f s o The Seven Wonders of T r e d n o n W e v e e S the Ancient World...

<http://www.scholastic.co.uk>

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ON

LIN

E P

HO

TO

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BL

E

Th

e S

even

Wo

nd

ers

of

Th

e S

even

Wo

nd

ers

of

the

An

cien

t W

orl

d

Han

ging

Gar

dens

of

Bab

ylon

Thes

e ar

e sa

id to

hav

e be

en

built

by

King

Neb

ucha

dnez

zer I

I ar

ound

600

AD

. Pla

nts

over

hung

la

yers

of t

erra

ces

and

wat

er w

as p

umpe

d to

th

e hi

gher

leve

ls fro

m th

e E

uphr

ates

rive

r.

Te

mpl

e of

Art

emis

Thi

s m

arbl

e te

mpl

e w

as

built

aro

und

550

BC

at

Ephe

sus

(Tur

key)

in h

onou

r of

the

god

dess

of t

he h

untin

g an

d th

e m

oon.

It t

ook

arou

nd

120

year

s to

bui

ld a

nd

feat

ured

bea

utifu

lly

carv

ed c

olum

ns.

Colo

ssus

of

Rho

des

Rou

ghly

the

siz

e of

the

St

atue

of L

iber

ty, t

he C

olos

sus

stoo

d at

the

har

bour

of t

he

Isla

nd o

f Rho

des,

Gre

ece.

It

was

bui

lt in

hon

our

of a

gre

at

vict

ory

and

was

mad

e of

cop

per

shee

ts a

roun

d an

ir

on fr

amew

ork.

It c

olla

psed

du

ring

an

eart

hqua

ke

arou

nd 2

26 B

C.

Th

e S

even

Wo

nd

ers

of

Ligh

thous

e at

Ale

xand

ria

Bui

lt ar

ound

28

0 B

C, t

his

was

a la

ndm

ark

and

light

hous

e fo

r th

e po

rt o

f Ale

xand

ria,

Egy

pt.

At

over

134

m, i

t re

mai

ned

one

of t

he w

orld

’s t

alle

st s

truc

ture

s fo

r hu

ndre

ds o

f yea

rs. A

n en

orm

ous

mir

ror

refl e

cted

su

nlig

ht d

urin

g th

e da

y an

d a

fi re

burn

ed a

t ni

ght.

Gre

at P

yram

id

of

Giz

aB

uilt

arou

nd 2

500

BC

, the

G

reat

Pyr

amid

is t

he o

nly

one

of

the

Seve

n W

onde

rs s

till s

tand

ing.

It

was

bui

lt as

a t

omb

for

the

phar

aoh

Khu

fu. I

t is

aro

und

140

m

tall,

230

m w

ide

at t

he b

ase,

and

m

ade

from

tw

o m

illio

n bl

ocks

of s

tone

.

the

high

er le

vels

from

the

Mau

sole

um a

t H

alic

arna

ssus

Thi

s w

as a

n el

abor

ate

tom

b bu

ilt fo

r th

e ru

ler,

Mau

solu

s, a

roun

d 35

0 B

C.

It s

tood

abo

ut 4

5m h

igh

and

was

cov

ered

in im

pres

sive

sc

ulpt

ures

. On

the

top

was

a s

culp

ture

of a

fo

ur-h

orse

cha

riot

.

Stat

ue o

f Z

eus

The

fam

ous

Gre

ek s

culp

tor,

Phid

ias,

car

ved

the

stat

ue a

roun

d 43

0 B

C a

t O

lym

pia,

whe

re t

he

Oly

mpi

c G

ames

wer

e he

ld, i

n ho

nour

of t

he g

od, Z

eus.

Zeu

sw

as s

eate

d on

an

orna

te t

hron

e an

d w

as a

roun

d 12

m t

all,

mad

e of

ivor

y an

d go

ld p

latin

g.

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CHRISTINA BAKER, WRITER, TEACHER AND EDUCATIONAL JOURNALIST

Name

PHOTOCOPIABLE 2 Photocopy or download from:

Points of view

BUILDINGS AUGUST 2007 JUNIOR EDUCATION TOPICS

Cut out the squares, and match up the people to the point of view.

GIL

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Farmer

“I never know when a bus is going

to come. Sometimes I have to

wait for ages. The shelters are

not very nice.”

Shopkeeper

“I think that the council should spend

more money on bike lanes and traffic

calming measures. Everyone should

recycle more and try to use less

energy in their homes.”

Elderly person without a car

“The farmers’ market means that I

can sell some of my produce directly

to people, but the supermarkets who

take most of my meat and vegetables

don’t pay me very much for them.”

Mum with young family and car

“People prefer to shop at the big

supermarkets, but they’ll pop in

early in the morning or late at

night. It means that I have to work

long hours.”

Environmentalist

“I have to balance the needs of

everyone living in this area and try to

make it better and safer for all of us.

We operate on a very tight budget, so

things have to be prioritised carefully.”

Councillor

“It’s very difficult to find anywhere to

park around here and trying to get

the kids to school is a nightmare. The

streets are clogged with traffic, but I

couldn’t manage without a car.”

Jet_Aug-A1back.indd 7/2/2007, 3:42 PM2

Name


Public park planGroup members: Plans for a new park near School.

BULDINGS AUGUST 2007 JUNIOR EDUCATION TOPICS

Anti-crime measures: My idea to improve the local area:

Amenities for all the community:

Anti-litter measures: Anti-vandalism measures:

GIL

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Name


Architect submits plans: Environmentalists fi nd

endangered newts on site:

Council approves plans: Building company goes bust:

Site cleared ready for building:

Local residents complain:

Grand opening special offer:

Councillor loses in election:

250 jobs advertised: Protesters chained to trees:

To build or not to build?Cut out and laminate the cards to use in your board game.


move forward 1 space miss a turn

miss a turn

move forward 2 spaces go back to start

move forward 1 space go back 3 spaces

move forward 2 spaces go back 2 spaces

move forward 3 spaces throw a 6 to move on

GIL

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Name


Skyscraper statistics


Structure Location Year builtApproximate

height (metres)

Petronus Twin

TowersKuala Lumpur, Malaysia 1998 452

CN Tower Toronto, Canada 1976 553

Oriental Pearl

TowerShanghai, China 1995 468

Eiffel Tower Paris, France 1889 324

Burj DubaiDubai, United Arab

EmiratesPlanned for 2009 808

KVLY-TV mast Blanchard, USA 1963 630

Empire State

BuildingNew York, USA 1931 443

Sears Tower Chicago, USA 1973 527

Ostankino Tower Moscow, Russia 1967 537

Taipei 101 Taipei, Taiwan 2003 508

Jin Mao Building Shanghai, China 1998 421

1. How tall is the Sears Tower? What is the height of the Ostankino Tower?2. In which year was Taipei 101 built?

3. Which is the world’s tallest structure at the moment?

4. How much taller will Burj Dubai be than the current tallest structure?

5. How much taller is the CN Tower than the Jin Mao Building?

6. How many years earlier was the Eiffel Tower built than the Empire State Building?

7. How much taller is the KVLY-TV mast than the Oriental Pearl Tower? 8. How many structures are taller than 510 metres?

Challenge 1: List the structures in order of height (shortest to tallest).

Challenge 2: Find the height of the structures in centimetres.

Challenge 3: Construct a bar graph to show the relative heights of the

structures. (Which scale would be best at showing their differences?)

Use the information in the table to answer the questions and attempt the challenges, below.

CHRI

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ALI

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Nam

e

PH

OT

OC

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6

Phot

ocop

y or

dow

nloa

d fr

om:

Fea

ture

s of

rel

igio

us

bu

ild

ing

s

Bui

ldin

gFe

atur

es –

find

out

why

the

y ar

e im

port

ant

Sym

bols

– fi

nd o

ut w

hat

they

rep

rese

nt

Chr

isti

an

chur

ch

• St

eepl

e or

tow

ers

• N

ave

(cen

tral

spa

ce fr

om t

he e

ntra

nce

to

the

alta

r)•

Cry

pt (

buri

al c

ham

ber)

• A

ltar

• C

onst

ruct

ed in

the

sha

pe o

f a c

ross

• Ea

st w

all f

acin

g Je

rusa

lem

• A

rche

s •

Font

(co

ntai

ns h

oly

wat

er fo

r ba

ptis

ms)

• C

ross

• D

ove

• Fi

sh•

Can

dle

Hin

du Mandir

• G

opur

am o

r Si

khar

a (t

all t

ower

abo

ve

the

entr

ance

)•

Dha

jas

(flag

s fr

om t

he t

op o

f the

Man

dir)

• M

ain

shri

ne•

Arc

hes

and

entr

ance

gat

e•

Mur

tis (

imag

es o

f the

god

s an

d go

ddes

ses)

• O

m

• M

anda

la

Isla

mic

M

osq

ue

• D

omes

(re

pres

entin

g th

e ro

of o

f the

sky

)•

Min

aret

(tal

l tow

er w

here

mue

zzin

s gi

ve

the

call

to p

raye

r)

• M

inba

r (p

ulpi

t)•

Mih

rab

(sho

win

g th

e di

rect

ion

of M

ecca

)•

Cou

rtya

rd a

nd g

arde

n

• C

resc

ent

moo

n•

Flow

ers

and

plan

ts•

Wat

er•

Geo

met

ric

patt

erns

Bud

hist

Te

mpl

e

• St

upa

or c

hort

en (

mou

nd o

r to

wer

, oft

en b

uilt

with

five

laye

rs a

nd

cont

aini

ng s

acre

d re

lics)

, pag

oda

(tie

red

tow

er)

• C

entr

al s

hrin

e

• C

ourt

yard

• D

orm

itori

es fo

r m

onks

or

nuns

• M

edita

tion

room

s•

Stat

ues

or p

aint

ings

of B

uddh

a

• W

heel

of L

ife•

Fig

tree

(al

so c

alle

d B

o tr

ee)

• B

uddh

a’s

hand

•

Lotu

s bl

osso

ms

• M

anda

la

Jew

ish

Syna

gogu

e

• A

rk (

cabi

net

whe

re t

he T

orah

scr

olls

ar

e ke

pt)

• N

er T

amid

or

‘ete

rnal

ligh

t’ •

One

wal

l fac

ing

the

holy

cit

y of

Jer

usal

em

• M

ezuz

ah (

parc

hmen

t in

scri

bed

with

ver

ses

from

th

e To

rah)

• Sa

nctu

ary

(pra

yer

room

)•

Bim

ah (

plat

form

whe

re t

he T

orah

is p

lace

d to

be

rea

d)

• St

ar o

f Dav

id•

Men

orah

(se

ven-

bran

ch

cand

lest

ick)

• H

oly

Tabl

ets

(the

Ten

C

omm

andm

ents

giv

en

to M

oses

)

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Name


Building impressionsUse this information sheet to detail your thoughts about a building.

OutsideTextures:

Shapes:

Colours:

Similes (looks like/reminds me of):

My feelings:

InsideTextures:

Shapes:

Smells:

Colours:

Atmosphere:

Similes:

My feelings:

After my visitNew knowledge:

Differences it has made to me:

Strongest memories:

Entering

My feelings as I went in:

Photocopy or download from:PHOTOCOPIABLE 7

JAN

E B

OW

ER IS

A C

ON

SULT

AN

T TO

PRI

MA

RY

SCH

OO

LS IN

AR

T, D

RA

MA

, DA

NCE

AN

D L

ITER

AC

Y, W

ORK

ING

WIT

H S

TAFF

AN

D C

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Name


Sydney Opera House


Look at the descriptions of Sydney Opera House below and answer the questions.

• Label each description as rhyme, persuasive text, simile, metaphor, alliteration,

narrative or acrostic.

• Which description appeals to you most? Why?

• Which gives you the clearest impression of the building?

• What do you like or dislike about each one?

• Where would you be likely to use each of these types of descriptions?

Descriptions of Sydney Opera house

JAN

E B

OW

ER IS

A C

ON

SULT

AN

T TO

PRI

MA

RY

SCH

OO

LS IN

AR

T, D

RA

MA

, DA

NCE

AN

D L

ITER

AC

Y, W

ORK

ING

WIT

H S

TAFF

AN

D C

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• A cathedral to worship the human voice.

• The light anoints the soaring points.

• Like angels’ wings reaching in fl ight.

• Open pointed ears reaching around.

• My heart pumped as I entered the world-famous building.

• The most superb building and sublime acoustics you will ever encounter.

• Soaring, stretching, sails of stone.

Rhyme:

Alliteration:

Persuasive:

Narrative:

Metaphor:

Simile:

Acrostic:

Rhyme:

Alliteration:

Persuasive:

Narrative:

Metaphor:

Simile:

Acrostic:



Photocopy or download from: BUILDINGS AUGUST 2007 JUNIOR EDUCATION TOPICS

PHOTOCOPIABLE B

Name

Mix it upConcrete is the most common material used in modern buildings. It is a mixture of aggregates (like sand and ballast), which add bulk, and cement, which binds the materials together.

Material Cement Sand Ballast

Measurement

• What combination of ingredients do you think will produce the hardest and

strongest concrete, using the materials in the table below?

• How will you keep the test fair?

Combination Observations (what happened)

• In groups, note down all the results and detail what was observed in the

space provided.

• Which combination would be best for a new home?

CHRI

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JET_aug_a3 back.indd 7/2/2007, 3:40 PM2


Nam

e

Phot

ocop

y or

dow

nloa

d fr

om:

Mat

chin

g m

ater

ials

Dra

w a

line

to

mat

ch t

he d

escr

iptio

ns o

f peo

ple’

s ho

mes

to

the

mos

t ap

prop

riat

e m

ater

ials

. One

has

bee

n do

ne fo

r yo

u. W

hy w

ould

the

se m

ater

ials

be

suita

ble?

Bri

ck

Ice

Stone

or

mar

ble

Mud

or

clay

Met

al a

nd g

lass

Wood

and

stee

l

Conc

rete

Fabr

ic

“I li

ve in

a b

arge

on

the

cana

l so

my

hom

e ca

n fl o

at o

n w

ater

.”

“I li

ve in

the

des

ert

and

Im

ove

arou

nd, s

o m

y ho

me

need

s to

tra

vel w

ith m

e an

d pr

otec

t m

e fr

om t

he h

eat.“

“I li

ve w

ith m

y fa

mily

in t

he s

ubur

bs, j

ust

outs

ide

the

city

.”

“I d

on’t

real

ly m

ind

wha

t m

y fl a

t lo

oks

like,

as

long

as

it’s

pra

ctic

al a

nd s

turd

y.”

“The

cou

ntry

in w

hich

I liv

e is

hot

and

dry

. I n

eed

shel

ter

but

don’

t ha

ve m

uch

mon

ey.”

“I li

ve in

an

apar

tmen

t on

th

e 37

th fl

oor

of m

y bu

ildin

g, s

o I h

ave

a gr

eat

view

of t

he c

ity.”

“I li

ve in

a b

eaut

iful m

ansi

on.

Our

fam

ily h

ave

owne

d it

for

man

y ge

nera

tions

.”

“I li

ve in

the

nor

th o

f Ala

ska.

T

he g

roun

d is

cov

ered

w

ith s

now

and

tra

nspo

rtin

g go

ods

is d

iffi c

ult.”

BUIL

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AU

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007

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PH

OT

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A


JET_aug_a3 back.indd 7/2/2007, 3:40 PM1


ONLINE PHOTOCOPIABLE PAGE 1

English National Curriculum –

BuildingsCommon objectives for all activities in this issueGeography1a) ask geographical questions b) collect and record evidence c) analyse evidence and draw conclusions d) identify and explain different views that people hold about topical issues2 a) use appropriate geographical vocabulary d) use secondary sources including aerial photographs c) use maps and plans at a range of scales f) use ICT to help in investigations3 a) identify and describe what places are like d) explain why places are like they are4a) explain patterns made by physical and human features b) recognise some physical and human processes5a) recognise how people can improve the environment or damage it7a) study at a range of scales c) carry out field work outside the classroom.

Additional objectives for specific activitiesPages 2–3 Buildings around usICT2 a) develop and refine ideas by bringing together text

and images3 b) think about content and quality when

communicating information5b) explore a variety of ICT tools.

EnglishEn1 Speaking and listening3 a) make contributions relevant to the topic e) take up and sustain different roles.

QCA Geography Unit 6 – Investigating our local areaUnit 21 – How can we improve the area we can see from our window?

History Unit 18 – What was it like to live here in the past?

Pages 4–5 Famous buildingsArt and design1c) collect visual and other information to help develop ideas 2b) develop their control of tools and techniques 4a) learn about visual elements: colour, pattern and texture, line and tone, shape, form and space.

History 1b) use dates and vocabulary relating to the passing of time2a) learn about characteristic features of periods studied 5c) communicate their understanding of history in a variety of ways.

QCA Art and design Unit 6C – A sense of placeUnit 10 – What can we find out about Ancient Egypt from what has survived?

Pages 6–7 A room with a viewCitizenship1 a) talk and write about their opinions and views on

issues that affect themselves and society2a) research, discuss and debate topical issues, problems and events c) realise consequences of anti-social behaviours on communities.

QCA Geography Unit 21 – How can we improve the area we can see from our window?

Citizenship Unit 9 – Respect for property.

Page 9 Monumental mathsMathematics Ma3 Shape, space and measures4a) recognise the need for standard units of measurement; choose ones suitable for a task and make sensible estimates

BUILDINGS JUNIOR EDUCATION TOPICSPhotocopy or download from:


ONLINE PHOTOCOPIABLE PAGE 2 Photocopy or download from:

English National Curriculum –

Buildings (continued) b) recognise that measurement is approximate; read scales with accuracy.

Pages 10–11 Material worldScience Sc3 Materials and their properties1 a) compare materials on the basis of their properties b) some materials are better insulators than others2 a) describe changes when materials are mixed f) non-reversible changes may be useful.

QCA Science Unit 3C – Characteristics of materials.

Pages 12–13 Sacred structuresArt and design1 c) collect visual and other information to help

develop ideas2 c) use a variety of methods to design and make

images and artefacts 4 b) learn about materials and processes and how these can be matched to ideas.

QCA RE Unit 3A – What do signs and symbols mean in religion?Unit 6B – Worship and communityUnit 6E – What can we learn from Christian religious buildings?

Art and design Unit 3B – Investigating patternUnit 6C – A sense of place.

Pages 14–15 Grand designsDesign and technology1 a) generate ideas for products after thinking about

who will use them b) develop ideas and explain them clearly4 a) learn how characteristics of materials affect how

they are used.

Mathematics Ma3 Shape, space and measures b) recognise that measurement is approximate; read scales with accuracy.

QCA D&TUnit 6A Shelters.

Citizenship Unit 6 – Developing our school grounds.

Page 16 Design down underEnglish En3 Writing1 a) choose a form and content to suit a particular

purpose b) use vocabulary in inventive ways9a) imagine and explore feelings and ideas.

QCA GeographyUnit 24 – Passport to the world.

BUILDINGS JUNIOR EDUCATION TOPICS



Northern IrelandCurriculum –

BuildingsCommon objectives for all activities in this issueGeographySkillsa) use photographs, plans and maps of different scales b) draw simple plans and maps g) observe, record and present field work information and information from other sources.

Where people live a) describe similarities and differences between places.

Weather c) investigate the effects of the weather on the lives of people, eg house types.

The environment d) explain ways in which people affect the environment e) discuss issues associated with conservation of the environment.

Information technology• use a word processor to write descriptions of places and geographical features.

Additional objectives for specific activitiesPages 2–3 Buildings around usInformation technology• use IT tools for desktop publishing, design, image processing.

English – talking and listening• engage in role play, simulations and decision-making situations.

Pages 4–5 Famous buildingsArt and design – investigating and realising b) observe and record aspects of the natural and made environments f) collect, examine and select resource materials g) use and combine colour, line, texture, shape, form and pattern in 2- and 3D.

History a) use words or phrases related to the passing of time

b) identify some of the characteristic features of past societiesd) construct basic historical narratives about the past.

Pages 6–7 A room with a viewEnglish – talking and listening• engage in role play, simulations and decision-making situations.

Education for mutual understandingInterdependence• understand the interdependence within the family, the local community and the wider world.

Pages 9 Monumental mathsMathematics – measures a) develop skills in estimation of length and aread) use appropriate metric units i) understand and use scale in maps and drawings.

Pages 10–11 Material worldScience – materialsProperties a) investigate similarities and differences in materials c) investigate properties of materials and how these relate to their uses.

Change c) investigate changes of state e) understand that when new materials are formed the change is permanent.

Pages 12–13 Sacred structuresArt and design – investigating and realisingb) observe and record aspects of the natural and made environments f) collect, examine and select resource materialsg) use and combine colour, line, texture, shape, form and pattern in 2- and 3D.

Art and design – materials, tools and processes e) design and make printing blocks f) make single and repeat prints j) make 3D structures, selecting and using a variety of




Northern IrelandCurriculum –

Buildings (continued) materials and joining techniques.

Pages 14–15 Grand designsArt and design – investigating and realising a) explore and respond to sensory experiences, memory and imaginationd) discuss and explain their ideas and work and compare it to that of others e) develop some understanding of how artists and designers develop and represent their ideas.

Mathematics – measures a) develop skills in estimation of length and aread) use appropriate metric units i) understand and use scale in maps and drawings.

Page 16 Design down underEnglish – writing a) make expressive use of language when describing thoughts, feelings and imaginings c) observe different structures demanded by various forms of writing.



ONLINE PHOTOCOPIABLE PAGE 1

Scottish National Guidelines 5–14 –

BuildingsCommon objectives for all activities in this issue, levels B–ESociety, science and technology – people and placeUsing maps • extend the mental map by identifying on a map main features/locations as appropriate to the particular study• describe the main features, eg scale, compass direction, of a few different types of map.

Physical environment• describe how extremes of weather and climate affect people and places.

Human environment• describe the main features of their own settlement• describe how and give reasons why settlements differ in character.

Human-physical interactions• describe the main features of some common types of land use for a selected land use change • describe possible effects on the landscape/environment• describe some ways of conserving landscapes.

Additional objectives for specific activitiesPages 2–3 Buildings around usInformation technologyCreating and presenting graphics• use and manipulate a wide range of graphic material.

English language – talkingTalking about experiences, feelings and opinions:talk to a group or class.

Pages 4–5 Famous buildingsArt and designVisual elements• control lines to make shapes showing some understanding of scale• produce images which show understanding of the visual elements.

Society, science and technology – people in the pastPeople, events and societies• describe some features of societies, people and events and suggest why they might be significant.

Nature of historical evidence• describe ways in which people remember and preserve the past.

Pages 6–7 A room with a viewSociety, science and technology – people in societyConflict and decision making• identify ways that citizens participate in decision making at local and national level• give examples of ways in which local and national government make decisions that affect people’s lives.

Pages 9 Monumental mathsMathematics – information handlingMeasure in standard units• estimate length and height• select appropriate measuring devices and units for length• read scales.

Pages 10–11 Material worldSociety, science and technology – scienceMaterials• make observations of differences in properties of common materials • relate uses of everyday materials to properties.

Changing materials• describe changes when materials are mixed.

Pages 12–13 Sacred structuresArt and designVisual elements• with guidance, make images or objects in drawing, painting, modelling and constructing• make structures in 3D.

BUILDINGS JUNIOR EDUCATION TOPICSPhotocopy or download from:



Scottish National Guidelines 5–14 –

Buildings (continued) Communicating• convey feelings, ideas and emotions, in two and three dimensions.

Pages 14–15 Grand designsSociety, science and technology – technologyDesigning and making• select design criteria based on observation and discussion• think up and communicate a plan.

Reviewing• evaluate their work by reference to design criteria.

Mathematics – measurementMeasure and estimate• read scales.

Page 16 Design down underEnglish language – functional writing• write in a variety of forms to communicate key events, facts or ideas.

English language – imaginative writing• write imaginative pieces in various genres using appropriate organisation and vocabulary.



Welsh National Curriculum –

BuildingsCommon objectives for all activities in this issueGeographySkills • observe and ask questions about geographical features and issues• collect, record and present evidence to answer questions• analyse evidence, draw conclusions or opinions • extend geographical vocabulary1.7 make and use maps and plans1.9 use secondary sources of information, ideas and explanations1.10 use ICT for additional information sources and to assist in communicating ideas.

Places2.2 what the locality is like 2.4 how the locality compares with other places2.5 why people’s views differ about how the locality is changing.

Theme3.1 identify ways in which people affect the environment3.2 investigate ways in which people look after the present and safeguard the future environment3.3 recognise that people have different views about changes made to the environment3.4 begin formulating ideas and opinions about geographical issues3.5 understand the individual’s responsibility for the environment.

Additional objectives for specific activitiesPages 2–3 Buildings around usInformation technology• use ICT to communicate, share and exchange ideas and information incorporating text and pictures.

English – oracy• make a range of contributions in discussions 1.5 participate in a range of drama activities.

Pages 4–5 Famous buildingsHistory• use chronological frameworks

2.1 learn about characteristics of periods studied.

Art2.1 explore line, tone, colour, pattern, texture, shape and form2.2 plan and make objects and images in 2- and D2.3 use their experience of different materials, tools and techniques3.1 select and record from observation and imagination the natural and made environment.

Pages 6–7 A room with a viewPSE• take an interest in the life of the community and be concerned about the wider environment• express their views confidently and take part in debate• know how the environment can be affected by human activity.

Page 9 Monumental mathsMathematics – shape, space and measures 3.1 choose standard units of length and make sensible estimates3.2 read scales with increasing accuracy.

Pages 10–11 Material worldScience – Materials and their properties• compare everyday materials• some materials are better insulators than others2.1 explore changes in materials2.3 irreversible changes may be useful.

Pages 12–13 Sacred structuresArt2.2 plan and make objects and images in 2- and 3D.2.3 use their experience of different materials, tools and techniques3.1 select and record from observation and imagination the natural and made environment.

Pages 14–15 Grand designsDesign and technology2.1 clarify the requirements of the task2.4 communicate aspects of their design ideas in a variety of ways

BUILDINGS JUNIOR EDUCATION TOPICSPhotocopy or download from:ONLINE PHOTOCOPIABLE PAGE 1


Welsh National Curriculum –

Buildings (continued) 2.5 evaluate design ideas as these develop.

Mathematics – shape, space and measures 3.1 choose standard units of length and make sensible estimates3.2 read scales with increasing accuracy.

Page 16 Design down underEnglish – writing1.3 write in response to a range of stimuli1.4 use the characteristics of different kinds of writing.

BUILDINGS JUNIOR EDUCATION TOPICSPhotocopy or download from:ONLINE PHOTOCOPIABLE PAGE 2


PHOTOCOPIABLE Photocopy or download from:

Poem planner

AUGUST 2007 JUNIOR EDUCATION TOPICS

Use this ideas sheet to gather thoughts for your poem about Sydney Opera House.

Initial thoughts:

What was the architect trying to do?

Thoughts on appearance/design:

Thoughts on sound:

Feelings inspired by the building:

Any rhymes that occur to me:

Similes:

Words that I like together:

Any questions that occur to me:

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AUGUST 2007 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE BUILDINGS

Famous building facts

The Parthenon (Athens, Greece) • Built between 447 and 431 BC • Made of white marble• Dedicated to the goddess Athena • Originally contained a giant ivory and gold statue of Athena.

The Colosseum (Rome, Italy)• Built between 70 and 80 AD• Amphitheatre used for gladiatorial competitions and public events• Could seat up to 50,000 spectators.

The Leaning Tower of Pisa (Pisa, Italy)• Built between 1173 and 1350• Its lean is due to poor foundations• Contains white marble arches and pillars • 56m high and slants 5.5 degrees.

The Taj Mahal (Agra, India) • Built around 1632 and 1653• Commissioned by Emperor Shah Jahan as a place of burial for his favourite wife• Made of white marble and semi-precious stones• Each of the four tallest minarets is over 40m high.

St Paul’s Cathedral (London, UK) • Built between 1675 and 1708 to replace the ‘Old St Paul’s’, destroyed by the Great Fire of London • Made of Portland limestone• Used by the Royal Family for births, marriages and funerals• 108m high.

The Eiffel Tower (Paris, France) • Built between 1887 and 1889• At 324m, it remained the world’s tallest building for 43 years• Named after its architect, Gustave Eiffel• The world’s most visited monument• Constructed of iron.

The Empire State Building (New York, USA) • Completed in 1931 in just over a year• Remained the world’s tallest skyscraper until 1972 • 443m high with 102 floors• Features famously in the movie King Kong• Used as office space and as a TV and radio broadcast station.

The Sydney Opera House (Sydney, Australia)• Built between 1959 and 1973 • Designed by architect Jørn Utzon• Covered in cream tiles, which shine in the sun• Its famous curved ‘sails’ have become a symbol of Australia • Houses theatre, ballet and music concerts.

The ‘Gherkin’ (London, UK)• Built between 2001 and 2004• Official name is 30 St Mary Axe• 180m high (second tallest building in London) • The cone shape helps keep it stable during strong winds• Used as private office space.

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These are a few of today’s most famous and awe-inspiring structures.

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It is:

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I don’t like:

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What’s it like around here?


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