Architecture and Design - Real Estate

8/6/2019 Architecture and Design - Real Estate

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REAL ESTATE DEVELOPMENT CURRICULUM SUMMARY:

Summary:

This Real Estate Development curriculum provides students with an understanding of the world of real

estate developers and others in the real estate or city building sector. This curriculum provides a

framework of lessons and skills to teach students the various concepts real estate developers encounter

every day, while at the same time engaging students through hands on learning. This curriculum requires

students to think critically and be active members of their community by taking part in the development

of an area in their neighborhood.

Skills Targeted:

Teamwork Leadership Creativity Critical Thinking Analysis Oral Presentation Advanced Literacy

Goals:

Introduce students to the concepts of real estate and real estate development Encourage students to be active members of their community Provide students with an important career connection

What Curriculum Includes:

The kit for the Real Estate Development curriculum comes with the following items for apprenticeship

use:


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Week Stage Lesson Objectives:

What do we need to

get done today?

Learning Objective:

What will the students learn

today?

Activities

1Learn

new skills

MODELIntroduction to real estateUnderstand what a real estatedeveloper does.Begin to understand urbanplanning and design

Learn about different types of realestate (commercial, residential, mixeduse, etc.

Understand the jobs and rolls ofa real estate developer

Team Building ActivityBuild tallest tower (fun firstclass activity)Powerpoint of REDbuildings

Favorite places in the city

2Learn

new skillsMODEL

Introduction to the projectWOW outlineIntroduction to zoningrequirements

The specifics of the site and theguidelines/requirements of the projectStudents will learn zoning codes of thesite

Team Builder activityMayors letterJLL zoning activityVocabulary Collage

3Learnnew skills

MODEL

Begin understanding theimportance of community

involvement and working with aclientPrep for site visit

The role of community in developmentprojects

Learn qualities and characteristics ofthe siteLearn interview skills

Aerials of site

Interview practice

4Produce SCAFFOLD

Explore siteConduct interviews

Learn about our site areaPractice oral presentation and interviewskills

Scavenger HuntInterviewsExploration

5Produce SCAFFOLD Debrief from interviewsBegin formulating designconcept (whats going to work?)Begin designing the site

Debrief from interviews and understand

what is important to site stakeholdersLearn how to take a creative idea andmake realisticUnderstand the role of architects andhow to create a blueprint

Debrief

Draw plan of your houseDraw 3D objects

6Produce

COACHSustainability/Smart growthDebrief from interviews

Learn about the importance ofgreen design and how todevelop a sustainable building

Begin to think about ways tomake the site greener

Urban Growth Pro/Conand video

Green thinkingPerfect Site Design

7Produce COACH

Introduction to budgetcomponentTake time to talk about materialsand costsFinish final blueprints

Understand the money behind theproject, and how to stick to a budgetand calculate profitFinish Final blueprints and includebuilding materials as well green ideas.

Budget worksheetBuilding MaterialsCost/BenefitsFinal Blueprints

10 Week WOW! Plan

A renticeshi : Real Estate Develo ment


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Apprenticeship Week 1:

City Building Lesson 1What is Real Estate Development?

Citizen Teacher/Team Leader:

New Basic Skills: Oral Presentation, Advanced LiteracyCitizen Schools Values:Teamwork, Leadership, Respect

Overview:

Learning Objectives:By the end of the lesson, the students will:

1. Have gained an understanding of the different types of real estate2. Understand the various jobs and roles and responsibilities of a real estate developer

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual/Team builder2. Review Agenda and Set Context3. Balloon Towers4. Expectations and Guidelines5. Introduction to the World of Real Estate6. Real Estate Industry7. Closing and Teach Back8. Clean up

10 Minutes

5 Minutes20 Minutes10 Minutes15 Minutes15 Minutes10 Minutes5 Minutes

Preparation and Space Set up:

1. Make visuals; 411, Objectives,2. Connect with Staff Lead for this activity3. Create Powerpoint or bring in pictures to represent different types of Real Estate (see

attached for example)4. Create Powerpoint or bring in pictures to represent various jobs of Real Estate Development

(see attached for example)5. Bring in small cut-out pictures of building types and what theyre called on separate sheets of

paper for the matching game (or photocopy use the samples in the appendix).6. Collect materials for balloon towers (paper, tape, balloons, straws, popsicle sticks)

VocabularyTalk with your staff support about the best ways to introduce vocabulary. This can shift over time asthe students get more familiar with the subject matter, but generally should begin with you askingthem what they think a word means and coach them to the right answer rather than just telling them


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Real Estate Development-A type of business that contains different real estate activities. Typically,developers purchase a piece of land, determine the marketing of the property, develop the building

program and design, obtain the necessary public approvals and financing, build the structure, andlease, manage, and ultimately sell itCommercial Real Estate- Property that is used for business purposes (Gas Stations, Ball Park)Residential Real estate- Property where people live (apartment buildings, houses)Mixed Use- Combination of commercial and residential real estate. Real Estate thats designed formore than one use. Hotels for example are businesses but people can also live there.Blueprint- A blueprint is a plan, draft or outline that helps you plan what youre going to build.Lease- a contract granting use or occupation of property during a specified time for a specified

payment.Manage-be in charge of, act on, or dispose of, to oversee: watch and directContract- a binding agreement between two or more persons that is enforceable by lawInvest- to put money into something (a project) with the hopes that you will make money back (profit)Materials and Equipment Computer and Projector Pens/Pencils Balloons

Popsicle Sticks for balloon towers (optional) Rolls of TapeWater/Cups Scrap Paper for balloon towers Straws Visuals Stars Step Up/Detention Slips


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Planning the Lesson- 75 Minutes

Opening Ritual Time: ~10 MinutesName Game to build teamwork and allow students to get to know each other. You should play as

well to begin to get to know your apprentices. See appendix for name-game ideas and/or ask yourstaff support.* During the first opening ritual, introduce yourself. This is a great time for college and careerconnections. Tell the students how you got to be where you are today. Did you always want towork in real estate development? What was your career path? You or the TL can draw a road mapof your life while you speak to give students a visual representation of your life. (anytime you have aguest you should follow this same introduction) *

Set the Context and Review Agenda Time: 5 MinutesHang up the visual agenda for students. Set the tone for the day. For example Today we are goingto be learning about the different types of real estate. We are also going to show the various jobs androles we as real estate developers do on a regular basis. At the end of the day you will have the abilityto test your creativity and building techniques and we will see who can build the tallest structure inthe class. Introduce vocabulary for the day. Refer back to it when words come up in the lesson.Ask kids if they know what the words mean and if they can recognize an example of the words.

Introduce Mission of the day. Each week, as part of our objectives and in working towards WOW,we will have a mission of the day that we need to accomplish (review the word mission if they needto). Your mission today is to pay close attention to the various types of real estate and the jobspeople in the industry do so you can begin to understand how you, as real estate apprentices, canbuild your city.ACTIVITIES Time: 60 minutes

Activity 1-3: Time: MIN

ACTIVITY 1 Balloon Towers 20 Min - 5 to introduce/plan and 15 to BuildPreparation: Collect materialsMaterials: Sample Blueprint, paper, balloons, straws, popsicle sticksVocabulary: Freestanding, Blueprint

Divide students into groups of three or four. Instructions: Your goal as new developers is to build the tallest balloon tower you possibly

can. Your structure must stand by itself and cannot be held up by walls, desks, tables orpeople. The materials you have (balloons, paper, straws, tape, popscicle sticks (optional)) areon the table for you to look at. Each group will receive the same amount, but it is up to youto decide how to use them. Explain to students that a lot of what real estate developers do istry and solve a problem with specific resources. This will be their first test in real estatedevelopment. Explain that lots of time in the work place you must think critically andcreatively in only a short amount of time, so its important to work together and stay focused.

Before you can begin you must make a blueprint of your design Discuss what a blueprint is


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ACTIVITY 2 World Of Real Estate 15 MinutesFavorite Places in the city

Preparation:Powerpoint of Favorite places in city. (see appendix for example)Materials:Computer, ProjectorVocabulary: Different types of real estate: Commercial, Residential, Mixed-use, industrial, office space, vacant land,institutional

Description:

Have students throw out ideas of what their favorite buildings are. Where is each students favorite place to go in the city? In the state? In the country? In the world? And what they do there. Explain to

them that these are examples of real estate, and they experience real estate every day.

Show powerpoint of different places in the city. Make sure kids know some of the buildings. (library,convention center, ball park, office building, mall, subway station, apartment complex, university, etc.)

Use different places as examples of different types of real estate and to demonstrate that cities aremade up of many types of real estate.Use local places so students can relate. *To enhance college andcareer connections you can show pictures of your college, office building, or other buildings that had an impact in your lifeand demonstrate how they were important to you and say what kind of real estate it falls under*

Transition So, if these are all examples of real estate, what would you say real estate is? How can wedefine it?

Ask students what they think real estate is. What do they know about real estate? Show examples of different types of real estate while you discuss what that type is.

CommercialMcDonalds, Taco Bell, CVS ResidentialHouses Mixed UseHotels/ Apartment buildings with storefronts on first floor Industrial- Factories and Power plants Office- John Hancock Building Vacant LandFarms and Ranches

Institutional Government buildings and schools

MATCHING GAME (see appendix for sample photos to cut and pass out)Pass out pre-cut pictures of different places in the city. Also pass out paper with words of different types ofreal estate on them (commercial, residential, etc.) have the students walk around the class to find their

h h h ld d h h h d h b k h h

Demonstrate that cities are comprised of many different type of real estate


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Description:This is going to be the team contract for the next 10-weeks. It will include expectations and behavior

guidelines. The things we put inside the circle/building are behaviors we want and expectations, the outsideis things we dont want in this apprenticeship.

Ask students for the positives first. What behaviors do we want? Have students raise hands andwrite their responses on the visual paper. Ask students to be specific rather than saying just oneword. After you finish the inside, work on the behaviors we dont want.

After students are out of ideas have each student come up and individually sign the contract.

Materials:Poster, pictures of real estate jobs, blank visual paperVocabulary: Architecture, Design, Development, Construction, Brokerage/Finance, Property Management,LawDescription: Architecture and Design, Development, Construction, Brokerage/Finance, Property

Management, Law, (add others). These are most of the sectors that fall under the broad category of realestate. We could spend the entire apprenticeship learning about each of these concepts to you so were

going to focus on just a few of these to introduce to the world of real estate. This activity is designed to

show you how the various components of real estate work independently of one another while at the same

time work together to create the most efficient process.

Have students come up individually, pull off one picture and read what the title is, or what thispart of real estate does. After each picture explain to the class what duties and roles of each part

of the industry. Have students take notes to remember all the different components of real estate.You can have brief discussions after each picture to make sure students really understand howthat part of real estate is relevant and students understand exactly what they do.

After all students have gone or all the pictures have been removed ask students to think about theorder in which the process of building/development works.

Put students into groups of 3 or 4 and provide copies of the pictures used in the previousexercise.

On a poster board explain that they must figure out which picture most represents the startingpoint and which one the ending point. You can have additional pictures (like a finished buildingor empty tract of land) to help guide their thinking and give them starting points.

Debrief: In real estate development, there are many people with many different jobs. Its really important forall these different people to work together, because as you can see there are times throughout the buildingprocess here real estate de elopers m st call on different people for their help and their opinions This

ACTIVITY 4 What jobs exist in the real estate sector? 15 MinPreparation:Create large poster that looks like a skyscraper and tape pictures representing various parts of theindustry on it (pictures should be removable). Print out pictures and words representing the different types of realestate


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Closing & Teach Back Time: 10 Minutes

Have a student come up and explain what a quality teach back is. Ask students to give quality teachbacks about what they learned today. If nobody responds, you can ask probing questions. What arethe different types of real estate we mentioned? What are examples of those types? What are someof the possible real estate careers available? What did the balloon tower structure teach us? What didit teach us about planning? About teamwork? What was our mission of the day? Did we completeit? Judging by the teach backs we should be able to gauge whether we achieved the mission.

Clean Up Time: 5 Minutes

Before students leave, we must put the room back to the way we found it and desks and tablesmoved into their original position. It may be helpful to assign clean up roles for members in theclassroom (your staff support can assign these roles)


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Apprenticeship Week 2:

City Building Lesson 2Zoning and Project Guidelines


New Basic Skills: Oral Presentation, Advanced LiteracyCitizen Schools Values:Teamwork, Leadership, Respect

Overview:


1. Know the specifics of the site (guidelines and requirements) and project2. Learn what zoning is, and the zoning codes for the site

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual/Team Builder/Review from last week2. Review Agenda and Set Context3. Mayors Letter4. Zoning Activity5. Vocabulary Collage6. Closing and Teach Back7. Clean up

10 Minutes

5 Minutes20 Minutes30 Minutes15 Minutes5 Minutes5 Minutes


Make visuals; 411, Objectives, Vocabulary, 10-week WOW visual Connect with Staff Lead for this activity Collect magazines (architecture, home, business) Create and make copies of mayors letter

Vocabulary (make sure to keep vocabulary visuals from each week)Zoning- A group of laws, or rules the government has to control how land is developed and howhouses, buildings and other pieces of property can be used.

Materials and Equipment Vocabulary picture printoutsMagazines that demonstrate vocabulary words introduced thus farMayors Letter Visual as well as individual copies Journals


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Opening Ritual Time: ~10 MinutesAs it is only the second week, begin class by running another team-building activity (see appendix forexamples) Before moving on from this activity, ask a few students for teach back what we did last

week for review. Ask about the vocabulary words we learned (commercial, residential, mixed use,blueprint, etc.) and what real estate developers do to get students back in the real estate realm.

One example of a game to both review and work as a team is to break the class into teams and handthem a handout with 5 -10 questions on it relating to what was learned last week. They must workwith their group to complete the card and fill in the correct answers (or multiple choice). The firstteam that turns it in with 9 out of the 10 correct wins!

Set the Context and Review Agenda Time: 5 MinutesVisual agenda for students. Today you will be introduced to your assignment. It is your job to followthe guidelines set forth by the mayor. We will also learn about zoning and zoning requirements forthe city and how they apply to our site.Mission of the day: Todays mission is to understand what the Mayor is asking us to do for the city.What do we need to design and what instructions and guidelines (or rules) do we need to follow?

ACTIVITIES Time: 60 minutes


ACTIVITY 1 Mayors Letter 20 MinPreparation:Write, Print, and Copy of Mayors letter (see appendix for example) Materials: Photocopy the Mayors letter for each studentVocabulary: Requirements and any other difficult words in the letter that may need defining

Explain to kids that these are our instructions for our project. It will be the first time thestudents have been introduced to the requirements so its a good idea to read the letter out

loud as a class. Make sure to go over the requirements specifically so the students gain anunderstanding that we must adhere to the guidelines set forth by the letter. Explain that wehave been hired by the city and we need to come up with a design that will give them whatthey want, while following rules and requirements about what we want to build.

Put the blown up letter hanging on the wall for the students to use as a reference for the restof the apprenticeship. This will allow students to return to the letter to make sure theguidelines are being followed.

Use this as a time to present to the students what the WOW will be and your 10-week WOWplan for the apprenticeship. Show them a WOW-Roadmap that outlines all 10-weeks andgives students a reference for seeing where the apprenticeship is going (your staff support canwill help with this) See appendix for example of 10-week WOW Plan

*Cameo opportunity* If you have access to video conference call at your office or speakerphone atschool, you can have someone call in and pretend to work for the mayor or the company and explaint t d t th t d h l Y j t i d thi f f th tli i


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What Is Zoning? Before breaking in to groups, review and quickly ask for examples of the three types of real estate we

talked about last week. Break the kids up into 3 groups (Retail Group, Residential Group andCommercial Group) - Hand out blank signs with strings attached (one for each kid and they will weararound their necks with a string).

The groups need to come up with and decorate the use signs with one specific use from theirassigned type. (Students could draw a restaurant for example to represent commercial real estate).The back of each sign will have a number on it.

Next, have the students stand in a circle. Explain that you will call out two numbers and the threestudents with those numbers should step into the center of the circle. Numbers 3 and 7 for

example will come to the circle and explain what their building will be used for and the group willdecide if the building uses of 3 and 7 could work well together. Does having a restaurant and anoffice building together make sense?

Introduce this as an example of zoning. The government sets out rules so that the community canenjoy its spaces in ways that benefit many people and dont harm or bother others. Give one or twoexamples of zoning rules and ask the students why they make sense. One person should bedesignated to take notes on the white board.

After youve gone through the 4 sets, have the kids go back to the tables with their smaller group andfill in the stacking plan. The stacking plan will be a picture of a three-story building where the kidscan take what they have learned from the previous exercise about what uses go together well and putit into the building. Encourage them to come up with uses different than discussed in the previousexercise. Once groups are finished with their stacking plans a student from each group will present tothe class what their group decided to come up with for a stacking plan

Pubic Process and Permitting Introduction

After the presentations are complete, hang up the stacking plans on the wall next to each other. At thatpoint, we will tell them that these three building will be our new design for your project (City Hall case studyfor example). The idea here is to show the kids how these three buildings, though maybe work very wellindividually, actually dont make too much sense together. Although all are great building plans in their ownright, the three groups did not communicate at all about what the other was doing, so there are someduplicates, some things that dont work well together, and some things that we might want not here. Howcan we fix this? Yes, by talking to each other. But do we know exactly what this site needs? How can welearn exactly what people who live, work, hang out or go to school at our site want? (encourage students to

understand that we need to ask them). Let them know that in two weeks theyll get a chance to do just that;youll be going on a field trip to look at the site to really get a feel for it and to ask people what makes sense tothem.

* Cameo opportunity * For this part of the class you can also call upon someone familiar with the zoning

rules of the city and the permitting process. They can explain to students the importance or do an alternate


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Vocabulary: ALL

Print out and bring in pictures that relate to various aspects of real estate development and have kidscreate a collage of the different concepts to help them visualize them in more concrete ways betterand familiarize themselves with the vocabulary.

Make sure to label the different aspects. (hand out a list with all the vocabulary words so far for help) Paste collage pieces into journal Students can add to this throughout the semester as they learn new words and need quite activities to

do.

Closing & Teach Back 5 min

What did we do today? What did we learn about? How is this going to help us for the rest of theapprenticeship? What are some of the Mayors guidelines? Look back at the mission. Did weaccomplish our mission? What do you know about zoning? What is exciting to you about thebuilding we are going to work on?

Clean Up 5 min

Have Team Leader assign roles to students.


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Apprenticeship week 3: City Building Lesson 3Needs of the Community


New Basic Skills: Oral Presentation, Advanced LiteracyCitizen Schools Values:Teamwork, Leadership

Overview:


1. Understand the role of community in development projects2. Learn qualities and characteristics of the site3. Learn and practice interview skills

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Birds Eye View Introduction4. Community Importance5. Interview Practice and Group Work6. Expectations for Next week7. Closing and Teach Back8. Clean up

10 Minutes5 Minutes15 Minutes10 Minutes30 Minutes10 Minutes5 Minutes

5 MinutesPreparation and Space Set up:

Make visuals; see above (411, 20 questions rules, Who am I rules) Connect with Staff Lead for this activity Make sure transportation for next week is ready

Vocabulary Posted in the ClassroomAerial- Overhead pictures or birds-eye view pictures of something

Community- A unified body of individuals. People with a common interest or characteristics livingtogether in a particular area.Stakeholder- people who play a large role in deciding something.Materials and Equipment Aerial Pictures (google maps, google earth, any other photos)Map of site



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g

Opening Ritual Time: ~10 MinutesChoose from an assortment of team building games (appendix). Take a look at one that involves oralpresentation as today is interview practice. Also review Mayors letter.

Set the Context and Review Agenda Time: 5 Minutes

Visual agenda for students. Today we are going to begin to understand the importance of workingon behalf a client. Since we are hired by someone and are working in the community, we need tomake sure we listen to what people want at the site. We will learn all about the specifics of our siteby looking at different pictures and will prepare for our field trip to the site by conducting practiceinterviews.Mission of the day: Today your goal is to understand the importance of listening to the communityand make a list of questions you will ask people when we visit the site and interview them next week.

ACTIVITIES Time: 60 minutes Activity 1-3: Time: MIN ACTIVITY 1 Birds Eye View Introduction 10 MinutesPreparation: Print our aerials of the space, print out list of vocabulary wordsMaterials:AerialPrint-outs, string, markers, tapeVocabulary: AllDescription:

This activity is designed to give students an aerial view of the site. It will provide anintroduction and an understanding to what our site looks like on a grand scale and will helpstudents for the following week when they visit the site.

Use google maps, google earth and other pictures of the site to show students what theirproject area looks like

Print out vocabulary words from previous weeks and other labels that might be relevant tothe site so students can construct their own maps of the area. Bring in string, markers, andtape so students can design it their own way.

Give each student a picture and have students map or graph out the area. Have them labelthe map with vocabulary from the previous weeks. Have them locate points of interest onthe site and its surroundings. You can provide a vocabulary sheet or list the words on theboard to remind them.

Transition So weve done our stacking plans and have an idea at what types of buildings gowell together. Weve worked with the maps of the area to think through what is importantabout the site and what could be put there. But before we can build anything with ourideaswho do we need to talk to? (hopefully students will remember from last class that they need

to talk to the people who live/work/study/use the site the community ask probingquestions until they get here).

ACTIVITY 2 Opening Discussion of the importance of the Community 10 MinutesPreparation: None (discussion activity)Materials: Flip chart paper to record student thoughts


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ACTIVITY 3 Interview Practice 30 MinutesPreparation:Visuals for rules of the games, name cards for role play

Materials: Name cards for role play, flip chart paper/white boardVocabulary: StakeholderDescription:

Before we can go to the site and being to ask people questions, we must first learn how to conductgood interviews to make sure that we know how to get good information. Ask students what is agood interview? What are some good interview techniques to remember? What kind of questionsshould we ask? (Record questions on flip chart paper or the board) Explain to students that no

matter what job they choose to do in life, they will need to use oral presentation skills. Mention thatyou will need to have an interview before you can get a job, so its good practice to interview people tosee what its like.

Play a game of 20 questions with the class. Here, you can show how closed-ended questions dontwork that well in interviews. Show how yes/no answers can only get us so far. Explain that open-ended questions can give us a lot of information, but it is important for us to make sure we listen sothat we can ask good follow up questions

WHO AM I? with a Twist - Have students pair up and play a game of 20 questions, with a twist.One person will pick a famous person (singer, actor, sports star) and the other person will try andguess. Instead of just yes or no answers, the student asking the questions can ask follow up questionsto get more information from their partner. This will be a good way for students to understand theimportance of listening and asking open-ended questions. (You might want to limit the number offollow-up questions that are allowed to be asked)

After a few rounds ask students what they learned and how this might help them ask the people at thesite questions.

To close interview practice, we will do a mock community meeting. Citizen Teacher and StaffSupport will represent stakeholders in the development site. Students will take turns asking thestakeholders questions about what they think the site should look like and what should be included.This will help develop interview questions and practice interviewing. And will help students developproper public speaking skills (eye contact, good posture, speaking clearly, etc.) This would also be agreat time for college and career connections. CTs can mention all the times theyve had to go on acollege interview or a job interview and how important these are to getting into school or getting ajob.

Debrief the questions. What were good ones? What got information we could use? Which questionswere not as useful?

Debrief the delivery: Did you make eye contact? Were the questions clear and easy to understand?Did you thank the people for their time?

Time-permitting, have students pair off, take on roles (office worker, student, taxi driver, tourist,resident, restaurant owner, etc.) and ask each other questions. This will help students think about


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ACTIVITY 4 Set expectations and guidelines for next week 10 MinutesPreparation: Print out maps of the siteMaterials: Maps, Paper, Pens

Vocabulary: None

Set students up for the following week. Next week we will be going off-campus to check out thesite. We have a lot to do there so we need to make sure that we get everything we need to done, sincewe cant go there again if we forget to ask something or check something out. For the last part of

class today were going to get ready for next week so we dont waste any time getting our thingstogether. There will be a lot to do since this is our only opportunity to see the site, so we need to payattention so we can be ready to go.

Have team leader separate class into teams for interview groups (may want to think this through priorto class to get the most functional working groups).

Map out where teams will placed so students know where to go when they get to site, show them onthe aerials. Explain that this will be their area and they will interview people within this area togather solid information to help the group.

Give each team a few minutes of strategizing time to set out their plan. Have students brainstorm afew questions they want to ask, and have them think about what questions might be more importantto ask given that they are in a different place. For example, people coming from the exit of a trainstation may have different opinions and wants then somebody locking their bike.

Help teams to jot down at least 3-5 questions they want to ask people on the street. Remind studentsthat they can pick from questions they asked the Citizen Teachers and Team Leader who wererepresenting potential stakeholders, and each other.

Close by asking students to select roles for the next week (or assign them depending on how yourclass works best). Roles include: Interviewers, note takers, and people grabbers. By having a role,students are more likely to stay on task at the site.

Make sure to collect their interview questions sheets at the end of class.


Use teach backs this week to talk about the interview questions to be used next week. Ask studentshat questions did they come up with? What do they hope to gain from the interviews next week?Why is it important to interview community members/stakeholders? Did we accomplish our missiontoday?Clean Up Time: 5 MinutesTeam


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Apprenticeship Week 4: City Building Lesson 4Site Visit



Overview:


1. Gain an understanding of the layout of the site and be able to explore the area.2. Practice interview skills

Agenda based on the lesson plan. Post in the room for the students to see.

1. Opening Ritual Scavenger Hunt2. Review Agenda and Set Context3. Site Exploration4. Interviews5. Closing and Teach Back6. Collect interview worksheets from students* Note that during field trips, transportation time and activitiesalways seem to take longer than youd think. Keep time in mind

when planning how much time you have to spend on eachactivity.

On the bus10 Minutes on bus or at siteAt least 20 Minutes at siteAt least 30 Minutes at site20 Minutes at site or on bus5 Minutes on bus or at school


Make Scavenger Hunt Worksheet Make Interview Questions Worksheet (be sure to use some of students questions) Connect with Staff Lead for this activity Plan transportation to the site (bus, train, walk) with staff lead at least 1-2 weeks prior.

Vocabulary

Materials and Equipment Clipboard/Notepad


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Opening Ritual Time: ~15 MinutesInstead of an opening ritual in the classroom, students will fill out a scavenger hunt on the way to thesite. This will help them stay focused, and will allow them to look for vocabulary words alreadydiscussed in the class. This can be done individual or as a team, on a bus or walking to the site area.You may want to offer a prize to the winners. (See appendix for sample scavenger hunt worksheet)

Set the Context and Review Agenda Time: 5 MinutesSince you will be going off campus, it is important that you lay the ground rules for off-campusexplorations. Team leaders know the specific rules of their campus and will explain the guidelines.Help students understand the importance of staying on task and gathering what information they cantoday, as we wont be able to come back another time. This is our one shot to really understand whatthe people want. Lets do it!The Mission of the day today is to stay focused on our goal to get good, helpful information fromour interviews and explore our site.

ACTIVITIES Time: 50 minutesActivity 1-3: Time: MIN

ACTIVITY 1 Site Walk Around 20 minutesPreparation: Print out maps, split team into groups and pick places on the siteMaterials: MapsVocabulary: bring in any of the words youve discussed with students, and if you introduce newones, do it in a way that reinforces vocabulary theyve already learned.

Give students copies of the maps that we passed out last week. These maps should have theareas marked where individual groups are supposed to go. Before you go about interviewingpeople, explain to students that its important to know our site.

Take a walking tour of the area and show students important aspects and features of the site.Make sure to ask students what they think the key elements of the site are too.

Tie this into the community aspect of last week and show the surrounding buildings. Askprobing questions to the group about the surrounding areas. What kinds of real estate arearound here? Stores? offices? Homes? Ask what kind of structure certain businesses would

want across the street from them? Why, why not? Walking around the area will give them afeel for what would work well at their site.

ACTIVITY 2 Interviews 30 minutesPreparation: Print interview sheets and photocopy (can use sample in the appendix) * sample indexis useful, but make sure to edit so a few of the questions the students come up with are included.*


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This can be done at the site while waiting for a bus/train or on the way back to school if yourerunning out of time. Its important to have students begin thinking about what people said and whatthat really means for the site and their project. Ask student: Who did you talk to? What wasimportant to them? What did they want to see there? Did anything surprise you about theiranswers? Do you have any ideas about what you want to do now or how you want to change yourearlier ideas based on what the community wants? Do you feel like you understand our site and itsneeds better?

Mission accomplished?


Make sure papers, clipboards, etc. are handed into you prior to student departure. Remember to

collect interview material from teach team before theyre dismissed.


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Apprenticeship Week 5 City Building Lesson 5Design


New Basic Skills: Oral Presentation, Advanced LiteracyCitizen Schools Values:Teamwork, LeadershipCameo Opportunity-- Architects

Overview:


1. Debrief from interviews and understand what is important to site stakeholders2. Understand the role of architects and how to create a blueprint

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Debrief the site visit4. Architects & Design introduction5. 3D Drawings6. Closing and Teach Back7. Clean up

15 Minutes5 Minutes15 Minutes20 Minutes25 Minutes

5 Minutes5 Minutes


Make visuals; 411, Vocab, Connect with Staff Lead for this activity This would be a good week for a whole day cameo appearance. You could visit an architects

office or bring in a guest speaker from an architecture firm to explain what they do and to

show examples of designs. You could also bring in someone from your company whospecializes in designs and blueprints. If you do not have a firm that you would like to involvein this way, Citizen Schools can set you up with one of our contacts.

VocabularyArchitect- someone who creates plans to be used in making something. Someone who designs andsupervises the construction of buildings.Blueprint- This is a word from a previous week. Blueprint is a plan or design used for building abuilding.

Materials and Equipment Computer/Projector/ScreenWater/Cups Graphing paper/Blank paper Pens/Pencils Colored Pencils/Markers


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Opening Ritual Time: ~15 MinutesPictionary. Today is a sketch/design day, so a game of pictionary may be a fun way to start class.Use real estate vocabulary terms mixed in with words amusing to youth.

Set the Context and Review Agenda Time: 5 Minutes We have some really exciting things to do today. First we will talk about what we learned in theinterviews last week and use them to help us think about what the public wants at the site. Thenwell begin to think about what our site should look like and what different buildings we want to putthere. Well also practice blueprint sketching, like we did with the balloons.Mission of the Day: Each of you will finish the class with a blueprint sketch and a solid idea ofwhat we will put on our site.



ACTIVITY 1 Debrief 15 MinutesPreparation:Arrange to have laptop, projector and screenMaterials: Interview sheets, laptop, projector, screenVocabulary:

Pass back the interview worksheets students finished last week at the site. In the samegroups have students reread their notes and pick out a few answer they think are the mostimportant. Ask students what surprised them and what they learned.

It may be helpful to remind them what they said right after the interviews last week duringthe debrief and teach backs.

Once students have had time to come up their lists of things, they will report back to thegroup.

Record their responses on a powerpoint to use for the next activity. ACTIVITY 2 Role of the Architect 20 MinutesPreparation: Invite architect to classMaterials: Powerpoint from previous exerciseVocabulary: Design, feasible*College Career Connection*Have the architects introduce themselves and talk about how they got totheir position. Where did they go to school? What did they study? What do they like about their job, what skills they need, how hard they had to work to get there. Etc. You can follow this up by

putting your guest on the hot-seat where for two minutes students can fire off any questions theyhave to the guest. You can follow this method for each guest that comes in.

Using some of the ideas the public gave us, talk about whether the ideas are feasible or not?Have students individually come up their ideas of what should be built on the site.

Talk about what architects do. Once architects know what the purpose of the area is going tobe and what needs to be there they can begin to design the project They aim to incorporate


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ACTIVITY 3 3D Design 25 MinutesPreparation: Get things to draw (fruits, vegetables, blocks)Materials: Graph paper, markers, pens, pencils, rulers, fruits and vegetables, sample 3D drawingsVocabulary:Description:

Once architects come up with a plan, they must sketch their idea out and come up with a plan. Beforethey can begin work on the building they need to get their designs approved by the people who hirethem. You can show some examples of blueprints to get kids excited and also bring in some modelsif you have them

Right now youre going to have the opportunity to practice your design skills. Give each student a piece of graph paper and have them, from memory, make a lay-out of theirhomes, or just their individual room. Explain that you this should be done from birds eye view, as if

you are looking from the ceiling down.

Ask students what they think scale means? Explain what it is, and that its important to remain in thesame scale so people who are looking at the blueprint understand how big it is. Have them label theirsketches.

However, we cant just use 2D, we need to make sketches that are 3D, so we can get the real picture.Bring in some blocks( or fruits and vegetables) and have students make 3D sketches of their items.

Show pictures of 3D drawings and encourage students to take risks by drawing different portions orsections of their food, using different shadings and lines.

* Cameo opportunity * Here, you can bring someone in and have them do a quick sketch/blueprint for the

students and explain what it is they do and why it is important. Students will see how art can translate

into a career and will be excited to practice their art skills.

Closing & Teach Back Time: 5 MinutesIts important to come out of this week with a couple design ideas that we can begin to think about,so for teach backs today make sure to ask students what they think belongs at our site. Ask probingquestions to get them thinking about what will work and what wont. What do we have space for?What would look good? Help people? Etc. Mission Success? Did we already do this?


Students should clean up their own workspaces. Team leader will assign clean up roles as needed.


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Apprenticeship Week 6 City Building Lesson 6Greening the Site


New Basic Skills: Oral Presentation, Advanced LiteracyCitizen Schools Values:Teamwork, LeadershipCameo Opportunity Sustainability & Green building experts

Overview:

Learning Objectives:By the end of the lesson, the students will:1. Learn about the importance of green design and how to develop a sustainable building2. Begin to think about ways to make their design greener.

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Sketches2. Review Agenda and Set Context3. Urban Growth- Pro/Con4. Green Thinking5. The Perfect Site6. Closing and Teach Back7. Clean up

15 Minutes5 Minutes15 Minutes

20 Minutes25 Minutes10 Minutes5 Minutes


Make visuals; 411, Vocabulary Connect with Staff Lead for this activity http://www.pbs.org/journeytoplanetearth/education/urbanexplosion.html Must do research for our site was what? Look up pictures and facts about what the site has

been used for in previous years.VocabularySustainability- the ability to maintain a certain process or state forever. The use and growth of naturalresources to meet present and future needs without damaging the environment or using too much ofa resource.Resource- A source of aid or support that can be used when needed; "the local library is a valuableresource."SmartGrowth- Well-planned development that protects open space and farmland, revitalizescommunities, keeps housing affordable and provides more transportation choicesInfrastructure- Infrastructure typically refers to the technical structures that support a society, such asroads, water supply, wastewater, power grids, and telecommunications.Ecosystem- a system formed by the interaction of organisms with their physical environment


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Materials and Equipment Inconvenient Truth/Other video on Sustainability/Smart Growth preloaded

If using a computer to show video clips you will need a projector.Materials for perfect city (cardboard, glue, tape, straws, popsicle sticks, toothpicks, constructionpaper, scissors, markers, clay or any other construction materials you may have.)Water/Cups Visuals Stars Step Up/Detention Slips


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Opening Ritual Time: ~15 MinutesRevisit the design ideas discussed last week. Remind students of the concepts they thought of in thelast class and let the students be creative by having them sketch out what the design could look like.Have students choose the parts of the design they like the best and see what they come up with ontheir sketches. Students will present the 2-3 highlights of their sketches after they are done.

Set the Context and Review Agenda Time: 5 Minutes

Today we will be learning about urban growth. Over time cities have grown and grown but oftentimes cities grow too quickly for the people living there. Our society today is dealing with effects ofthis fast paced growth in various environmental ways. Today we are going to learn about how tobuild and develop our site with the environment in mind.Mission of the Day: Today you will leave the class with an understanding of which parts of ourdesign will be green and allow for sustainable growth in the city.


ACTIVITY 1 Urban Growth 15 MinutesPreparation: Download/Rent video/video clip, prepare discussion questionsMaterials:TV/ProjectorVocabulary: Sustainability, Resource, Smart Growth, Infrastructure, Ecosystem, Pollution,Urbanization, Urban Sprawl

Begin with a discussion about cities in general. What do students know about cities? Ask studentsvarious questions: What are some things cities can offer? What do they provide? What problems canthey create? What kind of environmental problems do cities create?

Set students up for video clip While cities are the social, commercial, and communitycenters of our world, they can also cause a lot of problems. Not only is there poverty andtraffic jams, but cities grow so quickly they often cant control and monitor themselves. Citiesmust be able to provide food, shelter and services to their inhabitants, but also must do so ina way that isnt harmful to the environment. Infrastructure (vocabulary word) must growalong with cities. That means that sewage systems, garbage collection, electricity and water

systems must also develop as a city develops. Nevertheless, cities cause a whole bunch ofwastethey leave trash on the streets and in the water and lead to pollution. Cities oftenoveruse their materials and this is leading to something called global warming. Ask studentswhat they know about global warming. Teach about global warming here and provide somefacts.

MOVIE CLIP: Al Gores movie or some other sustainable/urban growth movie clip


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ACTIVITY 2 Green Thinking 20 MinutesPreparation: Bring in list/pictures of 3-5 things to green a building/site. Pictures of original siteMaterials: Green materials if you have them (solar panels, piping, other household items that can green abuilding etc.)Vocabulary: Legacy, smart-growth, sustainability, LEED Certified*Cameo Opportunity* If you know someone whos an expert in sustainable growth bring them in to talk tothe students and present ideas.

Briefly show students how the land was first used? Compare that to how it is used today. Has the sitegrown along with population growth? How has it changed?

Explain to students that whatever they decide to build will create a legacy (vocab word) and thebuilding will be there for years to come. Therefore, it is important that when we decide what to build,we keep in mind smart growth and sustainability and build our site with a green concept in mind. Inorder for the city to be able to continue to grow and improve, our design must be sustainable and notwasteful. It is also a requirement by the mayor that we build with these issues in mind.

Talk about sustainable growth. What can we do to protect the environment? Focus on a few greenbuilding techniques and explain to students how these can save money, energy, etc. Bring in LEEDCertification as a way to measure this in buildings.

Pass around different green items and pictures. Ask students if they know what each thing is, andhow it helps the environment. Have a brief discussion on each of the items. It may be helpful tocome prepared with individual questions specific to each item. Bring in everyday household items(blue jeans, glass bottles) and see if the students can guess how these items are green, this will forcethem to be creative and will surprise them.

There are plenty of video clips/articles to show the kids to help get them thinking about ways togreen a home. Check out HGTV.com and 100khouse.com for examples.

Bring back the plans/pictures/ideas from the previous week about different designs we might want touse for our site and begin discussing how we can make these greener. Ask students what they thinkof when they hear the word green, or environmentally sound.

Start a discussion about what materials and methods constitute sustainable or smart growth and whichmaterials do we think would work well on our site? Ask students what would look good? Would itwork aesthetically as well as structurally? If students arent engaging in an active discussion, you canplay a game of sell me something, where groups are assigned/formed and given a green item(solar panel, roof garden, recycled.) Students must come up with a reason why the group shouldchoose their item and why it would look good and be helpful to the site.

ACTIVITY 3 The Perfect Site 25 MinutesPreparation: Gather materials


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wasteful. What will your site look like? What will it include? Make sure they create their site with aplan for sustainable growth and how to solve environmental issues.

Give students time to draw their blueprint (previous vocab word) before they start building

ACTIVITY 4 Vocabulary Review Game

If time remains, run a vocabulary review game. There was a ton of vocabulary today so it may be agood idea to have them think about all the different words discussed in the class. See appendix forchoices.

Students will have materials such as cardboard, glue, tape, straws, popsicle sticks, toothpicks,construction paper, scissors, markers, etc to build their perfect sities.


Did we accomplish our mission? What parts of our design could potentially be green? Why is iturban to build with the idea of smart growth/sustainability in mind? What are examples of differentgreen types of structures (solar panels, etc.)


Apprenticeship Week 7


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pp p

City Building Lesson 7Money, Money, Money


New Basic Skills: Oral Presentation, Advanced LiteracyCitizen Schools Values:Teamwork, Leadership*Cameo Opportunity* Budget management/construction workers

Overview:


1. Understand the money behind the project, how to stick to a budget and calculate profit2. Finish the final blueprint for their model and include building materials

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Budget Introduction4. Building Materials5.

Cost/Benefits6. Blueprint

7. Closing and Teach Back8. Clean up




Make visuals; see above Connect with Staff Lead for this activity Make worksheets Procure building materials

Vocabulary Posted in the ClassroomBudget- a sum of money allocated for a particular purpose; "the laboratory runs on a budget of amillion a year"Profit- The positive gain from an investment or business operation after subtracting for all expenses.The opposite of a loss. (Profit= Revenue-ExpensesRevenue- this is the total amount of money received by the company for goods sold or services

provided during a certain time periodCost/Expense- the total spent for goods or services including money and time and laborEfficient- being effective without wasting time or effort or expense

Materials and Equipment B d W k h


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Opening Ritual Time: ~15 MinutesIf you had $200 and could only bring 10 items to a deserted beach what would you bring? You dontknow how long you are going to be stuck there, what will you bring? Oryou are going on a week-long camping trip and you only have $300, you can only fit 10 things in your back pack, what will youtake? These two situations will help students begin to think about a budget and making difficultchoices. Think about what dollar amounts would make sense for your students.

Set the Context and Review Agenda Time: 5 MinutesVisual agenda for students. Today will be a day filled with lots of different things. First we are goingto talk about our budget and how to make sure that we arent spending too much money so that wecan make a profit. We are also going to finish our final blueprints so we are ready to begin buildingall next class.Mission of the Day:Todays mission is to finish our final blueprint and label it according to budgetand material restrictions.



ACTIVITY 1 Introduction to Budget 10 MinutesPreparation: Compile building materials. Prepare questions for discussionMaterials:Vocabulary: Budget, Profit, Cost, Benefits, Expenses, Revenue

Introduce the vocabulary words here. Explain that money is a large part of this whole thing.As developers, we want to make aprofit, so we need to make sure we keep track of ourcosts. This also means that we cant do everything we might want to, and have to makechoices on what our building is going to look like.

Go over the remaining vocabulary words and talk about their importance.*Cameo Opportunity* You can bring in the person managing a project or in charge ofbudgeting at a company. They can help you explain the importance of sticking to a budgetand planning out your ideas before you start building too quickly. Remember to share theircareer path and how they got to where they were. College, Graduate school, etc.

ACTIVITY 2 Building Materials 15 MinutesPreparation: Prepare questions for material discussion. Put together bingo sheet (see appendix)Materials:Various pieces of building material (brick, wood, plaster, glass, etc.)Vocabulary: Efficient

B i i i i f b ildi i l d h d h b ildi b d


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ACTIVITY 3 Cost Worksheet 20 MinutesPreparation: Put together and print cost worksheet (see appendix for examples) and questions for budgetworkMaterials: Cost/Benefit worksheetVocabulary: costs, benefits, expense, revenue, profit.

In groups, have students fill out a cost/return worksheet. (see appendix for examples) How much dodifferent materials cost? How much do we have to pay the builders? How much profit are we goingto make from renting? Have students fill in the blanks and compute how much profit we willmake. This will also help make sure that we dont go over budget.

ACTIVITY 4 Blueprint 25 MinutesPreparation:Compile all blueprints/drafts from previous weeks.Materials: Sample blue print, graph paper, poster board, rulers, pens, pencils, markers, tape, stringVocabulary: Blueprint

Using what we decided from previous weeks, today we will construct our final blueprint. Breakstudents into different groups depending on what part of the site they want to work on. It will behelpful to think of these groups before hand to make sure students can work well with each other.Use your staff support for help in forming these groups. In the individual groups, have studentssketch out their blueprint with pencil.

Remind students that this blueprint will be part of the wow and should represent quality hard work.Explain to students that they must label the parts of the blueprint so that if another group needs tobuild it they will understand. Have the students mark out what materials will be used in differentparts of the design, and make sure it adheres to the mayors qualifications, or whatever standards

rubric you set up in the beginning. Once blueprints are finished have the students think about what materials they need to build their

models so that we can get it for next week.

If time remains start working on models.

Closing & Teach Back Time: 5 MinutesAsk students what they learned today. What do their plans look like? What materials are good for theenvironment? What materials are more expensive than the others? Why is it important to stay withinthe budget? What are profits?

Also its a good idea to give students a preview of the materials theyll be using the next week to work


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City Building Lesson 8Development

Model Building


New Basic Skills: Oral Presentation, Advanced LiteracyCitizen Schools Values:Teamwork, Leadership*Cameo Opportunity* Perfect opportunity to invite architects back to help with model work.

Overview:

Learning Objectives:By the end of the lesson, the students will:1. Have almost completed their models2. Practice oral presentation skills and techniques

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual2. Review Agenda and Set Context3. Model Work4. Oral Presentation Practice5. Closing and Teach Back6. Clean up

10 Minutes5 Minutes60 Minutes

During Model Work10 Minutes5 Minutes


Make visuals; see above Connect with Staff Lead for this activity Bring materials for model work Since this is a very hands-on class, it might help to bring in colleagues or friends to have

more hands on deck assisting students

Vocabulary

Materials and EquipmentModel Materials

WOW Permission SlipsWater/Cups Visuals Stars Step Up/Detention Slips

Pl i h L 75 Mi


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Opening Ritual Time: ~15 MinutesWhat makes a good oral presentation? Show video clips of good and awful speeches/debates thatuse excellent public speaking techniques. In between each clip have students quickly say why or why

not it was good public speaking. After the quick discussion have students come up to the classroomand give a good mini-speech. It can be about anything they wantfavorite sport, thing do to inthe summer, place to go, anything, but they must speak for an entire minute. Debrief. Reviewing 5tips for strong presentations. Make a list on visual so you can save for next weeks practice.

Set the Context and Review Agenda Time: 5 MinutesVisual agenda for students. Our WOW is about 2 weeks away and were going to be spending today

working on the model of our design and practicing our oral presentation skills. Weve prepared somematerials and will need your groups to put our blueprint ideas into a 3D visual display, just like howreal architects do. While youre working on that well be walking around to help you and also ask youquestions about the parts youre working on to practice explaining our ideas and why we decided onthis design. The Mission of the Day is to practice good presentation techniques and begin to createmodels.


Activity 1-2 are simultaneous: Time: MIN ACTIVITY 1 Model Work 60 MinutesPreparation: Secure materials. Set up work stations to facilitate student work.Materials: Cardboard, poster board, glue, tape, markers, pens, pipe cleaners, texture pieces, etc. (anyother materials students may want or you have available to bring in)

By this point, students should know what their design is and now its time to put it into a 3Dmodel form.

Divide the group by different parts of the project and have each small group work on a partof the model. One group can also work on writing up a description of what the design is and why the class came to this decision. This can help facilitate what speaking parts differentteam members will take on.

Have one CT work individually with a group of students on writing the description of whatthe students decided while other CTs and TL help students with models. We want tobasically be finished with the models by the end of the day today, so it is important to prepareand bring all the materials needed.

ACTIVITY 2 Oral Presentation Practice (during Model Work)

While one citizen teacher walks around the classroom, he or she should pause students intheir work, and have them quickly tell you what it is they are doing. Ask them to point onthe model to explain different things and locations. Ask them probing questions about whatthe design is and why they may have gone with that design over another. Costconsiderations? Feasibility considerations? Was it what the community wanted most? Who

ill b fi f hi d i ? Wh d id h i k i i k h h h


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What did you learn about model-building today? How did it feel to explain what we did and why wedecided to do it to others? What are some good techniques for public speaking & explaining yourselfto an audience? What questions do you think our guests will ask us at the WOW?

Its a good idea to share some of the expectations for the WOW as well so students feel comfortableknowing exactly how long theyll be speaking for, that both the expert judges and their families willbe able to see their work (separately), etc.



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City Building Lesson 9Model Construction & WOW practice



Overview:


1. Finish models2. Practice their presentation with a real audience

Agenda based on the lesson plan. Post in the room for the students to see.

1. Review Agenda and Set Context2. Model Work3. Practice, Practice, Practice4. Dress Rehearsal5. WOW Talk6. Closing and Teach Back7. Clean up


Preparation and Space Set up: Make visuals; see above Connect with Staff Lead for this activity Speak to Co-workers about visiting for 15-20 minutes for presentation

Materials and EquipmentModel materials Extra permission slipsWater/Cups Visuals


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Opening Ritual Time: ~10 Minutes

If you have the option, have this class off campus at your firm, or bring in other Real EstateDevelopers you work with. If off campus,. for the opening ritual have your co-workers introducethemselves and tell what they do and how they got there (career connections). If on campus, inviteyour guests for the second half of the day and have students get right into model building.

Set the Context and Review Agenda Time: 5 MinutesVisual agenda for students. Today is the last class before the WOW! (most likely) We have thechance today to finish our model work and do a final run-through of everything and make sure thatwe are ready for the WOW. Remind them about the expectations and remind them about the agendafor the day of the WOW. Tell them to treat today like a mini-wow as it is going to be great practicefor the real thing.Mission of the Day: Finish the model & practice, practice, practice for the WOW! Leave classfeeling comfortable about the WOW next week.


Activity 1-4: Time: MIN ACTIVITY 1 Model Finishing 20 MinutesPreparation: Secure materialsMaterials: Cardboard, poster board, glue, tape, markers, pens (any other materials students maywant)

Today we have the opportunity to put the finishing touches on our models. Make sure thateverything is where it should be and labeled correctly. While students are working, ask themquestions about different parts of their model to make sure they understand the variouspoints and concepts they have in front of them. Ask them what questions they think peoplemight ask them, and how to go about answering them

Finish Models! ACTIVITY 2 Practice, Practice, Practice 30 MinutesPreparation:Have worked out with your co-Citizen Teachers which students will say which parts ofthe presentation, ideally pulling from their own interests and strengths youve seen throughout thesemester and in the ways they talk about the project. Come with a work-sheet that they can fill in to

help them frame their remarks. Giving them a blank page may make them nervous, so having somefill in the blanks can be a big step in having a productive presentation planning session. And beingprepared with which students will do which parts of the presentation will facilitate this as well.

In individual groups, have students write down what they plan to say on the worksheets Then they should practice reading out loud their presentation until they dont need to read so

much and can do more of it from memory


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ACTIVITY 3 Dress Rehearsal 15 MinutesNo Preparation, Materials, or Vocabulary needed

Now, we are going to have a mini-wow! I know we have been doing a lot of practice today, but Iwant to make sure that we are ready to WOW the judges at the real wow, so I set up a mini-wow forus to practice.

Invite co-workers back into the room (or after the introductions if the havent been in yet) andexplain to them that they are going to be a judges for the practice.

Have students go through their presentations in front of our real audience

ACTIVITY 4 WOW Expectations/Reminders 5 MinutesNo Preparation, Materials, or Vocabulary needed

Remind students of the details of the WOW and get them revved up. Theyve worked hard allsemester and nows the time when they get to show everyone what they learned! Remind to bringback permission slips and let students know that they should treat this like a real presentation and getdressed up. Calm nerves, answer their questions and let them know that youre very proud of themand theyre ready to go!

Closing & Teach Back Time: 5 MinutesWhat are the students excited for about the WOW! What are they nervous about? How can theyhelp each other. What skills should they remember when giving their presentation (eye contact, dontread the paper straight through, point at something in the model that you refer to, etc.)? Have thempractice their order in a count-off so they know whos going after who.

Clean Up


City Building Week 10


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y gReflect and Celebrate after the WOW



Overview:


1. Be able to think back about everything they have done and learn how to write a reflection2. Be able to celebrate their hard work and success

Agenda based on the lesson plan. Post in the room for the students to see.1. Opening Ritual: Snowball Fight2. Review Agenda and Set Context3. Reflection4. Share Reflections5. Celebration6. Closing and Teach Back7. Clean up


5 MinutesPreparation and Space Set up:

Make visuals; see above Connect with Staff Lead for this activity Prepare celebratory food

Vocabulary

Reflection:

Materials and Equipment Lined paper or copies of Reflection Prompt (what you learned, your favorite part, what you wouldchange, add) Scrap paper for snowball fight Pens/PencilsWater/Cups

Celebration Food Visuals Stars Step Up/Detention Slips

Pl i h L 75 Mi


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Opening Ritual Time: ~10 MinutesSNOWBALL FIGHT! Each student will be given three sheets of scrap paper and a pen. On eachsheet they must write one thing they learned, their favorite part of the apprenticeship, how this

apprenticeship will help them in the future etc. Give students 5 minutes to write out their answers.Once everyone has written something, have students crumple up their scrap paper into balls. Andwhen team leader says go, students start throwing the paper at each other, like a snowball fight. Aftera few minutes of organized chaos call a stop to the game. Have students pick up the pieces ofpaper and one by one have students read out one of the comments on the sheet of paper to theclass.. This allows for anonymous sharing and participation by all.

Set the Context and Review Agenda Time: 5 MinutesToday is a little less structured than most days and is really a chance for the Citizen Teachers andapprentices to celebrate their hard work and success over the past ten weeks. Nevertheless explain tostudents that they will be doing some reflection today, and the snowball fight was a chance for themto get their brains thinking about what they have done this semester. After the reflections we willcelebrate the students hard work with (pizza, ice cream, cookies, etc.)

ACTIVITIES Time: 60 minutesActivity 1-3: Time: MIN

ACTIVITY 1 Reflection Writing 15 Minutes

Ask students what is a reflection? A reflection is when you think back to the beginning ofthe apprenticeship and think about all the different things you have learned. Its a greatchance to see how you have grown as a student and a person and remember how much youhave done.

Hand out pens/pencils and sheet of lined paper/ reflection prompt (attached) ACTIVITY 2 Sharebacks 20 Minutes

Have students, using the presentation skills theyve learned this semester share in front of theclass their reflections and discuss them.

Collect reflections after they present. ACTIVITY 3 Celebration & Value Star Awards 25 Minutes

Now its time to celebrate all your hard work. Order pizza/buy cake/cookies and have a fun celebration with your students. If there is an

ice cream store nearby take your students to get ice cream or make sundaes in the classroom

Bring some board games, hang out, have some fun, and dont forget to take a team picture. This is also a great week to give out awards to your students for the values and achievement


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Appendix Table of Contents:Sample Handouts for Lesson Plan Activities(See MS Word and PowerPoint Attachments)

Week 1:

Types of Real Estate PowerPoint Favorite Places in the City PowerPoint Real Estate Matching Game Kid Friendly Blueprints

Week 2:

Mayors Letter Stacking Plan

Week 3: Aerials

Week 4:

Scavenger Hunt for Site Visit Site Exploration Worksheet Interview Worksheet

Week 5: none

Week 6: none

Week 7:

Building materials bingo game Cost Worksheet Ideas

Week 8: none

Week 9: none

Week 10: none


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Activities Table of Contents:Menu of Hands-on Activities to Build & Reinforce Skills(See Activities Listings Below)

Name Games

People Bingo M and M or Starburst Game Shoe Grab

Teambuilding Activities

Direct Me Balloon Juggle Hoola-Hoop Circle Beat the Staff Zen Counting Human Knot Pass the Pen Cap Budget Activities: If I had a million dollars Stranded on an Island

Vocabulary Games/Review

Jeopardy Family Feud Pictionary

Oral Presentation Activities

Index Cards with Numbers If I had a Million Dollars

Emotions Sell me Something Show me your Hands Presentation Pitfalls Two Truths a Lie


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Name Games:

People Bingo: This is a great introduction name and teambuilder game. Construct a sheet withvarious statements on it (this person has an older sister, this person likes pizza, this personowns a library card) and students must walk around the class and find a different person to fillin each square. First person to fill all the squares with a peers signature wins!

M and M or Starburst Game: Pass out a few starbursts or M and Ms, but instruct students not toeat them yet. For each starburst or M and M students must answer a different question basedon the color of the candy. (For each yellow piece of candy, students must say one thing they like

to do on the weekend.) A variation on the game is the Toilet Paper Game. Tell students topretend theyre going on a camping trip. Pass a roll of toilet paper around the group andinstruct students to take as much toilet paper as they will need for the weekend. For each sheetof toilet paper students must say one thing about themselves.

Shoe Grab: Place students in a circle and count off by 2s. The 1s must take off one sneaker andthrow it in the middle. The 2s must go and find a sneaker of a person they dont know. Give

students 5 minutes to talk to their new partner (you can have a set of questions you want themto talk about) and afterwards people must present to the group what they learned.

Teambuilding Activities:

Direct Me: Fun teambuilding game where the staff hides something in the classroom. Onestudent is chosen to find the object and is blindfolded. It is up to the students to direct the

blindfolded student towards the objects. Only one command at a time can be given.

Balloon Juggle: Students must stand in a circle and hold hands (wrists if they dont want to holdhands) and are given one balloon. The only rules of the game is that the balloons must bepassed along the circle from one person to the next, you cant touch it twice in a row, and theballoon cant hit the floor. If you break one of the rules, you lose the ability to use one body partto pass the balloon along.

Hoola-Hoop circle: Start with students in a circle holding hands. Have one student start with ahoola hoop (place it over the hands of two students). Students must pass the hoola-hoop overand through their bodies to the person next to them, and keep on going. If they can master this,add another hoola-hoop and start it going the other direction so eventually it will meet.


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Zen Counting: This is a great game for waiting or walking time. The group needs to say thenumbers 1-15 in sequential order. No person can speak more than once in a row, and if twopeople speak at once, you need to start again at 1. Everyone must say at least 1 number.

Human Knot: A team builder classic. Have the team form a circle and put their right hands inthe middle. They must reach across, and grasp the hand of someone not standing directly nextto them. Do the same with left hands. Now, untangle, without letting go.

Pass the pen cap (chalk): The group sits in a circle. One person leaves the circle and covers theireyes. A pen cap (or other small object like chalk) is handed from person to person around the

circle, as hidden as possible. Other people around the circle also pretend to pass something tofool the person who was out of the room. When the person re-joins the circle, she has 3 guessesas to where the pen cap is.

Budget Activities:

If I had a million dollars: Give students 2-3 minutes to think about what they would do If they had

one million dollars. Where would you go? What would you do? Have each student stand upand give a 1-2 minute presentation on how to spend their $1 Million. This activity asks studentsto consider what they would purchase if they had one million dollars. It requires students to becreative as well as weigh potential costs and benefits of different items.

Stranded on Island: Imagine you have been stranded on a island in the middle of nowhere.However, you were lucky enough to pack 10 things before your trip. Nobody knows where

you are, but theyre looking for you! Give students a few minutes to think about what theywould want to bring with them to help them survive on their deserted island. Students willthen present and explain why they chose the items they did. Give students a price limit so theybegin to think about budgeting money. What would you buy or do differently if you had $100,$500, $5000.

Vocabulary Games/Review:

Jeopardy: In this TV classic, set up categories of different areas of Real Estate. As students selecta category and a value, read off the definition of a vocabulary word and students have to guessthe correct term. As values go up the degree of difficulty should also go up.

F il F d I thi TV l i t t i f diff t f R l E t t T t d t


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Pictionary: In this activity, students are put into two teams, where they must pick from a hat andattempt to draw their selected word. Their teammates must guess the word while the otherteam remains silent.

Oral Presentation Activities:

Index cards with numbers: This game is good to help practice eye-contact. Randomly give eachstudent an index card or stickie with a number on it. (use as many numbers as students andCTs are in the class. Students will then hold their card in front of their nose so everybody cansee. While giving their presentation, the speaker must find the cards in order and engage in

eye-contact with the card holder for 3-4 seconds before trying to find the next card.

If I had a million dollars: Give students 2-3 minutes to think about what they would do If theyhad one million dollars. Where would you go? What would you do? Have each student standup and give a 1-2 minute presentation on how to spend their $1 Million. This activity asksstudents to consider what they would purchase if they had one million dollars. It requiresstudents to be creative as well as weigh potential costs and benefits of different items.

Emotions: Write various emotions and feelings on index cards (happy, sad, angry) and havestudents chose a card. They must put together a presentation or read from something in theemotion they have chosen.

Sell me something: This is a game to practice making convincing arguments and engaging withan audience. Pick various items from the classroom or from home and have students spend 2

minutes thinking of something other than its current use the object could be used for. After afew minutes students must come and try to sell their new item and make a convincingargument. For example a bottle cap could be sold as a replacement button.

Show me your hands: This game is used to help practice eye-contact and is similar to the indexcard game. Instead of index cards, use your hands. Participants in the crowd will raise theirarms and put both their hands above their heads. The speaker must look at each hand for 2-3seconds before moving onto another hand. Once your hand has been looked at, you put itdown. This will help the speaker see who have they made eye-contact with and who theyhavent.

Presentation pitfalls: A fun oral presentation game where students are given index cards withpoor presentation techniques exemplified Have students stand in front of the class and give a


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Design Activities:

Design your perfect home: What is your ultimate dream home? Imagine you are on an episode of cribsand your house could have whatever it wanted? What would it look like? Where would it be? How

many rooms? How many floors? A pool? Have students draw a blueprint or picture of their perfect home

and make sure they label all the different parts of it.

Make a blueprint of your room/home: This is a good activity to help students understand how tomake a good blueprint. Have students picture their room, or their entire house if they want a

challenge and have them draw out a scaled-down model. Encourage them to include absolutelyeverything they have in their room.

Week 1 Activity 3


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are needed to see this picture.

Week 1 Activity 3

Sample Blueprints


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Building Materials

Brick drywall Insulation Paint

Cement Slate Tar Tape

Windows Wood Nails Screws

Plaster Glue Caulk


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Sample Building Materials BingoSheet (Week 7 Activity 2)

Brick this material is


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Brick- this material is

Cement- this material is

Glass- this material provides light which can cut down electricity costs

Drywall- this material

- --

Wood- this material is less exspensive but needs to be replaced sooner

Plaster

-

Tar- this material is used on the roof to keep rain out

Nails- this material is used to keep things together but can get rusty

-

Paint- this material is used to make things pretty

Tape

-

Caulk- this material is


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CITIZEN SCHOOLSSULLIVAN SQUARE REDEVELOPMENT PROJECT

CONSTRUCTION WORKSHEET

BUILDING TYPE: RESIDENTIAL

STEP ONE:

MATERIAL SELECTION & PRICING Exterior Faade Material (Circle One)

Option I Steel (with LOTS of Glass)

Option II Brick

Option III Concrete

STEP TWO:

TOTAL PSF:

DETERMINE THE TOTAL PRICE PER SQUARE FOOT)

STEP THREE:

TOTAL SF:

STEP FOUR:

DETERMINE TOTAL PROJECT COST

x

TOTAL PROJECT COST

STEP FIVE

DETERMINE YOU TOTAL BUILDING SQUARE FOOTAGE


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My Favorite Places inBoston!

F P k


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Fenwa Park


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Charles River

John Hancock Building

8/6/2019 Architecture

Documents

Architecture and Design - Real Estate