Third Grade ◆ Lesson Two
B. Building observation walk: After discussing the photos with the students, the teacher takes them on a walk around and through their own school building. Try to have a maintenance person or custodian as a guide.
The building tour should be an opportunity to point out to the students the ele- ments and systems, described in the comparison charts, and to demonstrate how they are represented in the building.
The students should make their own comparison chart (similar to the included “Comparison Chart #1”) and use it to list and describe any additional anthropo- morphic comparison that they may observe.
g. windows / eyes, speaker system / voice, awning / eyebrow, computerized building management center or computer center / brain, radio antenna / ears.
As an additional activity, if class time permits, draw a building with human characteristics:
Talk to students about the surface features of a human being that relate to the outer surface of a house – for example, the eyes for windows, mouth for door, hair for roof, etc.
Students use the house outline, crayon or marker to add human features to their building. Have them begin with pencil (erasable) and color over their drawing with crayon or marker.
Display the charts and discuss the comparisons as a group.
As an additional activity, compare how we take care of our human bodies to sustain our health and longevity, with how a building needs to be taken care of to ensure its health andlongevity (its sustainability). See “Comparison Chart #3”.
Check the accuracy of the charts.
Have each student trade his/her chart with another student to check each