Students will be able to identify architectural elements in paintings; compare different vantage points in paintings; discuss methods of representing a three-dimensional building in a two-dimensional painting; and write an essay exploring the use of spaces or perspective in a painting.

Students will look at Oldenburg's "Mouse Museum, 1977" and discuss the function of museums, the idea of collections, and the meaning of "alter ego". Students will create their own representation of their alter ego. Each student will be provided an object and asked to draw that object and then to draw the object again but transforming it into something else of a vastly different scale. Students will reflect on what they collect and sketch out the design for a museum based on their collection including internal and external views of the buildings.

During Hurricane Sandy, as the storm surge incapacitated buildings all along the New York and New Jersey coasts, Seagate Seagate Rehabilitation & Nursing Center functioned precisely as planned. At the peak of the storm, floodwaters filled the parking area and reached the lobby door, but did not enter the building. Emergency power generators remained safe and supplied backup power for four days despite an area-wide power outage. The nursing home’s emergency plans for food and medical supplies enabled staff and patients to shelter in place despite limited transportation for incoming supplies. Seagate not only provided continuous care to its residents during and after Sandy, it also assisted local community members seeking food and shelter.

Students will watch "Blow After Blow" by Garmendia (link provided). They will also view works by Salaberria and Zabala. Through discussion and analysis, students will explore "context" as it relates to process and method. Students will also research punk music from different parts of the world, find photographs that compare past and present events noting aesthetic differences while considering how new technologies have changed both war and journalism. Finally, students will re-design a Salaberria exhibition.

Students will view and discuss works by Garmendia, Zabala, and Salaberria. Students will organize and construct an action sculpture, observing how objects react (how they move, sound, how the physical matter changes) if elements such as sun, water, or wind get involved. Students will use smartphones, cameras, and/or video to copy old photos and video comparing qualities of past and present. Students will also view the series "Unconscious/Conscious" and use photography and video to explore an emblematic building in their city.

The resource features a 24-page guide with questions, learning activities, quotations and commentaries to support and model students' responses. An audio guide offers insightful commentary on works in the exhibition and an image bank presents Brack's key works together with contextual and comparative images. Students can also take part in an interactive analysis of Brack's famous painting.

Four full-year digital course, built from the ground up and fully-aligned to the Common Core State Standards, for 7th grade Mathematics. Created using research-based approaches to teaching and learning, the Open Access Common Core Course for Mathematics is designed with student-centered learning in mind, including activities for students to develop valuable 21st century skills and academic mindset.

Zooming In On Figures

Unit Overview

Type of Unit: Concept; Project

Length of Unit: 18 days and 5 days for project

Prior Knowledge

Students should be able to:

Find the area of triangles and special quadrilaterals.
Use nets composed of triangles and rectangles in order to find the surface area of solids.
Find the volume of right rectangular prisms.
Solve proportions.

Lesson Flow

After an initial exploratory lesson that gets students thinking in general about geometry and its application in real-world contexts, the unit is divided into two concept development sections: the first focuses on two-dimensional (2-D) figures and measures, and the second looks at three-dimensional (3-D) figures and measures.
The first set of conceptual lessons looks at 2-D figures and area and length calculations. Students explore finding the area of polygons by deconstructing them into known figures. This exploration will lead to looking at regular polygons and deriving a general formula. The general formula for polygons leads to the formula for the area of a circle. Students will also investigate the ratio of circumference to diameter ( pi ). All of this will be applied toward looking at scale and the way that length and area are affected. All the lessons noted above will feature examples of real-world contexts.
The second set of conceptual development lessons focuses on 3-D figures and surface area and volume calculations. Students will revisit nets to arrive at a general formula for finding the surface area of any right prism. Students will extend their knowledge of area of polygons to surface area calculations as well as a general formula for the volume of any right prism. Students will explore the 3-D surface that results from a plane slicing through a rectangular prism or pyramid. Students will also explore 3-D figures composed of cubes, finding the surface area and volume by looking at 3-D views.
The unit ends with a unit examination and project presentations.

Students are introduced to real-world applications of geometry and measurement by looking at architectural plans. Students also begin to get familiar with reading architectural plans and thinking about scale.Key ConceptsSince this lesson is exploratory, all of the mathematics discussed will be informal. However, most of the mathematics that students will see in the unit is introduced in this lesson. Students look at length, area, surface area, and volume and examine how these measurements pertain to architectural plans and determining building costs. Students will also consider scale and how scale is used in architectural plans and math drawings.GoalsThink about what measurements are needed to build a building.Think about what measurements determine the cost of a building.Think about how scale is used in math drawings.SWD: Check in to ensure that students understand the meaning of domain-specific vocabulary terms such as dimensions, scale, and area. You may also need to clarify the meaning of the word contract for some students.ELL: Consider having students compile a list or resource with key vocabulary terms for this unit.

Students will evaluate practices, products, and perspectives related to social and professional topics by reading about Santiago Calatrava. Additionally, students will learn that this famous Spanish architect, born in Valencia, has developed world-renowned architectural projects worldwide.

Students are introduced to brainstorming and the design process in problem solving as it relates to engineering. They perform an activity to develop and understand problem solving with an emphasis on learning from history. Using only paper, straws, tape and paper clips, they create structures that can support the weight of at least one textbook. In their first attempts to build the structures, they build whatever comes to mind. For the second trial, they examine examples of successful buildings from history and try again.

After most of the city was flattened by a tornado, Joplin, Missouri’s Mercy Hospital built a new facility, incorporating features to reinforce its resistance to wind.