UNIT PLANSBy Alexandria

Croom

LEARNING HIERARCHY

LESSON PLANSGeometry

UNIT PROJECT

City planners help design cities and make such determinations as the height of buildings, the width of streets, the number of street signs, and the design and location of street “furniture” (everything from bus stops and lampposts to newsstands and wastebaskets). Deciding how a city is set up involves creativity. Strong analytic skills and sheer force of will are required to be a successful urban planner. Every building or structure must be designed with an understanding of its relationship to other elements of the city, such as coordinating the construction of water and power facilities, while still allowing people access to light, heat, and fresh water, or designing housing complexes that will be close to public transportation. Aesthetic design, another feature that the planner must consider, can be the subject of hot debate.

The planner begins by surveying sites and performing demographic, economic, and environmental studies to assess the needs of the community and encourage public participation in the process. If the planner is redeveloping an area (as opposed to groundbreaking or landfilling it), he or she must evaluate existing buildings and neighborhoods before determining what can be done to change the standing structures. During these phases, planners work closely with economic consultants to formulate a plan that makes sense for both the economy of the region and the residents. The next step is to create maps and designs. Every city needs to have map that details the locations and names of streets and buildings.

The City PlannerHow can concepts about lines and angles be used in city

planning?

For this project you get to take on the role of city planner. Look at the map of DC. You have recently been hired by the government to design a neighborhood, town, or college campus. You are responsible for designing the town. That is, you must name it, decide the location, and any themes for the town. You are asked by government officials to create a map of the area that includes the following:

1.Two streets that intersect to form a right angle. Name it using letters.2.One street that intersects another street to form an obtuse angel. Name this

angle using letters.3.One street intersects another to form an acute angle. How would you name

this angle using letters? 4.At least two streets that are not straight lines. 5.Use a compass to create the following angles in your map: 30◦, 60◦, 90◦, 180◦,

360◦

6.A pool with a circumference equal to the month you were born multiplied by the day you were born.

7.Two streets that are parallel.8.Two streets that are perpendicular.9.A street containing two line segments.10.A house with a yard that has a perimeter equal to 24. 11.A street that is an angle bisector12.A school that is in the shape of a square with an area of 64. Mark the length

on a side of the building.13.An office building in the shape of a triangle with an area of 15.14.A scale at the bottom of the page as well as map key. All buildings and

angles should be labeled. 15.A street with a school at its midpoint

Now Its Your Turn!

Step by Step Guide

First, start by drawing you map on a coordinate 20 x 20 plane.

Use a straight edge to draw lines and a protractor to draw angles. Use the check list on page 2 to make sure your map meets all the requirements.

Second, label all buildings and angles.

Third, name streets.

Fourth. Add creativity by coloring or shading the map

Fifth, Create a map at the bottom of the page

Grading Rubric4 3 2 1

Accuracy 60%

All of the directions have been followed. Map meets all 10 of the required criteria. Angles, Lines, Buildings, etc have been correctly drawn and labeled.

Map meet 7-9 of the requirements. Most angles and lines have been drawn correctly.

Map meets 4-6 of the requirements. Angles , lines, or buildings have not been correctly drawn or labeled.

Map meets 0-2 of the requirements. Angles are not correct .

Neatness

20%

Lines are straightly drawn. There are no unsightly eraser marks or stains. The map is easy to read. Student has colored inside of the lines.

Lines are slightly crooked. There is a little coloring outside the lines.

There are many crooked lines, eraser marks, and coloring outside the lines.

The majority of the lines are not straight. The paper looks like it was done at the last minute.

Creativity10%

Student goes above and beyond requirements. Streets are named. Buildings are colored and /or named. The names match the theme of the area or have some time of creative drive. Map includes accessories like pictures of cars, people, traffic signs, etc.

Student does adds color and creative theme, but it does not include accessories.

Student adds a very little color. The map does not a have thought provoking theme.

Student does not add color or unique qualities.

In class participation

10%

Student makes full use of in class time given to work on projective. This includes asking the teacher for help, guidance, clarification, etc. Student works well with other students and completes the majority of his/her work goals during the class period.

Student works during the majority of class time. Student is asked once by teacher to get on task .

Student does not use class time to the majority of work, but is not distracting other students

Student does not use class time to do work and is a distraction to other students

Total 100 points

UNIT TEST