Inspired Teaching School

3rd Grade, Mr. D and Mr. M

25 Students
October 25 and 26
SPEs: Esther Probst

Theme: Engineering & Design

Common Core Standards:
(3- 5-ETS1-1) Influence of Engineering, Technology, and Science on Society
and the Natural World
(3- 5-ETS1-1) Peoples needs and wants change over time, as do their
demands for new and improved technologies.
W.5.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished
W.5.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Props/Materials Needed in:
Educator Bags
25 iPods/iPads
Paper
Pencils

Introduction (5 min)
Hello! My name is Esther Probst and I am from the Phillips Collection.
Who here has been to the Phillips Collection? Raise your hand!
What do you remember?
Thats great, thank you for sharing.
This year you will also go to The Phillips and we will
look at paintings of buildings and structures that we will be
discovering here in the classroom.
Today we are going to look at a arch that was built and in 1889!
Does anyone know what an arch is?
Has anyone seen an arch before?
Where?
What was it for?
Why would we need an arch?
is it important?

TRANSITION: Great! Today we are going to look at an arch that was

painted by Childe Hassam. He painted this arch 125 years ago, a few years
after it was built. I need you guys to really pay attention and look closely at
all the details of the painting. We are going to do an activity of CLOSE
LOOKING, are you ready?

Stop and Look/ Warm up activity done as a group (25

mins.)
Stop and Look: A Visible Thinking Activity:
Pass out paper and pencils.
Explain to students that for this activity they will need to look
VERY carefully at the artwork projected on the board.
They will be given a chance to look at the artwork 2 different
times: 2 minutes and 1 minute.
Remind the students that I will give an alert to the
students when they have only 10 seconds remaining.
During this time the students have to have their
hands on their laps or desk.
They will have to look at all the details of the
painting, such as colors, mood, objects, place, environment.
After the allotted time is up the image will turn blank.
Then the students will have 30 seconds to write down
everything they remembered seeing. *Alert students when they have
only 10 seconds remaining.

Transition: Now that you have closely looked at this painting pair off in
groups of four and share your findings with your group! Some of you may
have seen the same things, some of you may have seen different things?
Share with your group what you saw!
Without artwork-Group Share (10 mins.)
In your groups circle similar things and star the different details
you observed.
Remind them to listen carefully to each other.
With artwork Group Share (10 mins.)
Students now have the opportunity to zoom up and look closely at
the artwork via Google Art Project.

 The students can then share with the class any observations that
stood out and zoom in and show their peers what they saw. They can
use the technology to support what they may or may not have seen.

Transition: OKAY who thinks this arch is still standing today? Do you think it
would still look the same? or different? Lets see.

Artwork (20 mins.)

Show the photograph of the Arch today.
How has the structure changed through time?
What makes you say that?
Compare arches and explain what differences you see and some
similarities. Point and explain your observations.
Art Activity
NOW you have to time travel into the FUTURE!
Draw what you think this structure looks like 125 years from now?
Think carefully in your mind:
What would be different?
What would be the same?
What technologies would be different?
What would change over time to this structure?
Would you change the structure?
If so, what would you change?
Explain your changes and explain why?

Conclusion (5 min)
You guys did a fabulous job looking SO VERY CLOSELY at this
painting by Childe Hassams depiction of The Washington Arc.
You also made some wonderful improvements and
predictions of how the Arc looks today!
You were able to use the details from the
paintings and your observations of what the future may
look like to inform your drawing.
I cant wait for our next visit where we will look at other
architecture structures depicted by artists and perhaps create
our own structures!
You will also get to look at this painting at THE PHILLIPS
COLLECTION. Right now we are looking at it through Google Art
Project!

 You can access it through your computers,

smartphones, and tablets at home, if you would like to show your
family and friends what you looked at today!
BACKGROUND:
WASHINGTON ARCH
Washington Square Arch, constructed of white Tuckahoe marble (Westchester marble),
was modeled by Stanford White on the Arc de Triomphe, built in 1806, in Paris (itself
modeled on the Arch of Titus). It stands 77 feet (23 m) high. The piers stand 30 feet (9.1
m) apart and the arch opening is 47 feet (14 m) high. The iconography of the Arch
centers on images of war and peace. On the frieze are 13 large stars and 42 small stars
interspersed with capital "W"s. The spandrels contain figures of Victory. The inscription
on the attic story reads:
Let us raise a standard to which the wise and the honest can repair. The event is in the
hand of God.
Washington
The north side of the eastern pier bears the sculpture George Washington as
Commander-in-Chief, Accompanied by Fame and Valor (191416) by Hermon A. MacNeil
in which the President is flanked by Fame (left) and Valor (right). The western pier has
George Washington as President, Accompanied by Wisdom and Justice (191718) by A.
Stirling Calder (father of Alexander Calder) with flanking Justice (right) and Wisdom (left)
figures.

[1]

In the latter sculpture, a hand holds a book bearing the Latin phrase Exitus

Acta Probat ("the end justifies the deed"). These sculptures are commonly referred to as
Washington at War and Washington at Peace, respectively.