Bulb Archived: A/R Partners 2016-2017: Johnson & Stover

1. How did you and your teaching partner decide to do this project? (Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.):

As a school we are working to advance the STEM program.  Therefore, I was interested in inserting Art and math into the science curriculum.  When I met with Margy, and explain my interest she gave her imput along with my math teacher Ms. April Riley.  Together we decided that designing Biomes would be a great opportunity to use the 8 science and engineering practices.  The reason this is important is because our school community is changing especially animals habitats as well as our environment. 

2. Big Idea:

The big idea is that students have the ability to understand how important it is in deciding where to locate and why the climate makes a difference where people, animals, and the community are located.  Especially the types of homes and animals that lives there.

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Why do we need to understand environmental needs?

How and why are houses designed differently for different climates and ecosystems? How does structural engineering the structural integrity and possibility of different materials and environmental conditions affect the application and understanding of math, geometry and human needs to make appropriate designs for a specific climate? 

3. Inquiry:

How can locations impact the type of home being built there?  Why is it important for architects to take accurate measuring

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How does design meet environmental and human needs? 

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4. Grade Level:

Sixth grade.

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Conducted research on their own

5. Academic Subject(s):

Science Teacher

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6. Artistic Discipline(s):

ESSC-1a  Human impact on Earth System.  Know and apply the concept that explain weather and climate.  How does weather and climate affect our daily lives?  6.RP.3d.  Use ration reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

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Model making and structural engineering: students began with exploring structure and materials and what is appropriate for different climatic conditions.

7. How many years have you worked together as partners?:

First year.

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8. Please describe your project:

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– Students explored how architectural design is influenced by geographic and climatic conditions through creating a model of structure intended for a particular climate.

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-Students used the design process and the engineering process.

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-Students discussed and critiqued indigenous and vernacular architectural forms from the seven climate regions along with contemporary architecture.

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-Students analyzed how design “fits” its context and question the sustainability of their design in terms of choice of building materials as well as the formal qualities of the model/ building including scale, space and light. 

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-Students assessed climate needs and discussed the appropriateness different materials, architectural forms and  engineering principles that best “fit” different ecosystems and climatic needs and challenges 

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– Students explored different natural and synthetic materials terms of their architectural design and structural engineering potential. (i.e. sticks, straws, dowels, fabric, foil, paper, etc.) – experimenting with what materials work better as frame/armature and what materials work as walls/skin of a structure

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-Throughout the project students identified and made connections between how structural engineering capitalizes on familiar concepts such as force, tension, and gravity. – eg post and lintel, arch, cantilever, etc.

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-Students were asked to be inventive and innovative in their design and models. 

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– Students worked together to make models of houses and the setting of the biome 

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9. What were you hoping the students would learn during this project?:

How to use the 8 science and engineering practice.  Learn the different types of homes in various climate, weather and environment.  Also, learn why various habitat exist in different climates.

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inventive in structure

10. What surprised you during this project?:

The students enjoyed themselves.  The diverse learner were just as engaged as the general education students is not more so.  They had a lot of imput in building the biomes.

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11. What worked in this project and why?:

Student worked well together, remained focus throughout the project.  Allowed students to choose their role in their group and each 

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12. What didn’t work and why?:

They had a problem scale, because they could not figure out land and water model with support.  I had not taught scale model in science.

13. What was your approach to assessment for this project?:

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A Combination of Formative & Summative. Students presented power point about their biome.

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14. How did you share your student’s learning process with others? Who did you share it with?:

Both six grade classes worked together.  Both groups work on the architects and the biome.

15. Did sharing your students’ learning occur according to your plan for social engagement in your proposal? Why or why not? Please explain.

Yes, because it caused the students to depend on one another.

16. How are you as teachers, artists and students social engagers through this work?:

As a teacher this project has help me to see my students different.  The students know how to work together and depend on one another.  This also caused the students to hold each other to their responsibility.

17. Did sharing your project with others influence how you will approach future projects?:

Work with the artist and math teacher help me to understand how important it is for use to work together to allow the students the opportunity to work across curriculum.  This method doesn’t have to just be math, it can be used in any subject.

18. Standards Addressed: (Common Core, Next Generation Science, National Core Arts):

NGSS (MS-KS1-8) Structure and Processes

Student will gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Practices will be obtaining, evaluating, and communicating information.

Disciplinary Core Ideas LS1.D.

Crosscutting Concept (Cause and Effect)

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