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    Walk around the Block Curriculum.

    Center for Understanding the Built Environment, PrairieVillage, KS.


    Center for Understanding the Built Environment, 5328 W. 67thStreet, Prairie Village, KS 66208. Tel: 913-262-8222; Fax:913-262-8546. For full text: Works General (020) Guides ClassroomTeacher (052)

    EDRS Price MF01/PC01 Plus Postage.

    Academic Standards; *Built Environment; *CommunityCharacteristics; *Experiential Learning; Field Trips;Heritage Education; Intermediate Grades; Local History;Primary Sources; *Social Studies; Student Projects; TeacherDeveloped Materials; Thematic Approach*Walking Tours

    This curriculum packet contains two teacher-developed lessonplans for upper elementary students focusing on the built environment. Thefirst lesson plan, "The Built Environment--An Integrating Theme" (LiesaSchroeder), offers suggestions for developing a walking tour around theschool neighborhood, a historic area, or a city square. It finds thatpersonalizing the curriculum can provide opportunities for students to becomeactively engaged in their own learning as they investigate, explore, andresearch aspects of their community. The lesson plan suggests a timeallotment; provides an overview; indicates cross-curricular subjects; citeslearning objectives; addresses standards and Center for Understanding theBuilt Environment (CUBE) components; notes materials needed; describespreparation time for teachers; provides an introductory activity, a learningactivity, and .a culminating activity; suggests cross-curricular extensionsand community connections, and contains a sheet for planning a field trip.The second lesson plan, "Creating a Landmark Calendar--An Enterprise for YourSchool" (Liesa Schroeder), teams students with graphic design specialists tostructure a school-based enterprise to publish a student-generated 12-monthcalendar featuring local architectural sites and landmarks. The second lessonplan offers the same type of detailed procedures for classroom implementationas the first lesson plan, with the addition of an evaluation/teacherreflection activity. Contains eight images. (BT)

    Reproductions supplied by EDRS are the best that can be madefrom the original document.

  • Lex'CUBE

    Building Kids... Building Community., Building the Future.

    Walk Around the BlockCurriculum

    CUBE - Center for Understanding the Built Environment5328 W. 67th Street

    Prairie Village, KS 66208Phone: (913) 262-8222

    Fax: (913) 262-8546E-mail: CUBE




    aro- Ve-S





    U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement


    la This document has been reproduced asreceived from the person or organizationoriginating it.

    O Minor changes have been made toimprove reproduction quality.

    Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

  • The Built EnvironmentAn Integrating ThemeAs featured in the January 2002 issue of School Arts Magazine.Pages 60-61.http://


    Liesa SchroederSanta Fe Trail Elementary SchoolIndependence School DistrictIndependence, Missouri

    Grade Level: Middle to Upper Middle Elementary3-6 grades


    12-16 hours

    Overview: The local built environment can serve as a visual textbook anda resource to all areas of instruction. Personalizing thecurriculum can provide opportunities for students to becomeactively engaged in their own learning as they investigate,explore, and research different aspects of their community.

    Students also participate in a variety of learning styles as theywork as mathematicians, scientists, historians, photographers,detectives, reporters, and artists. Therefore developing skillsneeded in the future workplace and developing a broader senseof the world beyond the confines of the classroom.

    Suggestions for Developing a Walking Tour

    Integrating the built environment into curriculum can involvedesigning a site-based walking tour of the school neighborhood,a historic area, or a city square. The area should be selectedbased on the objectives, skills, and outcomes students need toknow and perform.

    Walking tours can include sites such as buildings, landmarks.monuments, art, statuary, fountains, street furniture, geographicformations, and much more. Allow 5-10 minutes, per site, forstudents to be actively engaged in observing and collectinginformation.

    Map out and walk the tour prior to taking students. Considersafety, sidewalks, directional signs, and signals in reachingdestinations.

    WEB CURRICULUM:Center for Understanding the Built Environment (CUBE)

    5328 W. 67th Street, Prairie Village, KS 66208Phone: 913-262-8222 Fax: 913-262-8546



  • Plan ahead for transportation of students as well asconveniences during the walking tour, such as restrooms,drinking fountains and so forth. Also plan ahead to provide anyspecial accommodations for physically disabled students.Routes for walking tours may be available from your localhistorical society, chamber of commerce or architecturalfoundation.

    Provide enough staff to adequately supervise small groups ofstudents during the tour.


    Cross Curricular; Language Arts, Mathematics, Science, SocialStudies, Fine Arts


    Students will develop a knowledge base of the local builtenvironment.

    Students will practice and apply skills across the corecurriculum as they work to document, record, and present theirdiscoveries and findings.

    Students will apply this community-based information to variousclassroom activities to include:

    Photo journals and written reportsDrawings and scaled modelsTime lines, graphs, charts, mapsFormal and informal discussionsMultimedia presentations.

    Standards: Missouri

    Performance Standards

    Students will acquire the knowledge and skills to gather,analyze and apply information and ideas. (Goal 1)

    Students will acquire the knowledge and skills to communicateeffectively within and beyond the classroom. (Goal 2)

    Students will acquire the knowledge and skills to recognize andsolve problems. (Goal 3)

    Students will acquire the knowledge and skills to make

    WEB CURRICULUM:Center for Understanding the Built Environment (CUBE)

    5328 W. 67th Street, Prairie Village, KS 66208Phone: 913-262-8222 Fax: 913-262-8546


  • decisions and act as responsible members of society. (Goal 4)

    Knowledge Standards

    Participating in formal and informal presentations of writings,discussions, and ideas. (Communication Arts)

    Applying math concepts, geometry, and spatial sense involvingmeasurement, estimation, and shapes. (Mathematics)

    Understanding the impact of science and human activity onresources and the environment. (Science)

    Applying skills and understanding in the use of tools of socialscience inquiry (surveys, maps, navigation). (Social Studies)

    Understanding the interrelationships of the arts to otherdisciplines. (Fine Arts)


    Walk Around the Block CurriculumDefining the Block. p. 6Identifying Landmarks. p. 8Map Legends. p. 12-13Mapping your Mind. p. 14Time Line. p. 74-75Bar Graph. p. 70-71Photo Record. p. 68-69Reading the Streets. p. 54-58

    Visual Imaging in the ClassroomPolaroid Education Program400 Boston Post RoadWayland, MA

    Box City CurriculumBase Model Plan. p. 43Selecting the Materials. p. 118The Scale of Buildings. p. 119Evaluating Box City. p. 143

    Materials: Student clipboardsNotebook paper/drawing paper/graph paperPencil, eraser, drawing materials

    WEB CURRICULUM:Center for Understanding the Built Environment (CUBE)

    5328 W. 67th Street, Prairie Village, KS 66208Phone: 913-262-8222 Fax: 913-262-8546


  • Disposable and digital camerasTape measures and rulersNavigational compassMagnets

    Prep forTeachers:

    6-12 hoursCollaboration with additional educators (if needed)Researching and planning walking tourOrganizing materials (illustration materials, cameras...)Organizing student groups.Arranging transportation (if needed)


    Students are divided into learning groups or teams based oncore curriculum areas. No more then 10 students per team isrecommended. Suggested topic areas are:

    Historical TeamJournal TeamPhoto TeamArt TeamMath & Measurement TeamNavigation Team

    Other topic areas can certainly be added to best align tocurriculum objectives

    Students are given appropriate tools to best coordinate withtheir learning area. For example, the Math and MeasurementTeam are given tape measures and rulers; the NavigationalTeam are given compasses and so forth.

    All student assignments are pre-determined prior to the walkingtour. Students are instructed on their "job assignments" andduties during the walking tour. All information collected will belater used in follow-up activities. Additional culminating activitiesmay be obtained from the Walk Around the Block Curriculumand the Polaroid Education Program.


    Some suggested student activities during the walking tour areas f


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