ARCHITECTURE IN OUR CITIES
OVERVIEW:
Students learned about architects I. M. Pei and Moshe Safdie. They learned in particular about the design process involved in the Louvre Pyramid and Habitat 67. Student then designed their own building, taking into consideration the function that the building was meant to serve. The designs were based on the use of prisms, which provided cross curricular learning in geometry. Students brought their buildings together into a city through planning, discussion and voting.
​
RATIONALE:
This lesson plan introduces students to the works of two architects. Through this introduction, students can see how design in architecture can be used to aesthetic effect but also to solve concrete problems and improve quality of life. In designing their own building and contributing to the design of a whole city through collaboration, students connect their creativity, knowledge and ideas about community to the work and ideas of their peers to achieve a common goal. Students have an opportunity to express their unique point of view through the design and functionality of their building, as well as contribute to a project that incorporates the larger perspective of their class as group.
Specific Objectives per Lesson Plan:​
Geometry Learning Objectives “Progression of Learning in Elementary School”:​​​​​​
Visual Arts Competencies “Q.E.P. Preschool Education, Elementary Education”:​​​​​​​​​​​
Cross-Curricular Competencies “Q.E.P. Preschool Education, Elementary Education”:​​​​​​​​​ 

-
Students will learn about two different architects, and the function of two specific buildings by these architects. 

-
Students will identify two prisms in the architectural structures they are shown and show they have identified them by writing them down in their sketchbooks. 

-
With the teacher and the class, students will discuss the function of various buildings they can think of. 

-
Students will formulate a question to ask one of both of the architects presented about their work.

​​​
1
-
Compares objects or parts of objects in the environment with solids (e.g. spheres, cones, cubes, cylinders, prisms, pyramids)
-
To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates: Students will be introduced to the work of two architects and will discuss the aesthetic and functional qualities of these buildings in class. They will be encouraged to reflect on these qualities and formulate a question for the architect.
-
To use information: Students will use geometrical concepts in a new context, that is, to reflect on architecture they are shown.
-
To exercise critical judgment: Students will be asked to formulate a question the architects. In doing so students will have to ponder the architect’s aesthetic and functional choices.
-
Students will design a building that is in the shape of a prism of their choice. 

-
Students will draw a net for their selected prism in their sketchbook. 

-
Students will identify the right geometric shape(s) required to build the prism of 
the choice from a wide selection of two-dimensional geometric shapes provided 
to them. 
​​​
2
-

Compares and constructs solids (e.g. spheres, cones, cubes, cylinders, 
prisms, pyramids) ​
-
Identifies and represents the different faces of a prism or pyramid
-
To produce individual works in the visual arts: Students will design a building. The aesthetic components of this building will reflect the buildings function.
-
To use information: Students will use geometrical concepts in a new context, that is, to build their own building.
-
To exercise critical judgment: Students will have to exercise judgment in deciding which prism best serves their purposes in designing a building that serves a particular function.
-
Students will conceptualize and realize drawing for the surfaces of the prism they 
will build that illustrate the function of this building. 

-
Students will build a three-dimensional structure out of two-dimensional 
geometric shapes. 

-
Students will write a short text of 50 words explaining the role and function their 
building, the reasons behind their choice of prism, and the rationale behind their design. ​​​​
3
-
Constructs a net of a prism or pyramid
-
To produce individual works in the visual arts: Students will draw on surfaces and then bring these surfaces together into a 3D structure. 

-
To use creativity: Students will be using creativity in designing a building. They will decide on the shape it has how its surfaces look and what function it serves. They will have to come up with an idea original to them within the constraints of using prismic shapes and thinking of a building that serves a purpose within a community.
-
Students will share their final product with a group of peers. 

-
In groups of 5 or 6 peers will work together to find a name for a fictitious city that 
would include all of their buildings. 

-
In groups of 5 or 6 peers will give a presentation describing their city to 
the class and will take from the teacher and the class.
4
-
To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates: Students within each group will appreciate and seek to understand each's others' design choices.
-
To exercise critical judgment: Students will have the opportunity to formulate opinions during the discussion around choosing a name for a fictitious city and why this name best represents the collection of buildings of their group.
-
To cooperate with others: Students will be working in teams to find a name that best reflects their city.