Professional Documents
Culture Documents
ECE 251
Activity- Lesson Plan
Lesson Plan
Approximate length of experience: 15-30 minutes, may go over several days depending on
Age and number of children: 4 years old group of 16 that will break up into smaller groups
Goal: For students to gain an understanding of what architecture is and their purpose in the
Domain: Cognitive
Content: Facts include: What is an architect? What are blueprints? What shapes are used in
Vocabulary words include: Builder, construction, construct, design, shapes, buildings, shapes,
circle, triangle, sides, angles, library, homes, schools, markets, blueprint, drawing, planning,
1. Use their own ideas and imagination to plan and create a building.
Materials: Photos of various buildings: city, residential, rural, farming. Construction paper,
crayons, markers, paint. Recyclable items: milk carton, tissue box, paper tubes, glue, tape,
Procedure:
Begin lesson with a group discussion: Guess what, today we are going to be architects and
design our own buildings! Buildings come in many sizes and shapes. What kinds of buildings
have you seen? After each child answers the question that wanted to, various pictures of
buildings will be attached to the white board to show shapes in the buildings as well as
similarities and differences between city, residential, rural and farming buildings. Once pictures
are displayed questions will be asked: What building do you like? What do you like about it? Do
you see any shapes in the builds, if so what shapes? What kind of building do you want to make?
Who know what a blue print is? Teacher will shift the discussion into how an architect gets
started by designing a blue print. The teacher will hang photos of blueprints on the white board.
First, we are going to be architects, we will use paper, crayons, pencils and markers to design out
blueprint. After we have created a blueprint we are going to use recycled materials to construct
our building.
In order to connect to the world around them we will look outside at the progress of our
expansion. (Currently we are expanding our building, there are construction workers and
What shapes do you think you will use for your building? (memory)
What recyclable are you going to use to construct your building? (Evaluative)
Next- Paper, markers, crayons and pencils will be used to design our blueprint of our building;
students will design their building, teacher will assist with dictation if needed. Following the
blueprint, we will go over shapes in our drawings that makeup our building, I.e. squares or
rectangles for windows, doors, building shape and triangles for possible roofs, as we talk about
the shapes in our building we will introduce the shapes of the recycled materials we will be using
to create our building, milk cartons, tissue boxes, large boxes, left over construction paper to use
for shapes to put on building, paper towel and TP tubes and binding materials, glue, string, tape,
Instructions: As an architect you may use the recycled materials to construct your building,
Simplification:
Extension:
1. Students can take their time with activity which may last more than 1 day.
2. If students are still interested after construction of their building, they can continue to
3. This activity can be offered during interest centers to continue with the topic.
Evaluation Method:
2. Collection of work
What Next: The extension would become a project based learning project where the children
can place their buildings together to develop a city. From there options are limitless depending
on the student’s interests. The teachers can help support the creative flow by asking questions
like: Does your city have a name? What else should be in your city? Possible answers: school,
parks, Target, Chucky Cheese… Are there any rules? The teacher will provide open ended
Evaluation of appropriateness of the category (type) of questions used: To meet the needs of
all students I used a variety of categories and both narrow and board questions. I used memory
questions so students recall information (What shapes do you see in the buildings?) Asking
students convergent questions let all who wanted to participate give an answer without their
being a “correct” answer. (What is an architect?) In both of these categories I kept the questions
to a minimum, my goal is not to evaluate the student’s knowledge but to build self-esteem of
topic knowledge and group participation. Asking several evaluative questions will allow me to
evaluate each student’s knowledge about the topic mater and I will be able to teach to the
individual child. In order to give myself a correct assessment I realize I did not include any
divergent questions. This could have easily been included when discussion the use of recyclable
to construct their building. What would happen if we did not use glue to hold the tubes together?