house for The Three Little Pigs..

Activity:
1. Discuss which needs of pigs might influence an architect’s designs.
2. Discuss what a pig might want in a house.
3. Working individually, each student will use felt markers and white paper to design a unique house for “The Three Little Pigs”

Assessment: Each student completes a house design that meets the needs of “The Three Little Pigs.” Students will be assessed on the quality of their designs.

7. Refine: Refining the Extension

Objective: To evaluate the house designs created for "The Three Little Pigs."

Activity: 1. Students will share their completed designs with other students in the class. 2. In small groups, students will explain to the other students why the designs were created as they were. 3. Individually, students will evaluate their own designs as to ways these designs could have been improved. 4. Collectively, students will discuss ways their designs could have been improved.

Assessment: All students share their pig house designs with other students and make some decisions as to ways these designs could have been improved.

8. Perform: Creative Manifestation of Material Learned

Objective: To formulate ideas for the creation of a sketch of a house in which the student would like to live.

Activity: 1. Students will discuss their needs and wishes concerning a house design. 2. Students will sketch their ideas for their dream house onto paper. 3. Those students wishing to develop a three-dimensional model of their house may do so.

Assessment: Students complete a sketch of a house in which they would like to live.

Assessment, Phase Five,Performance, Creative Use of Material Learned: