Using Geometric Shapes in Architecture

Designed by: Tamra Paschal School: Satchel Ford Elementary

Grade Level: Third     Subject: Mathematics

Core Curriculum Objective: Investigate, identify, and create two- and three- dimensional figures (circle, square, rectangle, triangle, etc.) in the environment, through manipulative, and in pictorial representations.

Overview: Students will view and identify various two- and three- dimensional shapes in architecture on an Internet web site and around their school. They will participate in a team building exercise. Each team of students will create a design of a building, determine what they need to build their building, create the shapes needed, and then create their building.

Focus/ Essential Question: How do architects use shapes when designing buildings?

Time Frame: Three 1 hour class periods

Resources/ Materials: 

Three- dimensional solid figures and two-dimensional shapes cut with Ellison dies
Computer with Internet access 
AverKey 
Television 

Web site 
library.thinkquest.org/10098/index.html - Architecture Through the Ages is a site created by high school students . 

An architect willing to discuss the relationship between architecture and geometry (optional) 

A blueprint (if possible- optional) 

Construction paper of various sizes cut in square and rectangular shapes 

Glue 

Tape 

Scissors 

Markers/crayons 

Paper and pencil 

A large piece of cardboard or tag board for each group's project

Culminating Assessment: Students will create a building of their choice using five three- dimensional shapes. The teacher will use the following rubric to assess their work.

Instructional Activities:

Activity 1:

(Students should have prior knowledge of two- and three- dimensional figures.) Review a cone, a pyramid, a cube, a rectangular prism, and a cylinder. Pass these figures around if available. Review basic 2-D shapes cut with Ellison cutters. Discuss how these shapes are used in architecture. Use the AverKey to allow all students to view Architecture Through the Ages at http://library.thinkquest.org/10098/index.html Ask students to pick out two- and three-dimensional shapes they see in the different pictures. This site also explains the elements of each style it shows, such as Egyptian, Mayan, Greek, and Roman architecture. Take the class for a tour of the school and grounds. Discuss the different 2- D and 3-D shapes they see. Have students record the shapes they see. After returning to class, ask students what shapes architects use to build things. (3-D, or they can list the shapes) Ask where 2-D shapes are seen. (Usually in decorations) Tell them that they will join a group of other architects and that together they will design and build a model of a building. The type of building will be their choice. Assign or allow students to choose groups of four.

The following exercise will help with team building. 1. Give each cooperative group a piece of paper and a pencil. 2. Instruct the students they will be given 2 minutes to write down as many geometric shapes that they saw as they toured the school. 3. Each student will write just one shape and where he or she saw it and then pass it to another team member. 4. The game is over when time is up.

Homework: Have students list the things they see at home comprised of 3-D shapes.

Activity 2: Go over homework. If you have access to an architect, it would be great to have him or her come to talk to the class about what is involved in their profession as well as the role geometry plays in architecture. Show a blueprint and discuss how architects draw their plans before actually building. Review cooperative group rules. Explain the criteria of the project and go over rubric. Have groups decide what type of building they plan to build. Have them make a rough "blueprint" of their plan.

Students need to decide how many of each 3-D shape they will need to make their design. They must also decide the approximate sizes of the shapes they need.

Students will create their own shapes. This will take a while and making the shapes must be modeled. This is a great time to have a parent who knows how to make the shapes in the room for assistance. You may also decide to fold the paper and draw the lines so the patterns can be copied. Most students can follow these directions with some guidance. Allow students who have mastered forming these shapes to assist those having trouble. Have the directions written where they can be seen and referred to easily.

1. Cone: Cut a paper circle. Mark the center of the circle. Cut a straight line from the edge to the center of the circle. Then wrap it around and tape or glue it. The cone will be taller if wound more tightly. 

2. Cylinder: Roll up a rectangle. Tape or glue at the seam. 

3. Pyramid: Begin with a perfect square. Fold it in half to form a triangle. Fold that triangle in half again to form a smaller triangle. Unfold the paper. As in the cone, cut on one fold to the center of the square. Slide one side over the other to form the pyramid. 

4. Cube: Begin with a perfect square. Fold in thirds in one direction. Unfold and fold in thirds in the other direction. When the paper is unfolded the lines will resemble a tic tac toe game. Cut a diagonal slit from each corner. Fold the sides up to form a cube without a top. 

5. Rectangular prism: Begin with a rectangular piece of paper. Fold up one side to the desired height (the height of the completed rectangular prism). Repeat on the opposite side. Make sure the sides are equal in height. Flatten the rectangle and repeat the procedure with the two other sides. Cut a diagonal slit in each corner as with the cube directions. Fold on the creases to form a rectangular prism.

Be sure to have many different colors and sizes of square and rectangular paper available.

Students should create their building. The teacher should monitor closely and ask open ended questions about the design such as why did your group decide build their particular type of building. Buildings should be mounted on cardboard or tag board.

Students can decorate their constructions with crayons, markers, or cut paper.

Activity 2 should take at least two 1 hour class periods. The teacher will evaluate according to the culminating assessment rubric. Student architects can display their work in the Media Center.