City Architecture at Night

City Architecture at Night lesson plan

A comparison of two world cities leads to a pictorial and written report.

  • 1.

    Students investigate customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, natural resources, weather, religious and spiritual beliefs, and other distinctive characteristics of two cities anywhere in the world. Find pictures of both historic and contemporary architecture from these cities. Organize the information in a comparative written study.

  • 2.

    Students make two nighttime skylines, one for each city. Use Crayola® Scissors to cut colored construction paper into shapes resembling historic and modern buildings.

  • 3.

    Place buildings on a large piece of black construction paper. Overlap and stagger the buildings in both skylines. Use Crayola School Glue to attach. Dry.

  • 4.

    Add details to buildings using black Crayola Markers for a darkened, nighttime effect.

  • 5.

    With a partner, identify similarities and differences in your skylines.

Standards

  • LA: Read and comprehend complex literary and informational texts independently and proficiently.
  • LA: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.
  • LA: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • LA: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • LA: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
  • SS: Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.
  • SS: Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions.
  • SS: Consider existing uses and propose and evaluate alternative uses of resources and land in home, school, community, the region, and beyond.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.
  • VA: Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.
  • VA: Analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.

Adaptations

  • Students can begin this lesson by investigating the skyline for their home city or community and then expand the study to others in the world.
  • A community member that has lived the majority of his life in the area can be invited to speak with the class about this history of their community. During this visit, the expert can discuss new building that have been added to the community, as well as older ones that may have been removed or renovated. This expert should also be able to share information about how the building was constructed, the cost, architectural concepts that were included in the facility, etc. Prior to the visit, students compose questions for the guest.
  • Students expand their community/city investigations with a comparison chart.
  • Included in the investigation of each community/city, students can gather recent newspaper articles. Summaries of these current events can be included in student presentation of research.