Periods 2,3,5,6, & 7 are working beautifully right now. Aside from a few exceptions the groups are setting daily goals, bringing in materials and research, and collaborating in an efficient manner. Students have been patient, which they need to, seeing that the beginning of this project needs to be slow to ensure proper planning. A few FAQ’s to make clear:
- Most building ratios will be different. The formula we are using for formula is ratio = model/actual. It’s simple to use cross-multiplication (what they’re doing in math right now) to solve whether you need the model measurement or the actual measurement. Remember: the bigger the ration (i.e. 1:600), the smaller the model; the smaller the ration (i.e. 1:32), the bigger the model.
- Friday and Tuesday will be dedicated to creating a Group Plan, which will include drafting very detailed blueprints, collecting materials, and assigning individual responsibilities.
- Students are selecting 3 building, though they’ll only build 1 or 2, to serve two purposes. One, they’re learning about more than just one or two buildings. Second, many students have grand plans for a building, but realize through planning that it is not possible to do what their plan is. Conversely, many students pass off a building, but become interested once they research. By Friday, each group will have narrowed it down to 1 or 2 skyscrapers to build.
- We are spending 4 weeks+ on this project so we can thoroughly collect resources, materials, and ideas. We also plan to take a Field Trip downtown, should funds and conflicts allow.
I’m also re-posting the resources here. I want students to learn how to use my blog, which I think they are. I’ll reward them by giving the shortcut here :)
Use these – not google!
For general historical information, photos and facts:
For information on skyscrapers, buildings and landmarks:
For information on the 77 different neighborhoods of Chicago:
or try searching here:
A Timeline of Chicago’s History:
Alphabetical Listing of Landmarks and Skysrapers, Past and Present: