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Topic
of Lesson: Influences
of Culture on Building Design
Teaching
Strategy: Lecture, Co-operative Learning (group work), Discussion,
Presentation, Handouts
Using question and answer
and group work/co-operative learning as the two major teaching strategies
enables us to gain full student/learner participation and involvement hence,
reducing the likelihood of misbehaviour and allows class activities to progress
smoothly. “Learning starts with questions, not answers.” Guy Claxton, Professor
in Education. Question and answer will allow us to check learners'
understanding. It also benefits learners as it encourages engagement and
focuses their thinking on key concepts and ideas.
We will utilize group
work because small groups tends to generate ideas for classroom discussion, a
change of pace from the lecture, and to encourage students to speak out in
class. This use of small group will aid our cooperative learning theme in a
number of significant ways. In our cooperative learning classroom, we would
pose a clear task for students to perform and give specific instructions about
how to do it: for example "Form
yourselves into groups of three or four and discuss the various elements of a
building structure and how they differ with their different building styles.
You have 15 or 20 minutes, then we'll hear from all the groups. Any questions?
Okay, go ahead."
General
Objectives:
At the end of the lesson, students should:
1.0.Know
the features of each type of building structure
2.0.Understand
the influences of different cultures on building designs in the Caribbean.
3.0.Develop
an appreciation for the different cultures that influence building design in
the Caribbean.
Specific
Objectives:
At
the end of the lesson students should be able to:
1.1.Recall
two (2) features of each type building structures without the aid of your notes
1.2.Give
one (1) examples of a building in your parish that has these when acknowledged
by teacher
2.1.State
three (3) cultures that influence building design in the Caribbean after
reviewing notes.
2.2.Identify
three (3) key building designs that is unique to any culture you choose after
reviewing pictures presented by the teacher.
2.3.Briefly
describe to your classmates the main design features of one (1) culture/county
that has influenced the design of buildings in the Caribbean when asked by the
teacher.
Instructional
Materials/Teaching Aids/Equipment:
Ø Foam
Board/Card Board
Ø Stencil
Knife
Ø Markers
(assorted colour)
Ø Laptop
Ø Projector
and screen
Ø Glue
and Coloured Paper
Ø Speakers
Ø Handout
(brochures and pamphlets)
Ø pictures
Reference
Materials:
Green, R.
Principles of Construction, (2nd Edition), Addison Wesley Longman,
0582-230861, 1995.
Ching. F. DK Building Construction
Illustrated, Nov 10, 2014; retrieved from
http://www.scribd.com/doc/246116749/Building-Construction-Illustrated-by-Francis-DK-Ching-pdf#scribd
Student
Book:
Greeno,
R., & Chudley, R. (2008). Building Construction Handbook. Burlington:
Elsevier.
Previous
Knowledge:
The students have heard
the term ‘cultural influence’ being used in various contexts in their daily
lives. For example, ‘the Jamaican lifestyle and history has been influenced the
British and African culture’. However, they may not be knowledgeable of the
other cultures that have also influenced the Caribbean lifestyle, building and
designs.
Introduction:
At the beginning of the
class:
Teacher walks into class Teacher
says “Good afternoon students how are you today?” and allows students to
respond. At the beginning of the lesson, students are require to go and sit
where they feel comfortable to do a short quiz on topics from previous lesson. The
teacher will then ask students to think about and describe their dream house;
after which they will be required to place themselves into groups of three (3);
to complete the following activities; use information they received on the
various cultural influences on Caribbean buildings, select one and create a
model of a selected building feature/element it etc. All these activities are intended to be
conducted during the class.
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Development of Lesson
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Key Points
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Development
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Activities
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Time
(minutes)
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Teacher
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Learner
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Definition of the term building
structure/feature and building design
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The definition
Building structure: The mode of building
construction that relates to the organization/ arrangement of its parts,
elements or constituents. For example where windows and doors are located,
the type of roof or the basic shape of the structure.
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ü
Teacher will explain in own word what is
meant by building structure and building design at a very slow speed.
ü
Ask students to state in their own words
what they understood from what the teacher said.
ü
Teacher will listen to responses then
reinforce or correct where necessary.
ü
Teacher will project a formal definition on
the board and instruct students to write definition of building structure and
design.
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ü students
will listen and observe
ü Students
will restate what the teacher said in their own words, students may write on
the display board what they may find hard to explain.
ü students
will listen and watch the teacher formulating definition based on their
responses
ü students
will write the definition in their note book
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10
Minutes
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Cultures
that influence building design in the Caribbean
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The cultures
that influence Caribbean building designs are diverse; the most dominant ones
are those we will highlight.
Illustrate
the features of the following architecture in Caribbean building styles:
(i) British
(ii) French
(iii) Spanish
(v) African
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ü List
the various cultures that influence
Caribbean building structures
ü Teacher
will display/project the features of each cultural influence and design along
with existing structural examples of each.
ü teacher
will explain the features of the various building designs and structure and
how they can be identified both audibly and visually
ü teacher
will then instruct students to write information from the PowerPoint
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ü student
will observe the projection on the board and try to identify with each
cultural influence
ü students
will look at the specific features that is associated with each cultural
influence and listen to the teachers explanations
ü Students
will copy information in their note book as directed.
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10
Minutes
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key
building designs based on the influencing culture
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Every structure has individuality
and a uniqueness of design that can be attributed to a particular culture and
a period in time. These features may include window and door design, building
materials or even decorations.
Some of these features need to be
listed here. For example;
ü Arches
ü Columns
ü Slab roofs
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ü Teacher will explain and show the
details and differences in building designs.
ü Ask students to identify what
cultural influence is connected to each building design
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ü Ask
question where necessary.
ü Look at building designs presented
by the teacher and say what culture influenced such design when acknowledged
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5 minutes
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ACTIVITY TABLE
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Selection
of different cultural influence (10 minutes)
Select a cultural influence and
draw or create a model of a building feature or structural element.
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)TEACHER
ACTIVITY
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STUDENT
ACTIVITY
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ü
Instruct
each student to pick a paper from a shuffle bag, with a cultural influence
written on it.
ü
Supervise student’s activities,
assist the students and where necessary, reinforce good practices.
ü
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ü Pick a paper from a shuffle bag,
with a cultural influence written on it.
ü Choose any building feature or
structural element within the cultural influence selected and Complete the
class activity.
ü Present their selection of
building feature stating the cultural influence behind the design.
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Application:
Students will be given
instructions and materials to create or draw a model of any building feature or
element from the cultures of influence they selected. Teachers will supervise
and evaluated based on the accuracy of representation. Students
will be evaluated in groups and base on individual input during this activity.
Summary:
Teacher will recap the main points highlighted in the lesson. Students will be
randomly selected and state what they learnt from the lesson. Each student will
stand and state or explain in whatever way they feel comfortable what they
gained or found interesting in the lesson when they are acknowledged.
Concluding
Activities:
Teacher will remind students to complete the
class activities and hand it in next class and read
over the notes given in class, the teachers will then
thank students for participating in class. Mark the register then formally and
dismiss them.
Evaluation/Reflections:
Were my objectives met? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How did the students perform?
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How did I perform as a teacher?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How did I manage the class?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What will I do in the next lesson based on
answers?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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