Learning by Design: South Carolina (LBD:SC)

LBD: NCES Flight-Test and Record

2012-01-26T16:36:00.003-05:00

This lesson focuses on the State curriculum regarding "Cause + Effect", and stresses the importance of following instructions and precision of craft to achieve positive results.

The students divided into four groups - each paired with a volunteer. The LBD volunteers guided the groups through folding paper airplanes based on a template provided. An emphasis was placed on patience, following directions and accuracy to reduce mistakes and boost successful flights.

The students flew their planes in a tall height cafeteria. The students took turns and each used a walking tape to measure their flight distance in feet and inches. The data was recorded to compare results.

Student flight paths varied, and one airplane flew the longest at 63'-0", a record for NCES.

The differences in airplane construction was discussed as possible causes for the differing flight paths and students were asked to analyze design differences.

LBD:SAN - Landforms

2012-01-18T13:34:00.001-05:00

The students at Sanders-Clyde have been studying landforms in Mr. Gregory's class, so we took the opportunity to re-use another lesson and teach the students how we as architects take landforms into consideration during the design process.

The lesson began with a brief review of what landforms are, as well as images of homes & buildings built in regards to various landforms, including the desert, the beach or marsh, a cliff, a hill or berm, a mountain, and the arctic. Each of these landforms was presented through images, along with design elements that are unique to the setting the building is in.

The Desert

In the desert, wide overhangs are used to protect from the hot sun. Due to the dry climate, flat roofs are implemented, since they do not have to shed rain. And thick walls absorb daytime heat for cold nights.

The Beach or Marsh

At the beach, buildings are on stilts to protect from flooding, raised for views to the ocean, and the space below the home provides storage or shelter.

A Cliff

A cliff provides natural shelter above. The raised platform provides good views and difficult access, making the area easy to defend. The Native Americans who lived in these communities would use the land above to plant crops, taking advantage of the full sun.

A Hill or Berm

A hill or berm can provide a space for architecture to fit into the land, providing views over the structure. Outdoor space provides a balance to what may be a dark interior space. The land also provides thermal insulation as well, keeping the house cool in the warmer months and warm in the cooler months.

A Mountain

When designing on a mountain, it is best to provide peaked roofs to shed snow and rain. Building with local materials is a way to cut down on labor and cost, and the stacked shape that mimics the slope provides for views of and from the mountains.

The Arctic

Thick, well-insulated walls and windows are a much needed design requirement in the arctic. Again using local materials that absorb the sun are also helpful. Building low, compact forms allows resistance to wind and are easily heated.

Once the presentation was complete, the students were tasked with designing a school. They were split into four groups, and each group was assigned a specific landform. Once they had discussed and sketched their ideas, they presented their drawings to the class. Here are a few photos from the lesson...

The Desert

The Beach

The Mountains

The Arctic

Peanut Butter & Jelly

2011-12-01T17:27:00.009-05:00

A yummy snack turned learning exercise.

Following directions, thinking through a process and having a little fun were the main objectives in this exercise.

Each student had to write and draw exactly how to make a peanut butter and jelly sandwich. Just like an architect their plans had to be thorough and actuate. Once they completed their instructions each volunteer chose one set to demonstrate in front of the class. They read the instructions aloud and we all watched as they attempted following the directions.

The students did a wonderful job and the architects got a little messy. A great time was had by all!

LBD: MIT - Our City Block

2011-11-16T10:16:00.000-05:00

“Cities have the capability of providing something for everybody, only because, and only when, they are created by everybody.” Jane Jacobs

After a brief introduction to the basic elements of an urban master plan, Mr. Harper's 5th grade students explored a uniquely democratic approach to urban design in which they worked in groups to develop a master plan for a single city block. The students were given a site plan and models for two basic building types: large scale commercial structures and small scale residential structures. They worked with the existing streets, trees, and a shoreline to create three distinct plans for the city block.

LBD: NCES - Designing for Climate Extremes

2011-11-09T19:12:00.002-05:00

As a stationary culture, we must be prepared to live within a given climate. Each culture evolves their buildings to better withstand extreme weather. This week's lesson focuses on weather extremes of cold, heat, rain and wind.

Following a brief introduction, the students were asked to indepedently think and sketch on how they would build for their assigned climate. The Architects In Residence then discussed the student's thoughts in terms of native/vernacular climatic solutions. With assistance from each architect, student concepts such as an exterior protective bubble for wind protection, a large umbrella roof and a boat and life preserver were then developed into student building designs. Though primitive in form, the student's thoughts have very real life applications, particularly in light of the continuous re-evaluation of our buildings as our climate changes.

Following the design session, students presented their work, followed by a class question and answer period.

LBD:SAN - Beaux Arts Ball

2011-11-07T09:53:00.005-05:00

In honor of Halloween, we decided to use a lesson that has been successful in the past around this time of year. The Beaux Arts Ball lesson is a chance for the students to learn about the famous L'Ecole des Beaux Arts in Paris (The School of Fine Arts), where art & architecture have been taught since the 1600's, the famous Ball that was started there, as well as the American interpretation of the Beaux Arts Ball.

In 1931, the architects in New York got together and had their own Beaux ArtsBall. Except instead of dressing up in elaborate costumes, they chose to wear their very own buildings, most of them skyscrapers that were built in the late 1920's and early 1930's.

So, from left to right we have A. Stewart Walker – The Fuller Building, Leonard Shultze – The Waldorf-Astoria Hotel, Ely Jacques Kahn – The Squibb Building, William Van Alen – The Chrysler Building, Ralph Walker – The Wall Street Building, and Joseph Freedlander – Museum of the City of New York.

The students were given a side by side comparison of the architect dressed up, next to an actual photo of the building. You can see an example of what was shown to them through these photos of the Chrysler Building.

After reviewing these famous buildings, we shared more buildings that have influenced this generation of architects, and discussed the use of each of the buildings, and how the shape of those buildings could influence what happens inside. Those buildings included the Charleston City Market (local representation), the Guggenheim Museum in NYC, the Sagrada Familia in Barcelona, Spain, and the Disney Concert Hall in Los Angeles (pictured clockwise).

We then broke into groups to learn a little more about the assigned buildings and to work as a team to design a costume of that particular building. Each group was given the same materials to work with, including cardboard, tin foil, pipe cleaners, paper plates, paper towel rolls, popsicle sticks, butcher paper, and tape. And then, one to two people from each group modeled the building while the rest of the group presented it to the class!

Sagrada Familia displayed the spires and supports with a headpiece and for their body wear had a sketch of the front entry, the Disney Concert hall utilized tin foil wrapped pieces of cardboard to mold the sweeping shapes of the building that Frank Gehry created.

The City Market used paper towel tubes for columns, as well as paper plates for the roof, with sweeping stairs coming down the front. The Guggenheim Museum wrapped layers of paper to create the round shape of the building, and even had a domed skylight over head that was lit by flashlight. Their presentation also included Frank Lloyd Wright impersonators telling the history of the building.

And the City Market group drew a perspective of the building to help with the design of their costume.

All in all, it was a great lesson for learning and fun!

LBD:SAN - Mixtures and Solutions

2011-10-12T20:31:00.000-04:00

The Architects presented a brief over-view of concrete construction including the materials, process and product. The curriculum standard of Mixtures and Solutions was reviewed and a connection was made to the chemistry behind concrete. The class worked in four groups to follow a recipe for making play-dough. Each student participated whether it was measuring or mixing.

Once the play-dough was made, each group was challenged to construct a tower. The students were allowed to use pipe cleaners as a stand in for re-bar or reinforcing steel. At the conclusion of the activity, each group presented their work to the class and highlighted the failures and successes.

LBD:NCES - Native American Dwellings

2011-09-29T20:20:00.000-04:00

The students worked in four groups to learn about the dwellings specific to different Native American Cultures; Cliff Dwellers, Mound Builders, Long Houses and Teepees. Each group made a collaborative drawing to demonstrate their understanding of the cultural and geographic influences on the construction of the dwellings. To conclude, each group presented their work to the class.

LBD:SC New Volunteers

2011-08-30T19:52:00.002-04:00

We welcome volunteers Brian Sanders, Kristy Swann and Justin Feit to the program. We thank them for their time and caring to join the team.

LBD:SC is seeking additional volunteers. Ideally we can place another volunteer with the LBD:SAN team as soon as possible and organize another three to four to launch a new program in the second semester.

Please contact us if you are interested.

LBD:SAN - Sanders Clyde Elementary School

2011-08-30T19:49:00.003-04:00

Learning By Design welcomes Sanders Clyde Elementary School to the program. Principal Mr. Dixon and 5th grade teacher Mr. Gregory relocated to Sanders Clyde from Memminger and we will be moving with them. It is exciting to have a presence downtown again and we look forward to a great year.

LBD:NCES - peanut butter and jelly

2011-05-23T20:54:00.000-04:00

For the end of the year activity, the volunteers and students worked on the craft of giving instructions - an integral part of an architect's job. The students were asked to coach or instruct Mr. Thompson through making a peanut butter and jelly sandwich. To demonstrate that words carry meaning and instructions must be clear, Mr. Thompson took every command literally - resulting in a humorous mess to get the point across.

After a few attempts at verbally instructing the construction of a peanut butter and jelly sandwich, the class individually wrote instructions accompanied with hand drawn diagrams. Mr. Carey, Mr. Johnston and Mrs. Loder then chose a set of instructions and attempted to follow them. This activity was a success in that the students learned a life lesson, approached the activity in a creative manner and had a good time.

LBD:MIT - field day

2011-05-13T21:13:00.000-04:00

The Mitchell Elementary group ended the year with a Learning By Design Field Day. Three teams rotated through four activity station. Each station re-capped an activity the students did during the year with the LBD:MIT team; 1. measuring and estimating, 2. map making, 3. weathering and 4. classical architecture elements. The Field Day was a fun way to re-cap prior activities through a competition setting.

LBD:MIT - Site Visit

2011-04-13T17:58:00.000-04:00

Julia Martin arranged for a walking field trip to visit a job site under construction. Contractor and home owner Kevin Meek and crew led the students on an informative tour of the house. The class was able to see the project in various stages of repair from historic preservation to new construction. Mr. Meek provided catalogue handouts to show the Sear's home pieces and parts which we used in an informal scavenger hunt manner.

This was a valuable exercise that allowed the students to see that which is usually hidden in walls and ceilings and provided the opportunity for questions and answers. The intent was to encourage the children to engage their surroundings at a more inquisitive level and to understand the infrastructure that goes into the built environment.

LBD:NCES - estimating

2011-04-11T14:11:00.000-04:00

The students completed a two session activity about estimating and measuring. Using only a student's body, they worked in groups to estimate the length of the colonnade, the area of the cross walk and the height of the brick water table. The estimates were converted to feet and inches and compared to actual measurements to determine which group was the most accurate.

LBD:MIT - Weathering

2011-03-23T14:07:00.000-04:00

In a two part activity, the students investigated examples of weathering. We discussed chemical and physical weathering - the causes and the effects. The students worked in groups to take photographs of examples around the school grounds. They were encouraged to think artistically about the photos in regard to subject and framing.

As a follow up activity, the students played bingo using a board composed of 25 of their photos.

LBD:NCES - flight

2011-03-16T17:20:00.000-04:00

Always a favorite, we reviewed the history and principles of flight, made the airplanes and flew them over the course of two sessions. The NCES 4th graders blew away the flights recorded by the Mitchell 5th graders with a longest flight of 59'-6"!

Landforms @ Memminger

2011-03-02T15:22:00.006-05:00

Mr.Gregory's class recently studied landforms. Landforms are natural features of the earth's surface. Examples include valleys, plateaus, mountains, plains, hills, cliffs, deserts and glaciers.

Our lesson started with a presentation on different structures built on various different landforms found across the globe. Some topics of discussion were as follows:

Desert: wide overhangs, flat roofs, outdoor living space

Cliff: large communal areas, land below used to plant crops, difficult access meant protection to inhabitants

Hill: fits into the land, thermal insulation

Mountain: peaked roofs, natural materials, stacked shape to mimic slope

Glacier: use of materials that reflect the sun, simple forms

Then the students broke into 4 groups and drew their school on 4 different landforms, Desert, Mountain, Cliff, and Glacier. Once completed, a representative from each group presented to the class the key characteristics of their school noting the ways it complemented the natural landform.

Here are some examples of the "Cliff" Schools!

LBD:MIT - Flight and Paper Airplanes

2011-02-23T20:53:00.000-05:00

Over two class periods, the students reviewed a brief history and the basic principals of flight then demonstrated those through making and flying paper airplanes. The students worked on four groups to fold airplanes from a given set of instructions. An emphasis was placed on precision, care and attention to detail. During the second class period, each student had two chances to throw their plane. Once thrown, the student used a tape measure to measure and record the distance. As a summary, we discussed the variables that would effect the length of flight.

LBD-NCES-Fractions & Windows

2011-02-02T21:09:00.000-05:00

Several images of windows; traditional and modern, were shown and discussed. Then a brief review of fractions followed to reinforce the math component of the activity. The students were encouraged to use the traditional mutton pattern of a window as a device for understanding fractions through a series of work sheets. The final work sheet allowed the students to design their own window in pattern and color.

LBD:MEM. mapping, plans, & representation

2010-12-09T14:10:00.016-05:00

In the last lesson prior to the winter holidays, LBD:MEM took a cue from LBD:MIT and looked at mapping. The lesson was adapted [per the chilly weather and relatively short time period] to focus on "mapping, plans, & representation." Each lesson to this point has dealt with some aspect of design, however, no lessons have related explicitly to architecture. The lesson followed a presentation to worksheet format and allowed for the students to work individually--a change from previous lessons in which students were encouraged to collaborate in small groups. The students were taught about representing 3D objects in 2D by way of maps. This was successful, as many of the students are quite familiar with maps and have used them in various applications and made for an easy segue into plans. The students were asked to locate items [stairs, windows, doors] on a generic plan and then in elevation before a 3D model of the same was revealed. Next, a real project plan and model were displayed, while items such as scale, annotation, color, etc. were discussed. The presentation concluded with a plan of Mr.Gregory's classroom, which the students were able to recognize. Worksheets of the empty classroom plan were distributed, and the students were asked how they might represent the classroom in 2D on their blank plan. The response was great! The students immediately--and quietly--went about gathering drawing supplies and filling in their plans with desks, chairs, VCT patterns, smartboards, etc. They enjoyed it so much that they were still working away at the end of the hour and wanted to keep their plans. These will be collected and scanned in the new year!

LBD:NCES - Light

2010-12-08T21:17:00.000-05:00

The students studied characteristics of materials and light; transparent, translucent, opaque, reflection and refraction. The first session took the children on a tour of their school where they identified examples of the phenomena we discussed and photographed the examples. The second session reviewed the material by playing games of bingo where the photographs were used in the board. To win, the children had to correctly identify the example we described using the scientific terms.

LBD:MIT - Industrialization

2010-11-17T21:11:00.001-05:00

To address the curriculum regarding industrialization and immigration, the students in the Mitchell group discussed cities. We talked about the factors contributing to the creation of American cities and the unique characteristics of cities.

The students worked in groups to plan their own city block. Yellow blocks represent residences and blue blocks represent civic or commercial buildings. The volunteers provided sites with three roads, a water edge and trees. The students determined the layout of the buildings and discussed the interaction of people, cars, buildings and site features. Each group presented their unique solution to the class.

Memminger Elementary: Native American Lesson

2010-11-17T13:33:00.003-05:00

With the end of November right around the corner, the students at Memminger are excited about the upcoming Thanksgiving holiday. To keep in the spirit of the time, our lesson this week dealt with Native Americans and their unique dwellings. This week's lesson was originally taught earlier in the school year at North Charleston Elementary . The students broke into 3 groups and reviewed the dwellings of three different Native American groups, (tepees, long houses, and cliff dwellings). The objective of the activity was to demonstrate how climate, location and culture influence our built environment. The students were able to conclude certain facts about the different Native American groups solely based on their dwellings. The three groups of students created drawings of their selected Native American dwelling and then presented their work to the class.

LBD:MIT - Mapping

2010-11-03T20:14:00.001-04:00

The students are studying Westward Expansion as part of the Social Studies Curriculum. To address this from a design perspective, we gave a brief slideshow about the history of maps and the significance of mapping to the Westward Expansion of The United States.

The students briefly went outside to the playground and were encouraged to use their sens

es to assess their surroundings. We talked about size, scale, color, materials, texture and movement. We returned to the classroom for the students to draw their own maps of the playground. Each student was given a blank plat to map their experience of the playground.

LBD:MEM Trick or Treat?

2010-11-03T12:00:00.003-04:00

Since Halloween was this past weekend, we introduced the students to the Beaux Arts Ball, a tradition that started in Paris, where architecture students hold a costume ball.

The lesson started with a brief history of the famous 1931 Beaux Arts Ball, where several architects dressed up as their buildings. An overview was given of the architects in a side-by-side comparison to the buildings they were dressed as. The class was then divided into groups of three (the model, the presenter, & the recorder). There were four groups in total, and they were each assigned a different building. A fact sheet was provided to each team that described their particular building, and included photos, information on location & architect, and fun facts. Each group was also given the same set of materials with which to create their building/costume: a cardboard box, rubber bands, paper plates, tin foil, paper tubes, and tape.

The buildings included:
City Market – Charleston, SC, USA (traditional)
Sagrada Familia – Barcelona, Spain (gothic)
Bauhaus – Weimar, Germany (modern)
Disney Concert Hall – Los Angeles, CA, USA (contemporary)

Students were given approximately 15 minutes to construct their buildings, working in teams to determine the most significant features of the building as well as how to ‘wear’ the piece. Before the presentations, another handout was distributed to everyone that had a photo, name, and location of all of the buildings. Each group presented their building to the class, and everyone was asked to guess which building was which.

This lesson was used last year as well, however a new set of buildings were used, more materials were introduced, and the format of the handouts were slightly different.

LBD:MIT-Measuring and Estimating

2010-10-20T20:15:00.004-04:00

The students at Mitchell Elementary School completed a two part measuring and estimating activity. Working in groups, the students estimated the length of the sidewalk, the height of the school, the area of the sidewalk and the hypotenuse of the rise and run of the stairs. The children used the dimensions of the human body to make educated guesses at the actual measurements. Once the estimates were made, the answers were presented in feet and inches. The architect's measured the actual dimensions and awarded prizes to the most accurate estimating group.

LBD:MEM Mixtures and Solutions

2010-10-20T12:00:00.010-04:00

The students were in the process of exploring mixtures and solutions in their curriculum, and Mr. Gregory asked that we prepare a lesson that would relate this topic to architecture.

Mixtures are made up of two or more different substances which are mixed together but not combined chemically, and solutions are a homogenous mixture composed of two or more substances. We use mixtures in architecture on a daily basis in the building materials we choose. Therefore, the formulas for the mixtures used to create concrete, glass, brick, and steel, as well as examples of buildings made with those particular materials were presented to the students. For example:

Tadao Ando’s Church of Light in Osaka, Japan was a perfect example of a building made from concrete. Each material was presented in this format, and the discussion continued with why certain building materials might be used for a particular building type or location.

The second half of the lesson was to actually make a mixture that the students could physically hold. By combining water, flour, salt, oil, and food coloring, we demonstrated how to make homemade playdough. Several batches of various colors had been pre-made and we distributed a small portion to each student so they could form a “brick”, with the intention of building a wall out of their individual pieces. However, time ran out, and the “bricks” were collected for drying.

LBD:NCES Cloud Structures 2

2010-10-13T20:08:00.000-04:00

one of the final models of a cloud inspired structure

LBD:SC:NCES Cloud Structures

2010-09-29T14:42:00.003-04:00

The objective was to reinforce the student's understanding of three different cloud types; cumulus, stratus and cirrus - and as usual, to get the kids to think abstractly, work creatively and collaborate with each other.

The groups are building models of imaginary structures inspired by the three cloud types. Work will continue next session as we were interrupted by a fire drill.

LBD:SC:NCES Native American Dwellings

2010-09-15T20:14:00.000-04:00

The students reviewed the dwellings of four unique Native American groups, (tepees, mounds, adobe or cliff dwelling and longhouses). The objective of the activity was to reinforce that architecture or in this case one's house is influenced by climate and location as well as culture. Inversely, one can learn about a group of people by studying their dwellings. The students worked in groups to create drawings of their own tribal dwellings which they presented to the class.

Welcome

2010-08-26T16:46:00.001-04:00

We would like to welcome some new volunteers and participating teachers;

Mr. Kenneth Harper - 5th Grade teacher at Mitchell Elementary

Mr. Quinton Gregory - 5th Grade teacher at Memminger Elementary

Ms. Robin Willis - volunteer

Ms. Julia Martin - volunteer

Mr. Justin Feit - volunteer

Thank you for participating and giving your valuable time!

2010 / 2011 School Year

2010-07-21T09:43:00.000-04:00

Had a great meeting with the Memminger volunteers yesterday to discuss the new school year which is rapidly approaching.

Aha Moment - Mutual of Omaha

2010-07-02T09:19:00.003-04:00

I was contacted by Mutual of Omaha - they had been following our blog and asked me to participate in a feel good documentary tour called Aha Moments. They loved the concept of Learning By Design which is what they asked me to talk about.

I do regret the interviewer seemed more interested in my story of becoming an architect than in the program but they are certainly related. I would also like to correct their statement that I started this program as I did not. Mario Gooden founded the program as part of the Liberty Fellowship he received.

That being said, I am appreciative of their interest and exposure for Learning By Design South Carolina. Here is the link...There are some other great people sharing their aha moments from all over the country as well.

http://www.ahamoment.com/pg/moments/view/13981

Thank you from Mitchell Elementary

2010-05-26T14:09:00.003-04:00

We received very thoughtful thank you notes from Ms. Cross and each of the students.

Note From the Director

2010-05-24T08:29:00.002-04:00

Thank you to our teacher partners Ms. Smith, Mr. Carey and Ms. Cross for another successful school year. This marks the completion of the third year of LBD:SC at Memminger, second at North Charleston and first at Mitchell. Thank you also to the principals for allowing us into your school. Thank you to the dedicated volunteers, our Architects in Residence.

LBD:MIT Facilities Tour and Bingo

2010-05-06T18:37:00.003-04:00

As an end of the year activity, the students participated in a two part review of the infrastructure and architecture of their school. On April 22, the Architects In Residence were joined by the Chief Day Porter for the school, Mr. Holmes. The tour included the hallway, (lighting emergency utilities, HVAC), the kitchen, (materials, sinks, mixer, exhaust hood), the entry portico, (review of historic architectural parts), the service yard, (transformer and chiller) and the utilities room, (water heater, electrical panels, data and security board).

Two weeks later, we reviewed images of the items discussed on the tour. Once the review was complete, we passed out "bingo" boards to the students using the same images. Instead of calling a number, we read a description of an architectural element. If the student found that image, they covered it with a marker. An example description read was; "this is a durable non slip floor covering". The corresponding image was a photo of the tile floor in the kitchen.

The students played several times and traded boards as there were three different configurations. Winners were rewarded with candy prizes.

LBD:NCES Flight

2010-04-27T19:01:00.000-04:00

The students divided into four groups - each paired with a volunteer. The LBD volunteers guided the groups through folding paper airplanes based on a template provided. An emphasis was placed on patience, following directions and accuracy to reduce mistakes and boost successful flights.

On a second visit, the students flew their planes in a double flight hallway. The students took turns and each used the walking tape to measure their flight distance. We recorded the data to compare results. Many students flew their planes nearly 50 feet.

LBD:MIT Estimating and Measuring

2010-03-18T13:14:00.001-04:00

The volunteers and students completed a two part activity. The activity addressed the distinction between estimating and measuring while allowing the students to better understand their own relative size to the world around them. In addition, the students discovered relationships and proportions within their own body.

Three groups worked through four different problems. Using only the human body, (height,

arm span and foot length), the students estimated the length of the sidewalk, the height of the portico landing, the perimeter and area of the cross walk. One student from each group served as the measuring constant. The team recorded the height, arm span and foot length of that student to have a standard unit of measure.

The team's recorded the data and with the assistance of the volunteers converted the estimates

to feet and inches. The architect's used a measuring tape to measure the actual dimensions. The actual measurements were compared to the student's estimates to see which team was most accurate in their estimating. Mr. Atkinson's team was most accurate and each student on that team was rewarded with a keychain measuring tape.

LBD:NCES Estimating and Measuring

2010-03-16T17:58:00.009-04:00

Three groups worked through four different problems. Using only the human body, (height, arm span and foot length), the students estimated the length of the colonnade, the height of a brick wall and the perimeter and area of the cross walk. One student from each group served as the measuring constant. The team recorded the height, arm span and foot length of that student to have a standard unit of measure.

The team's recorded the data and with the assistance of the volunteers converted the estimates to feet and inches. For example, if Cedric's height is 60" and the wall is 4 Cedric's tall then the wall is 20 ft tall. The architect's used a measuring tape to measure the actual dimensions. The actual measurements were compared to the student's estimates to see which team was most accurate in their estimating.

LBD:MIT Topography and Section

2010-02-25T13:28:00.000-05:00

This activity addressed the science standard about mapping and topography and made it relative to the architectural drawing convention of sections. The students looked at examples of topographic maps and discussed the graphs, lines and features.

The students divided into four groups. Each group had a different map or project site with topographic lines shown. The students had to transfer the topography into a cross section drawing of the site. The students then presented their drawings to the class including special features they found or imagined.

LBD:MIT - Erosion

2010-02-12T13:25:00.003-05:00

To address the science standard relative to erosion, we prepared a slide show of images and a follow up activity. The first images showed erosion of a stream, the grand canyon, houses on a river bank and houses on the ocean front. We reviewed the implications of weather and erosion on construction; specifically how coastal buildings need to be elevated.

The students looked at images from Folly Beach as well as downtown Charleston as construction examples. We reviewed the Battery and the concept of the sea wall as well as the conditions of a Traditional Charleston Single House being raised.

As a comparison, we looked at images of Venice and the flooding conditions there. This example was used to drive home the point that natural conditions and context influence the built form of Architecture and make each place unique.

The students were given worksheets with three examples of site specific architecture; Falling Water, The Farnsworth House and Le Grande Arche. Companion worksheets were included that posed the questions;

1. What could be different about Falling Water if there was no creek
2. What could be different about The Farnsworth House if it was on the beach
3. What could be different about Le Grande Arche if it was in a river.

The students sketched their proposals and we discussed the drawings as a group.

LBD:MEM Charleston Architectural History

2010-02-05T13:29:00.002-05:00

This lesson built upon the first lesson of archtectural history from the previous semester. The lesson wil serve to prepare the students for a future scavenger hunt/walking tour throughout the city. The lesson provided the students with an overview of the styles of architecture found in Charleston and related them to the periods of time that they were constructed in. We spoke with the class about the unique architectural heritage found in Charleston and about how each of the styles built upon each other and were influenced by the materials and building technologies available at the time of construction.

Each style of architecture was presented along with a detailed diagram of a local building that pointed out unique elements pertaining to each particular style. The students were then asked to point out similarities and differences between each style of architecture so that they may be able to identify the correct styles during the scavenger hunt and walking tour of the city. The students were given a booklet to reference as they navigate through the city in their daily lives that will prepare them for the scavenger hunt activity.

LBD:MIT Flight - Test and Record

2010-01-28T20:39:00.000-05:00

As a continuation of part one, the students flew their paper airplanes in three groups based on the style of plane. Each student flew individually as the others watched and encouraged. Once the plane was flown, the student used a surveyor's walking tape to measure the distance. They read the distance in feet and inches and the flight was recorded by a volunteer.

At the conclusion of the three flight groups, we reviewed the data together. The students were asked to summarize the success of each plane type based on their initial assumptions of which type would fly the best. We asked the students for observations and theories about why each type may have behaved differently from another.

LBD:NCES Green Bingo

2010-01-26T21:18:00.000-05:00

As a follow up activity to the discussion of Federal Style Architecture and the school tour of Green Architecture, we played BINGO.

The volunteers designed BINGO boards using images from the previous slide show and photos from the walking tour rather than letters like traditional BINGO. The students had a quick review of the material before playing. To call out an image, the architects used descriptions of the image based on the initial review. For example, the volunteer could say that this image conserves energy by using less electricity. The students would cover the image of a clerestory window and light shelf.

The volunteers provided four different BINGO board layouts, pennies for markers and Andies candy, (green) for incentive and reward.

LBD:MIT Flight, Gravity and Friction

2010-01-19T21:10:00.004-05:00

To address the science curriculum standard regarding force of motion, friction and gravity, the volunteers presented an overview of the basic principals of flight. The students were then introduced to the Wright Brothers and viewed two brief videos of historic flight.

The students divided into three groups - each paired with a volunteer. The LBD volunteers guided the groups through folding paper airplanes based on templates provided. Each group had a different plane design to fold. An emphasis was placed on patience, following directions and accuracy to reduce mistakes and boost successful flights.

The planes will be flown as the next activity and the flight data will be recorded and presented as a public art project.

LBD:NCES Federal Style and Green Architecture

2010-01-12T21:03:00.000-05:00

This activity was focused on addressing standards regarding The Revolutionary War. The architects introduced The Federal Style of Architecture as an embodiment the culture, politics and ideals of Americans at the onset of our country. The students looked at images of bunting, stars, shields and eagles in art, furniture and architecture.

To make this concept relevant to their lives today, we discussed the current energy crisis and sustainability movement as they influence the architecture of today. The students toured their own school to highlight examples of green architecture; daylight harvesting, heating and cooling systems and recycled materials.

The intent of the activity is to reinforce the concept that architecture can embody ideas and reflect the politics, environment and people that create it.

Thanks to our volunteers

2009-12-17T14:04:00.000-05:00

"I really appreciate all that you do for my class, you would be
surprised at some of the connections they make later on because of
a lesson you did."

Michael Carey - NCES

LBD:SC:MIT - Urbanization

2009-12-17T09:42:00.003-05:00

To address the standards regarding Urbanization and Immigration, we briefly discussed urban concepts of density, transportation and technology. Mr. Bonner showed the students the peninsula of Charleston with areal photos and then focused on the surroundings of Mitchell Elementary School. Using tax maps which distinguished residences in yellow and other buildings in blue, he discussed the scale of residential buildings compared to commercial and civic buildings as well the space around them.

The students worked in four groups to develop a city block. The blocks were bound by three streets and a body of water. Each block had a cluster of grand trees. The challenge was to site 50 residential units, a school and a civic building. Each group addressed the activity differently and explored different strategies for density and circulation as well as discussing the interconnectedness of different building types.

LBD:SC:NCES Giving Instructions

2009-11-24T14:54:00.002-05:00

The students reviewed a set of Architectural Construction Documents to understand how the drawings serve as a graphic set of instructions. We reiterated that Architects are not builders and discussed how the Construction Documents are used by a builder.

The students instructed Mr. Thompson how to make a peanut butter and jelly sandwich. With bread, peanut butter, jelly, a plate and a knife, Mr. Thompson took each instruction literally to demonstrate the importance of giving specific direction to convey one's intent. This was a messy and fun activity that stressed the importance of communication skills.

LBD:SC:MIT Windows and Fractions

2009-11-19T15:23:00.000-05:00

The architects introduced the parts of a traditional window to the students and used a window as an example of a grid. Through a series of worksheets, the grid became a tool for reviewing fractions. Two other examples of modern windows were presented to demonstrate that windows have an element of design to them and that they can be both mathematical and creative. The students designed their own window which represented a fraction through color and pattern.

Ms. Cross displayed the student's work in the room. The individual results were incredibly varied in the use of color and pattern.

LBD:NCES Light

2009-11-13T08:03:00.003-05:00

The students are studying the concepts of Opaque, Transparent, Translucent, Relection and Refraction. We introduced the class to the work of architect Steven Holl and showed various examples of the light concepts. We briefly discussed how architects address these phenomena in their work.

The students worked in groups to tour the school in search of examples that demonstrated one of the concepts about light. Each student was able to use a digital camera to photograph conditions that they discovered. We will compile the student photos into a slide show for another activity.

The group seemed to wholly grasp the concepts and relate them to everyday conditions. We emphasized the importance of being observant about one's surroundings.

LBD:MEM:Great Buildings

2009-11-06T16:24:00.000-05:00

Earlier this month, the students at Memminger were tasked with creating buildings that they were assigned from around the world and throughout history (as well as some locally!). They used only butcher paper and their teammates to represent the buildings, which they then had to present to the class. The teams competed to match each presentation with the buildings outlined on a fact sheet that was provided to them. Tying in the global focus of Memminger, the history of the Beaux Arts ball, as well as relevant cultural events (Halloween), this lesson was successful and elicited many creative responses from the class. The Petronas Towers group, shown above, was one of the most successful.

LBD:NCES Native American Dwellings

2009-10-27T18:00:00.003-04:00

The students reviewed a map of the current United States to review the geographic range of four groups of Native Americans - those who lived in Tepees, Longhouses, Pueblo Adobe and Moundbuilders. The students were divided into four groups, each paired with an LBD volunteer.

Each group drew a floor plan of the dwelling type associated with their chosen Native American group. During the drawing exercise, the children were able to understand the architectural convention of a floor plan and better understand the social and climatic influences on the dwellings. The students presented their work to the class.

This was a very successful activity that should be used again.

LBD:SC:MEM Number Sentences

2009-10-22T16:41:00.005-04:00

In keeping with the recent lessons on number sentences at Memminger, we presented the students with a series of "if, then" worksheets regarding architecture. Each worksheet displayed a building, which we presented and discussed. On the back of the worksheet, the same building was shown but with one element altered--i.e. Falling Water in a prairie to illustrate the significance of context. The students understood how each "piece" of the "problem" is integral to the "solution," and several of them came up with very interesting ideas about how said changes would be addressed in the outcome. Some of them were practical: if the Farnsworth House was in the desert, there would be a need for shades and a pool; while others were less related: if the Guggenheim Bilbao was a school, then students wouldn't take the bus--they would fly. The students did get overly excited (and loud) at some points, while others did not want to draw, but all in all it was a good lesson.

LBD:SC:MIT

2009-10-22T08:59:00.001-04:00

Planning session - Monday, October 26 - 3:30

In-Class Orientation - Thursday, November 05 - 1:30

Activity #1 - Thursday, November 19 - 1:30

LBD:SC:MIT

2009-10-18T19:26:00.002-04:00

Learning By Design at Mitchell Elementary will begin Thursday October 29 with Ms. Cross's 5th grade class.

LBD:SC:NCES Windows & Fractions

2009-10-15T19:18:00.001-04:00

LBD:SC:MEM - Explorers

2009-09-25T18:24:00.002-04:00

The first lesson of the year covered the explorers, which was a social studies topic recently covered by the class. The purpose of the lesson was to teach the class about the influences that the culture of each explorer had on shaping the architecture of the country and specifically the architecture of Charleston.

The lesson started with a brief overview of the architectural styles of the explorers home countries and the reasoning behind each unique element. We then gave the students examples of 4 buildings in the neighborhood and had the students match each building with the country that they believed the architectural styles were derived from and an explorer that came from each of those countries. the students explained there reasoning behind each of their selections.

We then discussed several more examples of buildings in the city and talked about what influences were found in each of those buildings. We concluded the lesson by tying what they had learned back into the design of their frog/crab/millepede habitats. We hope to be more involved in the habitat design in the future and teach a lesson based around critical aspects of those designs.

LBD:SC:NCES - Stonehenge

2009-09-23T08:45:00.003-04:00

To address curriculum including weather, astronomy and geometry, the Architects in Residence introduced the students to Stonehenge which also afforded the opportunity to include a brief history and architecture lesson.

The relationship between planets and the sun was reviewed before taking the class outside. The students worked as a team using pre-portioned lengths of string to layout a "human Stonehenge" including 12 perimeter stones, a heel stone and a center stone.

We discussed shadows, seasons and the weather as they were all present on this Autumnal Equinox. The concepts of radius, diameter and circumference were reinforced by laying out the design.

2009 / 2010 Kick Off

2009-09-08T11:17:00.002-04:00

Learning By Design kicks off the school year at North Charleston Elementary School today. We are excited to participate in three schools this year.

Please follow this blog for new posts and feel free to share your thoughts, ideas or comments.

LBD:SC:MEM - Global Studies

2009-07-14T20:18:00.003-04:00

Memminger is becoming a community magnet school: Memminger School of Global Studies. Today I met with Principal Dixon and fourth grade teachers Ms. Smith ad Ms. Dixon. We discussed format changes for next school year as well as the successes and shortcomings of the first two years of LBD:SC at Memminger.

The Global Studies program will mesh very well with the goals and methods of Learning By Design activities. In general, students will look at academics though a global scope - understanding places and people through their geography, politics, economics, language and culture. Learning By Design will enhance this curriculum through experience based learning activities that have the opportunity to critically and creatively supplement the standards of learning.

Getting Ready for 09/10 School Year

2009-07-14T14:00:00.002-04:00

LBD:SC is expanding into Mitchell Elementary School and continuing programs at Memminger and North Charleston Elementary School. We had great team meetings with returning volunteers, Mitchell and Memminger in preparation for next year. We are also pursuing a collaboration with Publiccity for an afterschool activity at Mitchell.

We are still looking for more volunteer architects, designers and craftspeople.

LBD:MEM - Social Studies Lesson 5

2009-05-19T14:49:00.002-04:00

Lesson given on Wednesday, May 6, 2009
The students' were learning about the period leading up the the Civil War in America in their Social Studies classes. Particular highlights were the Abolistionists, the understinding of the Civil War and its impact on America, issues of slavery, states' rights, the election of 1860, and secession. We thought this might be a good time to use cognative mapping, the concept of remembering aspects of your community or area through mental mapping.

Students were given a blank 11x17 piece of paper and asked to draw the route from the school to their house. A parallel was immediately drawn in that abolitionists and escaped slaves using the Underground Railroad were not given proper maps, but have to rely on memory and important landmarks to find the location they were seeking. Some of the students drew very detailed and accurate maps, complete with street names and visual locators, but many others left out several important details.

To verify the effectiveness of the drawn maps, students switched with each other and wrote narrative directions from what they could see on the map. Because several details were often left out, this part became problematic. David and Steve expected this, and after a short time, passed out copies of real maps that might help to guide someone on the correct path compared to the drawn map. While we knew that Memminger, a downtown school, had several students from North Charleston (roughly 15 minutes away), we did not know that some came from as far as Ladson and Monks Corner, close to 30 minutes away. Our maps did not reach that far.

At the end of the lesson, we had several students come up to show their drawn/cognative maps and some others to describe what they were thinking when they tried to read someone else's map. Everyone agreed that the Underground Railroad must have been more difficult than they had imagined, as it was all done at night, in secret, and based on only memory.

LBD:NCES Math Lesson 3

2009-04-22T20:25:00.001-04:00

This measuring activity is intended to address the concepts of length, width, height and perimeter as well as estimating and accuracy.
The students worked in three groups, each paired with an Architect in Residence or their Teacher Mr. Carrey. The first step was to assign a student "ruler" for each team. The students arm span and height were recorded for later. To measure, the teams will use the "ruler's" arm span and height instead of a measuring tape.
The groups rotated through three measuring; 1. Measure the length of the entry colonnade. 2. Estimate the height of the brick wall. 3. Measure the perimeter distance of the brick cross walk. Using the student ruler, the groups produced answers such as "20 DeShaun's long" or "3.5 Ronaldo's tall"
Once the measurements were recorded, the Architect's and Teacher assisted the students in converting the findings to numeric measurements. To determine which team was the most accurate, the Archietcts used a measuring tape to find the actual dimensions of the objects.

LBD:SC - New Partners

2009-04-20T21:28:00.002-04:00

Learning By Design South Carolina has been approached for two new partnership opportunities.

Mitchell Elementary School and Stono Park Elementary have both expressed interest in participating with Learning By Design for the 2009 / 2010 school year.

I had an inspiring meeting with Mitchell principal Dirk Bedford. He suggested several ways to bring Learning By Design to Mitchell beyond the usual bi-weekly exercise, including weekly activities with a higher ratio of Architects to students, a week long residency for an Architect to work with a single class on an extended Architecture unit as well as an after school program.

In any capacity, to work with either school next year, LBD:SC will need to increase the volunteer count. Please reach out to any of the Architects in Residence to discuss pariticpating in the program.

LBD:MEM - Math Lesson 4

2009-04-15T20:59:00.001-04:00

This measuring activity is intended to address the concepts of length, width, height and perimeter as well as estimating and accuracy.
The students worked in three groups, each paired with an Architect in Residence or their Teacher Ms. Smith. The first step was to assign a student "ruler" for each team. The students arm span and height were recorded for later. To measure, the teams will use the "ruler's" arm span and height instead of a measuring tape.
The groups rotated through three measuring stations to answer four questions. 1. Measure the length of the basketball Court. 2. Measure the width of the basketball court. 3. Estimate the height of the gazebo. 4. Measure the perimeter distance of the jungle gym. Using the student ruler, the groups produced answers such as "11 George's long" or "3.5 Thomas's tall"
Once the four measurements were recorded, the Architect's and Teacher assisted the students in converting the findings to numeric measurements. To determine which team was the most accurate, the Archietcts used a measuring tape to find the actual dimensions of the objects.

LBD:NCES Social Studies

2009-04-01T19:58:00.002-04:00

This exercise was designed to address the cirriculum and standards pertaining to The Us Government. First we re-capped what the students have studied regarding the Declaration of Independence, The Revolution against British Rule and finally the structure of our government with focus on the three branches of government.

The students divided into three groups, each paired with an Architect In Residence. Each group was asked to construct a scale model of the building associated with one of the three branches; The US Capitol, The Supreme Court Building and The White House. The architects had prepared the models to be easily assembled.

During the assembly, the architects explained the unique features of each building as they related to the particular branch of government. The goal of this was to reinforce that buildings can embody ideas, concepts and institutions. The students presented the models to the other groups and answered questions.

Math Bowl

2009-03-31T14:54:00.004-04:00

North Charleston Elementary held their annual Math Bowl on the night of March 31st, 2009. The school asked for a Learning by Design representative to act as a guest judge. I, Megan Loder, happily accepted this honor. Each judge was assigned a team, my team was Louis XIII. The team was composed of second and third graders, given one word problem to solve together. They had to demonstrate team work, critical thinking, and problem solving techniques. They had been preparing for this event all year. All the math teams did a great job and my team, Louis XIII, ended up winning in their category.

LBD:MEM Walking Tour

2009-03-18T08:59:00.000-04:00

Ms. Smith's 4th grade class went on a walking tour of downtown Charleston. The student's visited Memminger Auditorium, The Unitarian Church cemetery, lower King St., The Four Corners of Law, Washington Square Park and The Market. The Architect's in Residence stressed the concept of learning from one's surroundings by using critical thinking and observation. We took advantage of the historic fabric of to make our city relevant to their study of explorers and the founding of America. The students were able to make connections to the math lessons by seeing obelisks and vaults.

LBD:SC:NCES - Walking Tour

2009-03-11T16:20:00.000-04:00

Thank you to McKellar & Associates architects Alan Jackson and Andy Clark for participating in Learning By Design. The architect's led the students on a tour of the building to exhibit and discuss the unique features of North Charleston Elementary School. The discussion focused on sustainability and energy conservation, materials, history and construction techniques.

LBD:SC:MEMINGER Social Studies Lesson 4

2009-03-05T15:26:00.002-05:00

March 4, 2009
The students had a lesson integrated to their existing Social Studies curriculum. As they were learning about the establishment of the Constitution and key figures in the creation in the United States of America, David Bouffard and Steve Waldron concentrated on Thomas Jefferson. While the students were aware that he was the first Secretary of State and the nation's third president, they were unaware that he was also the nation's first architect.

Discussion then led into Federal architecture, as it was intended to be a combination of the ancient Greek styles (to represent democracy) and Roman antiquity (to represent the Republic). Several examples were shown, including the White House, designed by Charleston's own James Hoban.

The lesson began with an explanation of plan drawings and elevation drawings. The discussion then expanded into a conceptual sketch of Jefferson's Monticello. Particular emphasis was on the lack of rigidness in the drawing, and the degree of changed that occurred between the conceptual sketch and his constructed mansion. Several examples of Jefferson's innovations were given, including his two-sided clock, his dumb waiter, and the beds that lowered at night but were raised during the day to preserve floorspace during the daytime.

Students were then asked to draw a plan and and an elevation of their own dream house, which included not only the typical bedrooms, bathrooms, kitchen, living and dining rooms, but also three rooms that illustrated this house as unique. They were also asked to create three things that would be considered innovative or looking to the future. Many students had great fun with the designing, and some designs included features such as round rooms, hot tubs, basketball courts, and locations for security cameras. When encouraged to think as grand as they wanted, Steve said that there was no limit, and if they wanted a Taco Bell in their house they could. Soon, several Foot Lockers, McDonald's, Arby's, and the like were found in the designs.

The lesson concluded with some show and tell, and a recap of things learned. It seemed that they understood the connection of Thomas Jefferson and his legacy in architecture resulted from his innovation and forward thinking.

LBD:SC:NCES Math Lesson 2

2009-02-28T16:06:00.002-05:00

This lesson addressed the concept that when one factor of a mathematical equation is changed, the result also changes. This can be said for the design of a building as well. To drive this concept home with the students, we prepared a series of worsksheets depicting examples of architecture in their surroundings.

Each building or structure was introduced and then we posed a "what if" for each. For example, what if the Empire State Building were built in a rural field? Perhaps it could support a windmill or serve as a grain silo. The students were given an altered worksheet where they could sketch revisions to the building as a result of the change in concept. The Architects demonstrated and explored some of the student's suggestions by using the Smart Board.

LBD:SC:NCES walking tour

2009-02-26T16:09:00.003-05:00

North Charleston Elementary School

On Wednesday March 11, Mr. Carey's 4th grade class will be given a walking tour of their school by architects from McKellar and Associates. McKellar and Associates designed the recently constructed school. Students have been asked to think about questions they have for the architects.

LBD:SC:MEM Math Lesson 3

2009-02-19T14:18:00.002-05:00

Math Lesson 3 addressed two dimensional shapes and three dimensional objects. The students completed a worksheet that introduced them to 10 architectural examples from The Leaning Tower of Pisa to the Quonset Hut. Each building was to be paired with its corresponding shape when viewed from above, (plan) and from the side, (elevation). For example, The Pentagon in Washington DC was paired with a vertical rectangle and a horizontal pentagon. The exercise was completed with a discussion of the similarities between a painting by Kandinsky and a museum by Libeskind.

2009-02-18T10:02:00.003-05:00

Wednesday February 11, 2009

LDB:SC:NCES Social Studies Lesson 1

This lesson spoke of the impact that culture and politics has on the design of cities and buildings. The class has been studying the North American English Colonies of the late 1700's and the Revolutionary War. As a new independent nation, the United States was looking for a design identity that could speak to its new ideals.

A series of images was presented for both Georgian (pre-war) and Federal (post-war) design styles that identified the differences between the two design periods.

Throughout the session, students were asked to identify distinct features of pre-war (Georgian) and post-war (Federal) design elements in both furniture and buildings. The inspiration for the symbolism and imagery of our new nation was discussed within this historical context.

Following the presentation, slides of local buildings and furnishings were shown. Students were asked to identify features that would classify the object presented as pre- or post-war style. Students were able to identify these elements and discern their place in time.

Handouts were left with Mr. Carrey containing three structures for the students to identify when built and list the features that informs them to do so.

LBD:SC:NCES Math Lesson 1

2009-01-28T10:18:00.004-05:00

To address concepts of fractions and division, we used windows. The students were given a packet of worksheets including examples of historic sash windows and contemporary curved glazing by Frank Gherry.

Through a series of worksheets depicting "blank" windows, the students used fractions and creativity to solve mathematical word problems while designing their own windows. The Architects in Residence used the white board at the head of the class to model the exercise.

We have done this exercise with Ms. Smith's class at Memminger before. A notable difference is that her class sits in clusters and Mr. Carrey's class sits as individual students in rows. There was more diversity in problem solving from Mr. Carrey's class as they shared less with their neighbors.

LBD:SC - AIA Presentation

2009-01-21T11:00:00.000-05:00

AIA Charleston has supported LBD:SC from its inception - with both finances and a volunteer base. To show our appreciation and help build the program, I presented a brief 2008 year in review at the AIA Charleston luncheon.

The presentation was well received and we immediately were contacted by three volunteers to anchor an expansion in Fall of 2009.

LBD:SC:NCES Orientation

2009-01-15T10:07:00.001-05:00

Learning By Design South Carolina, (LBD:SC) has launched a new program at North Charleston Elementary School, (LBD:SC:NCES). We welcome four new Architects in Residence to work with Mr. Carrey's fourth grade class.

LBD:SC:NCES Architects in Residence introduced themselves to the class by showing images of projects, landmarks and inspirations. Each architect gave a brief introduction of themselves and the interests that led them to or sustain them as an architect or designer. The students were given the opportunity to ask questions of the architects.

The format for working with this class will be for the architects to work in pairs. Two will prepare and execute lessons applicable to the math curriculum. The other two architects will address social studies. We will be in the classroom every other Wednesday at 12:45.

LBD:SC:MEM Math Lesson 2

2008-12-08T12:34:00.000-05:00

To address math curriculum standards for fractions, we designed a lesson around windows. First, we introduced the students to the components of an historic window, (frame, sash, panes, etc.). The students were given worksheet packets which also included contemporary window examples from architect Frank Gherry.

The students used an implied grid from a series of "blank" windows to creatively address math word problems. With each worksheet, the students were given the opportunity to work on a math word problem through a creative process by designing their own windows.

As a fun closing exercise, each student was given a blank sheet of paper. The architects led the students in a folding exercise to demonstrate fractions as the paper was continually folded into more divisions. We also posed the challenge to the students to see if they could fold any piece of paper, no matter what size, in half more than seven times.

LBD:SC:MEM Social Studies Lesson 2

2008-11-25T10:48:00.000-05:00

Colonial Growth / Lesson Objective:

To understand the additive process of Colonial growth and cultural elements used at the time

Lesson Implementation:

The lesson was introduced by explaining the growth of Charleston found by maps that had been downloaded from http://www.lib.utexas.edu/maps/ . The students were interested in the development of the walled protection, harbor, railroads, and racetrack. The activity was then introduced as an individual lesson, in which the boards and pre-cut game pieces (contained in an envelope) were passed out. The students were told that they were going to design the cities of Quebec, New York and Savannah

A very brief explanation of each city was described, pertaining to topographical conditions, weather, foreign attack, and earthquakes. The students were asked to consider these when designing their cities. Finally, a map of the Eastern Seaboard was shown, so the students could compare and contrast weather, distance to the sea, etc.

The students then worked to arrange their pieces on the map. On each map were specified “do not build” areas, which varied from ‘swamp’ to ‘dense forest.’ The colony of Quebec had less buildable area, but also had less game pieces to work with. In addition to the gradient of background colors (dark green to tan) that varied with temperate zone, it helped created some diversity while keeping the building pieces alike between the four colonies.

After fifteen minutes had passed, a student from each of the colonies presented their design to the class, relating why the houses, crops, and government infrastructure was positioned where they were. After the three had presented a design, the tabloid pieces of paper were cut to only the colony’s borders, and the students assembled into groups sharing the same colony type. This was representational of a colony growing into a city, and again Charleston was used as a prime example of the development of neighborhoods into a larger peninsular city.

Another ten minutes were given to work in groups. Although the building pieces had been attached onto the boards, the students were asked to rotate the boards among each other, to determine which might have the best relationship between “neighborhoods.” At first, some students thought it to be odd that there might be three churches in a small town, but when exemplified with Charleston, they understood readily (there are over 100 churches in the downtown neck alone). At the end of the work period, a representative of the group spoke why they arranged it as they did, and how this design might be better than the colony on its own. A fair number noticed that the larger colony was less subject to attack due to a better arrangement of fortress pieces on a border. Several had shared borders of crops so communal food might be easier. Others had drawn roads into the individual maps, so they used these roads to create their larger city.

LBD:SC:MEM Math Lesson 1

2008-11-05T12:45:00.001-05:00

Each building or structure was introduced and then we posed a "what if" for each. For example, what if Frank Lloyd Wright's Falling Water Kauffman House was not built over a creek? The students were given an altered worksheet where they could sketch revisions to the building as a result of the change in concept.

LBD:SC:MEM Social Studies Lesson 1

2008-10-15T10:46:00.000-04:00

Explorers and their Influence / Lesson Objective:

To understand the impact of national cultures brought to America, and the impact of these cultures in our building environments.

Lesson Implementation:

The lesson was introduced by explaining that much of what we see in buildings today may have originated from other countries, particularly the French, English, Spanish, and Dutch. The smart board was used to create impromptu sketches detailing the aspects of buildings meant to be highlighted in the explanations. The activity of the lesson was a match of three columns: a picture of a building from the downtown Charleston incorporating one of the national influences, the name of country, and a blank box for the student to write in the name of an explorer from that country.

An in-class discussion involved six additional buildings from downtown, and students tried to pick out influences based on building details. These examples were much more abstract than the original examples, and the success of the students to correctly guess the answer was substantially reduced, but they still enjoyed attempting to answer. The final part of the handout was a voluntary homework assignment asking the student to take a critical look at their neighborhood. Many said that they would do the assignment.