Steam Individual Unit

ARCHITECTURE
5 WEEK UNIT PLAN

SECOND GRADE
ASHLYN FITZGERALD
Unit Title: Architecture Around the World
Grade Level: Second Time Frame: 5 Weeks
Subject/Topic Area: STEAM (Science, Technology, Engineering, Art and
Technology
Key Words: Architecture, Design Process, Build, Material
Designed by: Ashlyn Fitzgerald
Brief Summary: Throughout this unit, students will use their gained knowledge
of architecture and the design process to construct multiple bridges, as well as a
house. Students will be learning how much materials they need for a given project,
how to construct with a given material and they will be learning about the
differences in architecture around the world. This unit expands student’s
knowledge on differences in culture and connects common core subjects.
Identifying Desired Results:

Science Standards
NGSS
K-2- Ask questions, make observations, and gather information about a situation people
ETS1-1. want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
K-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
ETS1-2. object helps it function as needed to solve a given problem.
Technology & Engineering Standards

ITEEA
1A. Compare the natural world and human-made world.

1B. Explain the tools and techniques that people use to help them do things.
1C. Demonstrate that creating can be done by anyone.
1D. Discuss the roles of scientists, engineers, technologists and others who work
with technology.
2A. Illustrate how systems have parts or components that work together to
accomplish a goal.
2B. Safely use tools to complete tasks.
2C. Explain that materials are selected for use because they possess desirable
properties and characteristics.
2D. Develop a plan in order to complete a task.
2E. Collaborate effectively as a member of a team.
Social Studies/Art Standards

National Core Art Standards
Anchor Standard #1: Generate and conceptualize artistic ideas and work. Brainstorm
collaboratively multiple approaches to an art or design problem. Make art or design with various
materials and tools to explore personal interests, questions and curiosities.
Anchor Standard #2: Organize and develop artistic ideas and work. Experiment with various
materials and tools to explore personal interests in a work of art or design. Demonstrate safe
procedures for using and cleaning art tools, equipment, and studio spaces. Repurpose objects to
make something new.
Anchor Standard #3: Refine and complete artistic work. Discuss and reflect with peers about
choices made in creating art work.
Math Standards
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
Estimate lengths using units of inches, feet, centimeters, and meters.
Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.
CCSS.MATH.CONTENT.2.MD.B.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given
in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a
symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a
given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Partition a rectangle into rows and columns of same-size squares and count to find the total
number of them.
Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that
the figure can be folded along the line into matching parts. Identify line-symmetric figures and
draw lines of symmetry.
Language Arts Standards

CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
Desired Understanding Essential Questions
Students will be able to…  What are the differences
 Identify materials needed to between houses around the
build a bridge world?
 Construct a 3D Model of a  How can we build a secure
bridge structure?
 Classify the differences around  What is the architect design
the world between houses process?
 Measure the lengths of needed
materials to build
 Calculate how many materials
they need for their constructions
Learning Experience and Instruction
Topic 1: What is an Architect?
Day 1: Education and Experience of an architect
Day 2: The design process
Day 3: Sketch your house- Students will sketch their house, not for the aesthetics
but for the comparison between houses of students living in differing parts of the
city, as well as viewing the photos for symmetry. We will then view homes across
America and compare the differences and similarities.
Day 4: Architecture and the Future- Landscape, Ecology, and Global Urbanism
Day 5: Visit from an architect to answer questions from the students before taking
off with the work in our unit.
Topic 2: Construct a Bridge

Day 1: Read Iggy Peck, Architect by Andrea Beaty and discuss the Engineering
Design Cycle and techniques discussed in the book for building a sturdy bridge
structure.
 Iggy Peck, Architect by Andrea Beaty
Day 2: Students will be placed in four equal groups and must construct a bridge
between two desks using the Engineering Design Cycle
Day 3: Continue group work on designing a bridge sturdy enough to hold a water
bottle between two desks.
Day 4: Students will be finalizing and testing their bridges prior to their
presentation tomorrow.
Day 5: Group presentations of team bridges.
Topic 3: Construct a City

Day 1: Review ideas discussed in Iggy Peck, Architect by Andrea Beaty about
different types of buildings, materials available and why we need buildings. Begin
class map sketch together on the board.
Day 2: Students will work in their design teams from bridge building to construct a
building.
Day 3: Groups will continue work on their building construction.
Day 4: Groups will begin to test their building stability and present it to the class to
share what materials they used and why.
Day 5: As a class, we will go back and add our newly designed buildings into the
appropriate places on our city map.
Topic 4: Architectural Styles

Day 1: Students will bring in a picture of their house and students will discuss the
similarities and differences between them. We will then view a video about houses
around the world and discuss what we saw.
 “So Many Homes” Video- https://www.youtube.com/watch?
v=ngBP_3EowHU
Day 2: Students will view a video about the 10 most famous landmarks around the
world to launch class. Following the video, we will discuss the role of mass,
geography, and climate in building design. We will launch our 3D puzzle project
where students can choose between various wooden puzzle designs to construct a
building from around the world.
 “Top 10 Most Famous Landmarks in the World for Children” Video
https://www.youtube.com/watch?v=WpmhkxlnySc
Day 3: Today will be a working period where teams will have workshop time to
construct their puzzles.
Day 4: Groups will complete their 3D puzzles.
Day 5: The final day in this week will be used to discuss the 3D construction
project.
Topic 5: Activity Week

Day 1: Ancient Greek Architecture STEM Challenge
Dixie Cups, Baking Sheets
Day 2: Recycled Materials House Construction
Recycled materials from around the school and what students bring in
Day 3: Review Constructions and Architectural Styles
Day 4: Prepare Presentation and gallery walk

Students will use all of their projects from this unit to create a gallery walk
for parents and other classes.
Day 5: Parents and other classes “Gallery Walk”
Unit Calendar
Topic
1: What is Education The Design Sketch your Architectur Visit from an
an architect? and Process house e and the Architect!
Experience Future
of an
Architect
2: Construct Iggy Peck, Begin Continue Testing and Group
a Bridge Architect Designing Designing Preparing Presentations
and Presentation
Construction
3: Construct Review Begin Continue Test and Review and
a City Iggy Peck, Designing city Presentation Edit City
Architect of the City construction Map
and Discuss
construction
– Class
Map
4: Bring in 10 famous Workshop Complete Groups will
Architectura picture of landmarks Time for 3D Puzzles share and
l Styles your house around the Puzzles discuss their
and view world and process
houses Launch 3D
around the puzzle
world Project
5: Activity Ancient Recycled Review Prepare Parents and
Week Greek Materials constructions presentation other classes
Architectur House and and gallery “Gallery
e STEM Construction architectural walk Walk”
Challenge styles
Unit Rubric
0- No 1- Not Yet 2- 3- Meets the 4- Exceeds the
Attempt meets Approaching Standards standards
standards the standards
Participation Students did Students Students Students Students

not partake in only took actively actively actively
any of the part in a participated in participated in completed all
activities or few of the more than all the lessons activities that
lessons activities half of the were given with
lessons, but thoughtful and
some still reflective
were not responses
completed
Content Students Students Students met Students Students

were unable were unable some of the received a 3 on exceeded the
to meet the to meet the state all the state expectations set
state state standards, yet standard in this by each state
standards due standard, as majority were unit standard
to lack of they did not not met
participation participate
in enough
to receive
credit
Presentations Students did Students Students Students Students

and Exit not complete completed a completed completed all completed all
Tickets any of the few of the most of the the exit tickets the assignments
exit tickets or tasks, yet tasks, but they and with great detail
presentation majority did not meet presentation and went above
throughout was the standards, expectations for
the unit incomplete and some each assignment
were left
incomplete
Lesson Plans
Lesson Plan #1
Name of Activity: Education and Experience of an Architect
Standards:
Ask for clarification and further explanation as needed about the topics and texts
under discussion.
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Objectives: SWBAT
 Identify the necessary steps to become an architect
 Discuss the experience of an architect
 Compose a writing piece describing the life of an architect
Preparation/Materials:
 https://www.youtube.com/watch?v=zvewCudtFZs
Procedure:
 We will begin by starting a KWL chart to see what the students know
about architects
 Watch video and have a discussion with research to see what the
experience is like
 Students will then begin writing their pieces about the life of an architect
Accommodations:
Dyslexia- For a few of the students in my class, they struggle with dyslexia. In

order to help them with this project there are a few accommodations that I have
put into my procedure. In order to help these students best learn, my instructions
are both written out, as well as repeated multiple times. Also, to help them, they
may use colors or notes to depict which part is what. Students can also have extra
time if necessary.
Limited English - A few of my students are also still working on their English
and may struggle at times. With this project, there is a lot of terminology, so they
will be provided with a word bank. Also, to help these students, I am giving a
visual demonstration before verbally giving instructions.
ADHD- For students with ADHD there will be multiple accommodations. For
the instructions on what to complete at each station, these will be written down at
every station and on their individual papers. Students will also have the
opportunity to use wiggle chairs, and fidget tools during this activity. Brain
breaks will be offered throughout if needed.
Assessment: Composition piece on the experience of an architect
Lesson Plan #2
Name of Activity: Sketch your house
Standards:
National Core Art Standards
Anchor Standard #1: Generate and conceptualize artistic ideas and work.
Brainstorm collaboratively multiple approaches to an art or design problem.
Make art or design with various materials and tools to explore personal interests,
questions and curiosities.
Anchor Standard #2: Organize and develop artistic ideas and work. Experiment
with various materials and tools to explore personal interests in a work of art or
design. Demonstrate safe procedures for using and cleaning art tools, equipment,
and studio spaces. Repurpose objects to make something new.
Objectives: SWBAT
 Identify differences between homes in different locations
 Discuss why homes are different in different locations
 Compare homes from different parts of the world
 Sketch paper
 Pencils
 Houses around the World Video: https://www.youtube.com/watch?
v=gKmt36dJBrA
Procedure:
 Students will begin by sketching their houses for the purpose of the
geometrics of the house
 We will then view homes across America and from different parts of the
world and compare the similarities and differences
 Students will break off into small groups and discuss why homes are
different and what needs different places have
Accommodations:
time if necessary.
Assessment: Exit Ticket: What are some of the reasons as to why homes are
different around the world?
Exit Ticket
Name:_____________ Date:______________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Include a picture if it is easier!

Lesson Plan #3
Name of Activity: Architecture and the Future
Standards:
Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
Build on others' talk in conversations by linking their comments to the remarks
of others.
under discussion.
Objectives: SWBAT
 Discuss how the future will change architecture
 Explain the factors that affect the changes in architecture
 Identify differences in buildings over the years and tell why they have
changed
 Urbanization and the future of cities video:
https://www.youtube.com/watch?v=fKnAJCSGSdk
Procedure:
 Begin class by watching the video listed above about urbanization and the
future of cities
 We will then break into groups and discuss why things have changed over
the years and why they will continue to change.
 Students will then share back to class and we will review the future of
cities in America
Accommodations:
time if necessary.
Assessment: Oral Review: Students must answer a given question about
architecture throughout the years before leaving class
Lesson Plan #4
Name of Activity: Iggy Peck, Architect
Standards:
K-2-ETS1-1. Ask questions, make observations, and gather information about a
situation people want to change to define a simple problem that can be solved
through the development of a new or improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate
how the shape of an object helps it function as needed to solve a given problem.
Objectives: SWBAT…
 Describe the Engineering Design Cycle
 Identify how to make a sturdy bridge
 Create a bridge sturdy enough to hold a water bottle
 Discuss their process in creating their bridge
 Iggy Peck, Architect by Andrea Beay
 Water bottle
 Glue
 Tape
 Paper
 Cardboard
 Popsicle Sticks
 Other miscellaneous art supplies
Procedure:
 Read aloud of Iggy Peck, Architect by Andrea Beay
 Class discussion of questions; what is the engineering design cycle and
how is it used?
 Students will begin group work of building a bridge sturdy enough to hold
an 8 ounce water bottle
Accommodations:

time if necessary.
Assessment: Exit ticket: What is one thing you learned from reading Iggy Peck,
Architect?
Exit Ticket
Name:_____________ Date:______________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Lesson Plan #5
Name of Activity: Begin Designing and Construction of Bridge
Standards:
of others.
under discussion.
Objectives: SWBAT
 Collaborate effectively with their peers
 Identify the necessary materials needed to construct a sturdy bridge
 Describe the process their group followed to create their bridge
 Cardboard
 Pipecleaners
 Markers
 Glue
 Tape
 Miscellaneous art supplies
Procedure:
 Students will be using this class period to work on their bridges while the
teacher walks around to assist in the process
Accommodations:
time if necessary.
Assessment: Students will be assessed in whether or not they successfully
followed the process- A for those who successfully held a water bottle
Lesson Plan #6
Name of Activity: Review Iggy Peck, Class Map
Standards:
K-2-ETS1-1. Ask questions, make observations, and gather information about a
situation people want to change to define a simple problem that can be solved
through the development of a new or improved object or tool.
Objectives: SWBAT
 Identify the necessary components when designing a building
 Design a building
 Collaborate effectively with their peers
 Apply knowledge from Iggy Peck, Architect to design a sturdy building
 Iggy peck, Architect by Andrea Beaty
 Cardboard
 Paper
 Glue
 Markers
 Miscellaneous decorations
Procedure:
 Begin with reviewing the book Iggy Peck, Architect by Andrea Beaty
 Discuss what buildings she built and what their options will be
 Discuss who will make homes, businesses, schools, etc
 Students will launch to begin designing their buildings for the class city
Accommodations:
time if necessary.
Assessment: Exit Ticket: What was different between the construction of the
building and the construction of the bridge?
Exit Ticket
Name:_____________ Date:______________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Lesson Plan #7
Name of Activity: Bring a picture of your own and View Houses around the
World
Standards:
of others.
Objectives: SWBAT
 Identify differences in house types
 List the types of houses we learned about
 Discuss what what seen in the video
 Reflect on their peers ideas
 Different Types of Houses video: https://www.youtube.com/watch?
v=4yRye0g2OHA
 Student home pictures
Procedure:
 We will begin by doing a share of everyone pictures
 We will then begin a class discussion about any differences we saw
between the houses
 Following the discussion, we will watch a video to show the students
different types of houses
Accommodations:
time if necessary.
Assessment: Exit ticket: Students will need to list three different types of houses
they learned about today
Exit Ticket
Name:_____________ Date:______________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Lesson Plan #8
Name of Activity: 10 Famous Landmarks and Launch 3D Puzzles
Standards:
Objectives: SWBAT
 List different landmarks around the world
 Discuss the process of their 3D puzzle
 Prepare to share their process with the class
 “Top 10 Most Famous Landmarks in the World for Children” Video
https://www.youtube.com/watch?v=WpmhkxlnySc
Procedure:
 Students will begin class by discussing in small groups some landmarks
they know
 They will then share back to the class before we watch the video
 Once completed, we will discuss the styles of different landmarks around
the world
 Students will then be split into groups to begin working on their 3D puzzle
of choice
Accommodations:
time if necessary.
Assessment: The assessment for this project will be the success of their
construction and the process they followed.
Lesson Plan #9
Name of Activity: Ancient Greek Architecture STEM Challenge
Standards:
Objectives: SWBAT
 Construct a structure that withstands their own weight
 Discuss their thought process
 Reason as to why they designed their structure the way they did
 Dixie Cups
 Baking Sheets
Procedure:
 To begin class, we will have a discussion about Ancient Greek
Architecture. Students will be expected to review after
 We will then break off into groups and gather any extra materials specific
groups want
 Groups will then construct a tower that can withstand one of the students
standing on it.
 We will end class by sharing our constructions
Accommodations:
time if necessary.
Assessment: The assessment for this activity will be the success and effective
collaboration of their challenge
Lesson Plan #10

Name of Activity: Recycled Material House Construction
Standards:
Objectives: SWBAT
 Design a house out of recycled material
 Discuss what they did
 Explain what they would have done if they had new materials
 Reused paper, cardboard, etc from around the school
Procedure:
 We will begin class by searching through the piles of materials we
collected as a class
 Students will then be put into small groups to begin their work
 The process and end result are critical- students should try their best to
make a standing structure with their group
 To end class, each group will share what they did and why they did it
Accommodations:
time if necessary.
Assessment: Exit Ticket: What did you learn from using recycled materials to
construct?
Exit Ticket
Name:_____________ Date:______________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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ARCHITECTURE

5 WEEK UNIT PLAN

Identifying Desired Results:

Technology & Engineering Standards

1A. Compare the natural world and human-made world.

Social Studies/Art Standards

Language Arts Standards

Day 1: Education and Experience of an architect

Day 2: The design process

Topic 2: Construct a Bridge

Day 5: Group presentations of team bridges.

Topic 3: Construct a City

Day 3: Groups will continue work on their building construction.

Topic 4: Architectural Styles

Day 4: Groups will complete their 3D puzzles.

Topic 5: Activity Week

Day 3: Review Constructions and Architectural Styles

Day 4: Prepare Presentation and gallery walk

Day 5: Parents and other classes “Gallery Walk”

Participation Students did Students Students Students Students

Content Students Students Students met Students Students

Presentations Students did Students Students Students Students

Dyslexia- For a few of the students in my class, they struggle with dyslexia. In

Include a picture if it is easier!

Dyslexia- For a few of the students in my class, they struggle with dyslexia. In

Include a picture if it is easier!

Include a picture if it is easier!

Include a picture if it is easier!

Lesson Plan #10

Include a picture if it is easier!

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