Loudoun County Public Schools · Lesson Plan Title Teacher Contributor Polygons Cathryn Goodman Rock and Roll Lisa Dolinich Simple Structure Melanie Harrison Structure of A Myth Jennifer

Julia B. Kelly

Supervisor, Gifted Education

FUTURA Teachers

Betsy Bowers Molly Lynch

Carolyn Bridwell Penny Manion

Erin Champney Natalee Mapp

Meghan Doherty Tracy Mayobre

Lisa Donlinich Diane Rodecker

Trudie Goff Lisa Schmidt

Beth Greuber Marion Sheaffer

Melanie Harrison Andrew Stevens

Bonnie Kittrell Kathy Yereb

Jennifer Landry Chris Zierk

Loudoun County Public Schools 2011-2012

The lessons listed on the following pages are to be used as a resource, which will

be continuously updated. The list is in alphabetical order and includes the name

of the teacher who contributed to these lessons.

Lesson Plan Title Teacher Contributor

Acting Out Structures Maryann Guillen

Blueprints Sherry Peters

Build A Model Sue Jurey

City Structures / Zones Jennifer Landry

Compare A Modern City with An Ancient Roman City Sue Jurey

Creating Cryptograms Melanie Harrison

Critique A Structure Sue Jurey

Diary of Castle Folk Sue Jurey

Debate An Issue Sue Jurey

Discuss Issues of A Structure Sue Jurey

Divine Proportions Kay Franklin

DNA and Golden Spirals Chris Zierk

Elements of Structures Sherry Peters

Fantasy World Lisa Dolinich

Introduction to Fibonacci Numbers Sherry Peters

Geo-Village Lisa Donlinich

Graphing Box and Whisker Plots Melanie Harrison

Greeks and Their “Golden Ratio” Chris Zierk

Log Construction Kay Franklin

Memorials Sue Jurey

Moving A Heavy Load Kay Franklin

Pascal’s Triangle Kay Franklin

Polygons Ingrid Robinson

Lesson Plan Title Teacher Contributor

Polygons Cathryn Goodman

Rock and Roll Lisa Dolinich

Simple Structure Melanie Harrison

Structure of A Myth Jennifer Landry & Lisa Schmidt

Structure of Roman Taxation Jennifer Landry

Stick Figures Cathryn Goodman

Straw Towers Chris Zierk

Structural Changes In Schools Diane Rodecker

Substitution Ciphers Melanie Harrison

Symmetrical Design Diane Rodecker

Symmetry Diane Rodecker

Tessellations Diane Rodecker

Towers Ingrid Robinson & Lisa Schmidt

Cross Reference Index for FUTURA Lessons

Math Science Social Science

Language Arts

Art Technology

1. Define a structure

Polygons X

Elements of Structure X X

Straw Towers X X

2. Identify a structure

Polygons X

Geo-Village X

Acting Out Structures X

Roman Taxation X X

3. Classify various structures

Polygons X

City Structures X X

4. Categorize structures using defining elements

Structure of A Myth X X

5. Brainstorm a definition of beauty for a specific population

Divine Proportions X X X X

Moving A Load X X X

Compare A Modern City with An Ancient Roman City X


6. Determine the origin of a structure through investigation of primary and secondary sources

Compare a modern city with an ancient Roman city X




Language Arts

Art Technology

7. List types of structures


8. Decide what features structures have in common

Log Construction X X

Mythology X X

Compare modern cities with an ancient Roman city X

Polygons X

Divine Proportions X X X X

Blueprints X X

Roman Taxation X X


9. Build a simple structure

Simple Structure X

Stick Figures X

Log Construction X X

Build A Model X X X

Straw Structure X X

10. Discern common patterns apparent in various structures

Divine proportions X X X X

Introduction to Fibonacci Numbers X

Pascal’s Triangle X X

Golden Ratio X




Language Arts

Art Technology

11. Create / Design a structure to meet a specific need of a culture/community

Divine Proportion X X X X

Blueprints X X

Fantasy World X

Rock and Roll X


12. Predict trends in structural change.

Debate an issue X X

Structural changes in schools X

13. Discover the elements of a structure.

Symmetrical Design X

Symmetry X

Elements of Structure X X

14. Describe the purpose of various structures

Roman Taxation X X

15. Connect the purpose of a structure to the needs of a culture/community.

Moving A Load X X X

Rock and Roll X

Compare a modern city with an ancient Roman City X

Roman Taxation X X




Language Arts

Art Technology

16. Research a structure

Compare a modern city with an ancient Roman city X

17. Imagine a structure that embodies an abstract

Tessellations X X



Language Arts

Art Technology

18. Judge with criteria which essential understanding has/have the greatest impact on a specific structure

Diary Entries of Castle Folk X X

19. Discuss issues and problems of a structure

Moving A Load X X X


Roman Taxation X X

20. Modify an existing structure

Symmetrical Design X

Symmetry X

21. Construct a complex structure

Geo-Village X

Polygons X

Towers X X X

22. Compare/Contrast various structures


Graphing X

Towers X X X

Issues of Structure X

Roman Taxation X X

Graphing Box and Whisker Plots X

23. Speculate on how a structure provides insight into a modern issue or problem

Debate an issue X X

24. Critique an unsuccessful structure and design a solution to prevent the failure

Roman Taxation X X

Towers X X X

Critique A Structure X X



Language Arts

Art Technology

25. Recognize order vs. chaos within the concept of structure.

Golden Ratio X

26. Explain how a specific structure meets the five essential understandings

Log Constructions X X

DNA and Golden Spirals X X X

27. Demonstrate an understanding of the effect of technology on structure

X

Cryptograms X

Ciphers X

28. Distinguish between forms and functions of a structure

Memorials X X X

29. Create/Design a culture/community for a specific population

Memorials X X X


30. Defend or refute the value of a specific structure

Memorial X X X

Towers X X X

Diary Entries of Castle Folk X

Bibliography

Architecture/Structures:

Foundation for Architecture, Philadelphia, Architecture In Education

ISBN #0-9622908-0-7

Kluger-Bell, Barry, The Explorium Guide to Scale and Structure, #0-435-08372-4

Winters, Nathan B., Architecture is Elementary, #0-87905-186-8

Blackwell, William, Geometry in Architecture, 1-55953-018-9

Slafer, Anna and Cahill, Kevin, Why Design?, #1-55652-249-5

Johmann, Carol A. and Rieth, Elizabeth J., Bridges! Amazing Structures to Design, Build & Test, #1-88593-30-9

McNeese, Tim, The Pyramid of Giza, #1-56006-426-9

Howell, Trevor, The World’s Greatest Buildings, #1-876778-68-7

Salvadori, Mario, The Art of Construction, #1-55652-080-8

Oxlade, Chris, Bridges and Tunnels, #0-531-14328-7

Macaulay, David, City, #035-349229-2

Wilkinson, Philip, Building, #0-679-07256-0

Macdonald, Fiona and James, John, Inside Story – A Medieval Cathedral.

#0-87226-350-9

Sturges, Philamon, Bridges Are to Cross, #0-399-23174-9

Nardo, Don The Parthenon of Ancient Greece, #1-56006-431-5

Nardo, Don, The Roman Colosseum, #1-56006-429-3

McNeese, Tim, The Great Wall of China, #1-56006-428-5

Parker, Janice, The Science of Structures, #0-8368-2792-9

Lynch, Anne, Great Buildings, #0-8094-9371-3

Macaulay, David, Cathedral, #0-395-341668-5

Steedman, Scott and Antram, David, Metropolis Egyptian Town, #0-531-14466-6

Wilkinson, Philip and Donati, Paolo, Amazing Buildings, #1-56458-234-5

Hellman, Louis, Architecture for Beginners, #0-86316-041-7

Weber, Joseph, Architecture Everywhere, #1-56976-107-8

Richardson, Wendy and Jack, The World of Art: Cities Through the Eyes of Artists, #0-516-49282-9

FUTURA CURRICULUM

Quadrant 1 Quadrant 2

Quadrant 3 Quadrant 4

Concept

STRUCTURES

BASIC Knowledge Comprehension Application

ABSTRACT

Analysis Creative Thinking Critical Thinking

Essential Understandings S I

M P L E

C O M P L E X

1/ 2/ 3/ 4/ 5/ 6/

1. Structures provide a framework.

2. Structures reflect the needs of the culture.

7/ 8/ 9/ 10/ 11/ 12/

3. Structures obey the laws of nature.

13/ 14/ 15/ 16 17/ 18/

4. Structures can be modified.

19/ 20/ 21/ 22/ 23/ 24/

5. Structures are a meaningful arrangement of elements.

25/

26/ 27/ 28/ 29/ 30/

Independent Study

1 Select

a Topic

2 State

a Challenge

3 Design a Plan

4 Gather

Information

5 Organize

Information

6 Present

the Findings

FUTURA CURRICULUM

Concept

STRUCTURES

BASIC Knowledge Comprehension Application

ABSTRACT

Analysis Creative Thinking Critical Thinking

Essential Understandings S I

M P L E

C O M P L E X

1/

Define a structure.

2/ Identify a structure.

3/

Classify various structures.

4/

Categorize structures using defining

elements.

5/ Brainstorm a definition of beauty for a specific

population.

6/

Determine the origin of a structure through

investigation of primary/secondary.

1. Structures provide a framework.

2. Structures reflect the needs of the culture.

7/

List types of structures.

8/

Decide what features structures have in

common.

9/

Build a simple structure.

10/

Discern common patterns apparent in various structures.

11/

Create/Design a structure to meet a specific need of a

culture/community.

12/

Predict trends in structural change.

3. Structures obey the laws of nature.

13/ Discover the elements of a

structure.

14/ Describe the purposes of various structures.

15/ Connect the purpose of

a structure to the needs of a

culture/community.

16

Research a structure.

17/

Imagine a structure that embodies an

abstract.

18/ Judge with criteria

which essential understanding

has/have the greatest impact on a specific

structure.

4. Structures can be modified.

19/ Discuss issues and problems

of a structure.

20/

Modify an existing structure.

21/

Construct a complex structure.

22/

Compare/Contrast various structures.

23/

Speculate on how a structure provides

insight into a modern issue or problem.

24/

Critique an unsuccessful structure and design a solution to prevent the failure.

5. Structures are a meaningful arrangement of elements.

25/

Recognize order vs. chaos within the concept of

structure.

26/ Explain how a specific structure meets the

five essential understandings.

27/

Demonstrate an understanding of the

effect of technology on structure.

28/

Distinguish between form and function of a

structure.

29/

Create/Design a culture/community for a specific population.

30/

Defend or refute the value of a specific

structure.

Independent Study

1 Select

a Topic

2 State

a Challenge

3 Design a Plan

4 Gather

Information

5 Organize

Information

6 Present

the Findings

Curry and Samara, Writing Units that Challenge. 1990.

The FUTURA curriculum guide has been adapted from the Curriculum

Development Model of James Curry and John Samara. In reviewing the

model, the FUTURA staff modified the content of the Structures Concept

through the lens of raising the knowledge base, thinking skills, and

complexity of content abstractness for identified students in the FUTURA

program.

Professional Philosophy:

The professional philosophy and the personal beliefs of each educator will influence the ways in

which he or she selected, adapts, develops, implements, and assesses curricula. Each FUTURA

teacher will examine his or her identified population to access the nature and needs of the

students prior to planning curricula from this matrix.

Structure of the Matrices:

Each matrix may be divided into four quadrants. The first quadrant focuses on instruction of simple or

required content through basic thinking skills. Lesson plans and activities developed for this quadrant

should provide a basic foundation of learning. This quadrant includes nine cells of the matrix: 1 ,2, 3; 7,

8, 9; and 13, 14, and 15.

The second quadrant of the matrix focuses on instruction of simple or required content through abstract

thinking skills. Lesson plans and activities developed for this quadrant should reinforce and extend the

lessons presented in the first quadrant. This quadrant includes nine cells of the matrix: 4, 5, 6; 10, 11,

12; and 16, 17, and 18. Adaptation of this quadrant includes open-ended use of higher order thinking

skills and more sophisticated product forms.

The third quadrant focuses on instruction of extended or complex content through basic thinking skills.

Lesson plans and activities developed for this quadrant should use the content presented in the first

quadrant. This quadrant includes nine cells in the matrix: 19, 20, 21; 25, 26, 27; and 31, 32, and 33. The

complex elements of content should include debatable issues, solvable problems, broad-based themes,

and independent study areas.

The fourth quadrant focuses on instruction of extended or complex content through abstract thinking

skills. Lesson plans and activities developed for this quadrant should utilize the abstract thinking skills of

the second quadrant and the ext3ended or complex content of the third quadrant. This quadrant

includes six cells: 22, 23, 24; 28, 29, and 30. This approach to curriculum development is evolving in

terms of sophistication. Increasingly, there is an emphasis on the inclusion of 1) content that is more

complex, 2) productive thinking skills that require students to manipulate and reorganize information, 3)

independent study skills that increase the autonomy of students, and 4) the appreciation and

development of sophisticated product forms.

The Roles of the Teacher:

The current trends in education suggest that the FUTURA teacher has three roles:

1. technician

2. artist

3. architect

As a technician, the teacher is expected to be effective and efficient in teaching the core curriculum. As

an artist, a teacher is encouraged to bring to the classroom his/her own special interest, style, insights,

and “flair.” As an architect, the teacher is called on to use the “blueprint” of curriculum to align the

learning experiences with the learner’s needs. A teacher revamps, changes, extends, restructures,

renovates, and creates curricula that will be effective in moving each student from “potential” to

“performance.”

Documents

Loudoun County Public Schools · Lesson Plan Title Teacher Contributor Polygons Cathryn Goodman Rock and Roll Lisa Dolinich Simple Structure Melanie Harrison Structure of A Myth Jennifer