The Geodesic Dome can be a very functional and creative space for an elementary school classroom. Dozens of themes, or uses exist for this enclosed space. One could travel through the galaxy, meet strange creatures, or visit a well-known art exhibit, all within this one spherical space. One idea for its use popped up after thinking about similar spaces that are shaped approximately the same way. One such structure is the Pantheon in Italy. Although originally built during the height of the Roman Empire, the Pantheon became an important building during the Renaissance period, blending the knowledge of old with new age thinking. Many Renaissance architects actually borrowed from this particular design. It was from this notion that gave me the idea to set a geodesic dome up as a "Renaissance Room."
The theme behind the Renaissance Room allows for much room to cross disciplinary lines and to switch uses rather quickly. The space can be used as an art museum, posting art, science, or history projects. The space could also be used as a central area for thinking and contemplation, two things focused on during the Renaissance. Any enclosed space is perfect for a quiet time for reading. Paper could be posted on the walls as children learn how to make fresco paintings. Just imagine children attempting to paint pictures on the upper walls of the dome, just like Michaelangelo did in the Sistine Chapel. Architecture was huge during the Renaissance, and with architecture comes mathematics. Perspective and angles were hot topics, and the geodesic dome has plenty of angles to experiment on. Astronomy also became a huge topic, and the children could chart their own constellations with black plastic covering the dome. The co
uld also model the orbits of the planets by placing models of the planets around the inside of the structure within their orbits, with the sun hanging down from the middle. Other subjects, such as Anatomy, Music, Engineering, and Natural Science, benefited greatly from the Renaissance, and could be explored. It is simply amazing to consider the subjects discovered in the Renaissance and how the Renaissance Room could be used to teach these disciplines.
The Renaissance Room could become a centerpiece for the classroom and all activities. So many topics seem to fit in so nicely to it. Ultimately, though, the best thing about the geodesic dome is that, after a theme such as the Renaissance is over, it can quickly be converted into something all together different. Flexibility is vital in creating a healthy educational environment, and the geodesic dome meets these requirements.
Grade Level: 3
Elements: Geometry introduction, Teamwork, Creativity
Dome Size: 8' diameter/3-frequency
This unit would span over a 1-2 week time period. The purpose of this unit is to:
(I) provide an introduction to Geometry,
(II) emphasize teamwork and cooperation, and
(III & IV) provide art enrichment and expand creativity.
I. Geometry: Regular Solids
Discussion of the five regular solids:"
A. Tetrahedron - 4 sides
B. Cube - 6 sides"
B. Octahedron - 8 sides
C. D. Dodecahedron - 12 sides
E. Icosahedron - 20 sides
F. Equilateral triangles, squares, pentagons
II. Dome Construction: Objectives of Teamwork and Cooperation
A. Task Assignments
B. Strategic Planning
C. Construction
D. Discussion in the Dome/
1. review of regular solids
2. structure and design (focus on the Guggenheim, a dome-shaped museum);
3. response to planning and construction
III. Watercolor Painting (may be done over a period of 3-4 days, as time allows)
Watercolor paper will be cut into pieces that fit into the shape of the dome. Then, lessons concerning watercolor will be given as follows:
A. Materials
B. Techniques and Creative Application
C. Landscapes, Portraits, Still Scenes
D. American Watercolorists
(Charles Burchfield, John Singer Sargent, Winslow Homer, Andrew Wyeth)
Students will, then, create their own paintings on the provided watercolor paper (Front and back). The paintings will cover the dome.
IV. Calder's Mobiles
A. Alexander Calder
Students will have a lesson about artist Alexander Calder, famous for his mobiles. For motivation and background, the story, Alexander Calder by Catherine Carrill, will be used. Also, pictures of Calder's mobiles, and a model mobile, will be shown.
B. Mobiles
Students will construct their own unique mobiles. The mobiles, then, will be hung inside the dome.
V. Art Center
Sufficient lighting, various art materials and books will be available within our own classroom Guggenheim!
My fourth grade class would been studying Europe and the major landmarks. We would be covering our unit on Rome and the Vatican. My class would create and set up their own geodesic dome that would represent the Sistine Chapel. This dome would be large enough to hold ten people at a time. First, the class would trace an overhead picture onto a white sheet then color it in. This would be used for the ceiling. The surrounding walls would consist of other famous pieces of art by Michelangelo that would be colored copied. The children would complete research on Michelangelo's life and a piece of his artwork of their choice. Then, each child would design this piece of art on his or her own. This would be displayed on the walls of the dome next to the original. Each child will write a report on Michelangelo and their selected piece of art. Each child will then present their report and piece of art to the class. The reports will be displayed on the bulletin boards. The geodesic dome will be up for the entire two weeks as we cover Rome. The parents will be able to visit the dome during open house. The class and I will take the dome down together and store if for a later purpose, such as a greenhouse for science or to study shapes and angles in geometry.
There are many ways in which to incorporate geodesic domes in the elementary classroom. I have chosen to discuss an idea that would work well in an art curriculum. The type of instruction would reflect a discipline based art education plan. The disciplines include art criticism, art history, art production, and aesthetics. The geodesic dome would be created as part of a unit on Ancient Egypt.
The class would create the dome to mimic an Egyptian tomb. Egyptian tombs were used as a place of burial. The tombs were filled with many beautiful art works that were to serve the dead in the after-life. The creation of the dome and the objects inside would fall neatly under the art production discipline. Art history could be incorporated by the study of Egyptian tombs such as King Tut's Tomb. The students would learn where the work was made, when it was made, who made it, and why. Learning the function of the tomb as well as how they feel when they are inside it are both part of the aesthetic discipline. This discipline would provide the students with a feel for the expression displayed in Egyptian artwork and it's realism. The final discipline, art criticism, would allow the students to decide if their representation of an Egyptian tomb was successful or not. They would decide if it looked real, if it evoked a strong emotional response, etc. Art criticism involves describing, analyzing, interpreting, and judging the art works involved.
Art is a creative way to use a geodesic dome in the elementary classroom. There are many other subjects that would also fit in nicely with both the geodesic dome and an Egyptian unit. These include math, science, and reading just to name a few.
I would use a 16' geodesic dome inside my elementary classroom as an art museum. This art museum will help students begin to develop an appreciation for art. It will allow students to see a variety of art work; including professional artwork, and their own art work. It will also help students develop a sense of accomplishment, while at the same making them feel important.
The students will be allowed to visit the art museum many times throughout the day. A few of these opportunities will be during free reading time, silent reading time, for our lesson over art history, and also during free time.
The students however will need to follow some basic rules while they are in the art museum. These rules include:
-Whisper inside.
-Do not touch the art work.
-No food or drinks inside the museum.
The outside of the art museum will be covered with a strong see-through material. This will allow the teacher to easily observe what is taking place inside the museum, and this material will allow some light to enter the museum. As a class, we will also create a name for our museum, and we will also construct a business sign to hang up. Lastly, we will need to develop a way to enter and exit the art museum in an orderly fashion. The inside appearance of the art museum will consist of comfortable bean bags and other comfortable benches to sit on while enjoying the art work. I would also put a light inside the art museum so that additional lighting is available. I would have at least one painting/sculpture that has been completed by a famous artist. I would change the famous art work at least once every two weeks. These pictures will involve children and/or something that they are learning in class, so that the students will be able to relate to them. I will also have pictures frames available for the children to use, and material for them to make their own. I feel that the frames will help students to develop a sense of accomplishment and success. The students will be allowed to pick and choose one of their pieces of art that they have made over a couple of days, and will be able to hang it up in the art museum wherever they like. I would lastly develop a specific place in the art museum for the students to explore art. This place will be designed for easy clean-up and will also be easily accessible. I would also have a variety of material available for use at all times. A few of these supplies include construction paper, markers, paint, paint brushes, chalk, beads, glue, and much, more.
I feel that the art museum will be very beneficial in the classroom. I also feel that students from other classes will want to visit the art museum. Overall, the art museum
would be something that could be added to the classroom because it is full of educational value and fun.
We would talk about different art periods. After talking about the art periods, we would then do our own impressions of the artwork during this period. After we are done doing our projects we would hang the artwork on the dome. All the work would be done inside the dome.
I would provide all the materials. They could use markers, crayons, paint, watercolors or whatever they want to use. After we are finished with each art period, we would then hang everyone's pictures on the dome. The dome will be a 16 foot dome. I would leave it up pretty much the whole year.
One other art thing I would do is to put butcher paper over it and have the children paint a mural on it. It would be up for awhile. The children would be allowed to paint at anytime of the day during school.
I. The dome will be used as a child's play house.
A. Play area
1. Toy boxes to store toys
a. There will be two boxes to put toys in that will be stored against the side of the dome
2. A chest filled with dress up clothes
a. This chest will contain clothes to be a doctor, nurse, firefighter, police officer, and a cook.
b. There will also be different books in the chest that deal with being in the different careers.
3. Puppet show area
a. A stage area to do the puppet shows.
b. 20-30 puppets to perform the shows.
c. Books to describe how to put on a play and the books with plays that the students will perform.
4. Shelves for dolls and trucks
a. There will be four shelves nailed at the struts at the children's reach.
B. Messy area
1. Plastic laid down under this area
a. The plastic is to keep the paint and other messy things off the carpet.
2. Plastic table
a. Sponges to clean the table off
b. 4-6 easy cleaning seats
3. Art easel
a. Paper
b. Paints
c. Brushes
4. Sink with running water to clean up with next to the dome (outside).
C. Set of rules
1. Parent's or teacher's rules posted by entrance (examples)
a. Share
b. No fighting
c. Report all problems to the teacher.
2. Children's rules also posted by entrance
a. To play fair
b. To share
c. To clean up after themselves
The geodome could be used in a day care center or establishment. In most daycare centers children have nap time. A small geodome could be made for each child. The dome would be made of flexible light-weight tubing. The end of each tube would be flattened out, so that all of the pieces can be connected with nuts and bolts. The diameter of the dome would be a little larger than the length of the cot. A diameter of five feet should be large enough for most cots. The domes would be covered on one side and the other side should be left open. The cover should be a dark material that can not be seen through. Sturdy dark material would work fine to cover the dome. The material can either be stapled onto the tubing or the material could be sewn into place. The children should lie down on their cots and the geodome should be placed over them. All of the domes should be facing the same direction. The open side of the dome should face the teacher or caregiver, so that he or she can see the children at all times. By having the back of the dome covered the children can not see other children and be distracted by them. After nap time is over the geodomes can be stacked on top of each other, so they will not take up much room. This geodome design allows children to have the best nap time possible and at the same time it allows the teacher to see each child.
Another use for this design of the geodome that could also be used in a day care facility is for time out. A child who has gotten in trouble could set underneath the geodome as his or her punishment. The open side of the dome should face the wall, so the child can not see other children. This also prevents the children in time out to draw attention to themselves causing a disruption to the class. The size of the geodome for the use of time out can be a different size, than that of the geodome used for nap time. This time out geodome can be anywhere from four to ten feet in diameter depending on how big the day care room is where the dome will be placed. The dome can be placed in a corner of the room permanently, so it's size does not have to be taken into consideration for moving purposes.
This design for a geodome can also be used for quiet time for children. Therefore, the geodome can be used in lower elementary grades as well as in a pre-school. A child can set under the geodome and have private time to read. The way the dome is covered allows the teacher to see the students, but does not let the students see other students. The material on the dome can be decorated by each student. This personalizes the geodome and helps make the students fill like it is their own little place to be by themselves. The material on the dome can be changed each year, so all of the students can decorate their own geodome.
There are many different ways that you could use the geodesic dome in the classroom. One way that I would use the dome is to manufacture or produce it during a geometry section. By doing this the children can learn how to figure angles to use for their hubs. After they figure the angles they could figure the cord lengths which would help them with their fraction and teach them how to turn decimals into feet and inches. That will also help them under stand the diameter and radius of a circle. After the children had everything done they would go as a class and put the dome up. This would help the children with their communication skills and their ability to work with others. After the dome is set up we would study the different types of angles; acute, obtuse, and right. The children could then see if they could find the angles on the dome they had created.
A geodesic dome can be used in an elementary classroom with geometry lessons to provide many hands-on activities dealing with geometrical shapes, angle calculation, and symmetry.
I will construct a 10-foot, 2 frequency dome. Place the dome in an area easily accessible to all students. I will begin incorporating the geodesic dome in math lessons when teaching triangles. Each student will identify a triangle by using color duct tape along the struts that form a triangle. The lesson will be expanded to teaching about hexagons and pentagons. Bulletin board strips will be used, blue strips to outline a pentagon, red to outline a hexagon. The students will proceed to identify the number of triangles formed in each of the two geometrical shapes. The students will be asked to measure the length of each strut forming the pentagon and hexagon. The measurements will be used to construct triangular cut outs from construction paper. The students will lay their cut outs on the floor and model a pentagon and a hexagon.
Linear and circular symmetry lessons will be introduced. The children will be asked to figure out what kinds of symmetry a pentagon and hexagon has. Having the cut out shapes of a pentagon and hexagon laid out on the floor allows the students to fold the cut out shapes to test for linear symmetry. Two groups can work together to test for circular symmetry. I will ask a group to lay their shape over the other groups shapes. The top triangles will be moved around to check for circular symmetry.
The students will use the geo-dome and their cut out shapes to calculate angles. They will use the idea that a triangle is made of 180 degrees. A circle is made of 360 degrees. The students will be given 2 angles and asked to calculate the third.
The use of a geodesic dome is endless. Be creative and allow students to experiment with the dome as the opportunity arises.
The dome will be five feet high. The dome will be covered with black plastic. The black plastic will allow for a secluded and quiet place for children to read. Readers will be separated from the everyday classroom distractions. There will be lamps placed throughout the dome. Children will need plenty of light to read. The center will be filled with lots of books. The books will be shelved for easy access and tidiness. Children will be expected to keep the reading center clean and orderly. Books need to be returned to their proper place after children are finished reading. Pillows will be placed in the dome. Bean-bag chairs will be available to read in. The atmosphere will be comfortable and inviting for readers.
The children will be asked to write a few sentences about their book. A child may draw a picture if he/she chooses. A progress chart will be displayed in the dome. Every month a different type of book will be featured. One month may be a mystery, and the next may be an adventure. The children will choose one book that belongs in the featured category. The children will choose to read any other type of book for the month after completing the featured category.
An author could also be featured for a month. Each child could choose a book by the author of the month. A child may have a favorite author and the child could focus one particular author for his or her reading choices.
The comfortable atmosphere will be used as a quiet place specifically for children to read. The reading center will be seen as a positive place to be and its relaxing atmosphere will be inviting for children. Children will be given a few minutes everyday to spend time reading in the reading center.
The dome will be in the back of the classroom and the children will be able to go inside. It will have carpet on the floor so the children can sit on the floor. They can also take off their shoes and relax. There will be a couple of tables and chairs for the children the use when they are coloring, reading, or writing. They can play board games on the tables. The dome will also consist of an old bathtub for the students to use when they are reading. The bathtub will have pillows around all of the sides so that it will be comfortable to sit in. One section of the dome will be a library for the children. There will be books of different levels and different types. The students will be allowed to bring in books that they enjoy and add them to the library section. The second section will have board games for the children to use. The students are allowed to play games when they are in the dome. This will help keep the classroom clean. The teacher will make the section in front the coloring, publishing, or writing section. There will be crayons, coloring books, typewriter, construction paper, and pencils. This will help the children want to write and express themselves. The last section that will be provided inside the dome will be a listening area. This area will consist of a tape-recorder and headphones. The dome will be an activity center for the children to use at certain times throughout the day. The children will be able to go inside the dome a certain times during the day. They will be able to go inside after they finish their work and other children are still working. So everyone gets a little time inside the dome there will be a five minute break between subjects. The dome will be open for the children to use during recess every other day. It is not open everyday because children should have a chance to run around and get exercise. If the children get to school early, they can go inside the dome. This will give the children somewhere to go so they stay out of trouble. When the students want to stay after and work on their homework they can.
Geodesic domes can be used for many different ways. The domes can be constructed in many different sizes. The way in which I would use the dome is to construct a writing and publishing center. The writing and publishing area is a place to promote children's writing. In a writing and publishing area children need to be able to be creative in publishing their writing. By placing the center in this dome it begins the creative atmosphere
The size of my dome would be able to hold two to student desk. It would contain shelves around the dome. On the shelves children could find different writing instruments. Such instruments they may find include, pencils, pens, markers, etc. Other items that would be stored on the shelves is paper. The paper would be construction paper, colored paper, and lined paper.
Other items children would find in the dome is a display of their finished works. As well as a file folder of previous works. The children could refer to other children's files for new ideas for their writings.
Next, I would include a computer in the geodesic dome. The computer could be used to let students publish and write stories on the computer. The computer will allow the children to begin to acquire basic computer knowledge. The knowledge the students would begin seeing is the use of the keyboard, the use of a mouse, the use of the word processing program they choose to type their writing on, etc.
Finally, as you may know the geodesic dome can be utilized in many ways, but the way I would utilize mine is in a writing and publishing area.
I. The outside appearance of the dome will consist of the following:
A. The size will be approximately eight to ten feet in diameter.
B. The dome will be covered in a colorful, dark plastic.
C. There will be a small opening for entering and exiting.
D. Student work (book reports) will be placed on the outside of dome.
II. The inside appearance of the dome will contain the following:
A. An assortment of books will be placed inside the dome.
B. A special area will contain resource books such as dictionaries and encyclopedias.
C. Reading proficiency charts will be placed on the walls for students to check progress.
D. There will be student chairs, pillows, and beanbag chairs to make reading more comfortable. Comfort must be a major issue.
E. The entire area will be carpeted.
F. Lights will be placed in various areas inside with possibly one central light.
III. The dome will be used for a variety of things such as:
A. Students will use the space as a treat when they have spare time to read.
B. Students will use the reference materials to write reports.
C. Reading programs will be implemented, and the children will mark their progress on the charts. Awards will be given to those who reach a certain level.
D. A storytelling lesson will be introduced, and the students will use the dome as their "stage" to tell their story.
E. Children may use the area as a rest area when they have finished their work.
F. The children will be asked to write several book reports during the year, and they will use the books in the dome. This will make the books much more accessible.
G. The students will use creative talents to decorate the dome according to a book they have recently finished reading.
H. Reading groups will use the dome to hold class in.
I. The dome will hold a place for students to purchase and borrow books.
J. Students can use as their own library.
K. Students can use the dome as a prop to help tell a story or act out a play.
IV. Why the dome should be used for a reading center:
A. Students will be encouraged to read if they can read inside the dome.
B. The dome makes learning relevant and fun to the children.
C. The students learn about cooperation and teamwork when they put the dome together.
D. The dome offers students a safe and quiet place to read.
E. The reading program offers students rewards for reading books.
F. Students will gain an understanding of the joy of reading through the dome project.
G. The dome offers multiple uses, and can be used in a variety of curricular ideas.
H. Let's face, it the kids will just love having a geodesic dome in their room.
I. The dome will be used as a reading center.
A. One part of the dome will be used as a storage area.
1. On one side there will be a big book shelf for all of the books.
2. On each side of the book shelves there will be smaller cabinets for the
cushions and mats.
B. The rest of the area will be used for the reading area.
1. Students will be able to read in any of the remaining space left.
C. The size of the dome will be like the one that we set up in class at the beginning of our study of geodesic domes.
1. The size of the dome could be smaller or bigger depending on the size
of your classroom.
D. The time could vary on how long you will keep the dome up.
1. You could keep it up for the entire year as a reading center or change it to another center.
E. How the dome will be decorated.
1. Each student will decorate their triangle by writing down the books
that they have read and they can draw pictures of their favorite
characters on the sheet of paper.
F. This is the set of rules.
1. There will only be 3-4 children allowed in the dome at one time.
2. The students will only be able to read while they are in the dome, they
aren't allowed to do other homework.
3. Students will be able to go in the reading center to read only if all other homework is finished.
4. The children aren't allowed to talk while they are in the dome.
5. The students must clean up after they are finished.
After constructing our classroom geodesic dome we will begin to design the interior/exterior of the dome.
1. The first step would be to divide the dome into 3 or 4 sections. Once the sections are divided we will decide on what each area will be used for (ex. reading corner, writing corner, listening station, etc.).
2. The second step is to brainstorm on the materials that we can use to design the exterior. We will be working from the outside to the inside. The important step here is to make sure that everyone s idea is heard even if it won t be used.
3. The third step will be to collect the needed materials. Once collected we can begin construction. The construction will involve the entire class.
4. The next step would be to divide the students into groups. Each group will be in charge of designing a corner of the dome s interior in relation to its use. They must gather their own materials. Once this segment of the project is complete we will move on to a new segment. The new segment will be more individualized.
5. The next phase of the project will be to divide students into pairs. Each pair will construct their own mini-geodesic dome. They must be able to fit at least 3 people into the dome. The main goal will be to design the exterior and interior of their dome. The students will work together to create a final design that suits them both.
6. When everyone is done with the construction and designing we will have a classroom Open House. Each pair must create posters, banners, fliers, and invitations, etc. to advertise their geodesic dome's Open House . This will also give each group a chance to see the other domes that were built and designed by their peers.
Grade Level: Third or Fourth Grade
Classroom Use: Reading area
Objective: To get the students interested in reading, they will set up the dome at the beginning of the year for their free time to read.
Time: All year.
I. Introduction
I will introduce the idea of the geodesic dome to the students. I want to get their input. I will first use it as a reading area and depending on their suggestions will change the dome into different things.
II. Building
I want the students to take part in putting it together. This will make them want to use it more.
III. Exterior of the dome
The dome will be covered with a light colored cloth. This will make it easier for the students to see.
IV. Interior of the dome
1. Beanbags of various colors and sizes.
2. Flip chairs for students who like to lay down while reading.
3. Hanging plants and flowers that sit on the floor and tables.
4. Bulletin boards filled with activities dealing with reading.
5. Hanging lights and lamps around the chairs and tables.
6. Windows cut out of the cloth so the students can see the classroom.
V. Use of Dome
The geodesic dome will be used for a reading area. I want to promote to my students that reading is fun and relaxing.
This is a way if students get done with their work they can go inside and read. This gives them a relaxing comfortable atmosphere other than the classroom.
I will use this area for a literature circle. This will let the students have their privacy while discussing their book. I want this to be a place to visit.
I believe children get tired of being in the classroom 7-8 hours a day 5 days a week. We need to add variety to their day. A geodesic dome provides that change from the typical desk work. I have created a language arts learning center with the geodesic dome.
What is different from learning centers in the dome from those out in the classroom? The dome provides the students with a sense of togetherness. The dome is comfortable and more "homey". I strongly believe that children learn best in a comfortable, non-threatening environment. Most children who are "shy" in front of the class, will talk with no problem in a small group. In the dome, children will spend their time learning from each other in small groups as well as by themselves.
What are the language arts areas? The five areas include: reading, writing, listening, speaking, and viewing. The dome will allow each of these areas to be enhanced.
Will the dome be large enough for essentially five centers? Yes! The dome can be made to fit any room size needs. In order for it to hold five centers, it must be rather large. However, one must keep in mind that all of the language arts areas feed off one another. So, more than one can be practiced at a time. This dome will be 10 feet high. It will contain four of the language art areas around the sides with the fifth in the center.
What will the areas include? The reading center will simply give children experiences with print. It will have books, food packages and boxes, magazines, newspapers, etc. The writing center will allow the children to write stories, letters to friends, family, etc., sentences, or just words and letters. The listening area will have books on tape and children reading their self-written stories. If children hear themselves on tape, they will be able to catch their own mistakes. In the speaking center, children can make their own story tapes. Also, this is where peer teaching takes place. The students work in small groups, read their own stories, and critique each other. Finally, the viewing area (the one in the center of the dome) lets the children view their peer's published work or final products.
Using a geodesic dome in the classroom gives the children a sense of unity. They understand that they are all working toward a common goal--giving their best to learn the most that they can.
I. What is the activity?
a. Science learning center.
b. Astronomy is the main focus.
c. Put black paper over the dome so it can be a mini planetarium.
d. Use glow in the dark stickers to show where certain constellations are in the Northern and Southern hemispheres during the time of the year that you are teaching this unit.
e. Tell students that constellations are groups of stars within a particular region of the sky.
II. What size of dome?
a. The students will be constructing the planetarium in a three-frequency geodesic dome.
III. What attachments are being made?
a. Black paper to cover entire area of the dome.
b. Glow in the dark star stickers for specific constellations.
1. Northern Hemisphere constellations: Discuss where the constellations Ursa Major (Big Bear), and Ursa Minor (Little Bear) are in the month of November, or whatever particular month you are studying.
2. Ursa Minor is made of eight stars and appears almost directly above us in November.
3. Take eight glow in the dark stars and place them to look like Ursa Minor in the middle of the dome.
4. Do the same for Ursa Major.
5. Southern Hemisphere constellations: Discuss where the constellation Octans is during a particular month.
6. Octans is made of four stars and looks like a triangle. It is found in the center of the sky.
7. Use four stars to make the constellation Octans.
8. Many other constellations can be made.
IV. How is the dome used once all of this is complete?
a. After the dome has been covered and the stickers are in place, the students can use it as a place to visit.
b. On parent's night, the students could have a planetarium show and bring their parents into the dome and tell them what they learned.
c. The students could also actively learn where the constellations are by looking in books for reference and then placing the stars where they belong on their own, not as a group.
Outline of the Idea: I would use the 16 ft. diameter 3-frequency dome for a science/geography activity. The dome would become a place to talk about the layers of the earth.
Summary of the lesson:
For the crust, I would teach the students several facts. One fact that the students would learn is that it is a solid structure and a rigid mass of rock. They would learn that the thinnest part of the crust is 3 miles thick, and the thickest part of the earth is 35 miles. They would learn that continental (land) crust is less dense than oceanic crust. They would come to understand that we live on the crust.
For the mantle section of the lesson, the students would learn several more facts. They would learn that the mantle is hot, and that it flows beneath the crust. They would learn that the mantle is 80% of the earth's volume.
For the core, the students would learn more facts. The students would understand that the core is at the center of the earth. They would learn that the core is made up of iron and nickel.
Now for the activity with the dome. I would have the students use half of the dome for this project. The other half would be kept the same so that it will be easier for the students to see the layers when we get done. The students will take thin sheets of paper and paint them blue(ocean) or green(land). The pieces of paper will then be made to fit the outside framework of the dome. The students will work together to masking tape the sheets to the framework. This would help confirm that the crust is a thin layer at the surface of the earth.
Next, the students would create mantle using red yarn. They would be told that the red was to represent tremendous heat. The yard would have to be cut into 2 ½ feet strings. There will have to be a lot of the strings to make the mantle visually effective. The yarn will then be hung from the framework below the crust.
Finally, the students will create the core. I would have all of the students huddle in the center of the dome. They would represent the tight core of the earth. I would probably take a picture of the students in the dome. Then I would have the picture blown up and hang it on a bulletin board. The students would be put into three groups. Each group would be given one of the layers. Then each group would compile facts. What the groups came up with would be put up on the bulletin board.
*(Facts come for Geography 111 notes from Steinhardt Spring '97)
A thematic unit on caves and cave life could be organized around the use of a geodesic dome in a third grade class room. The dome would need to be large enough for several children to get inside, but also small enough to fit on one side of a classroom. A six foot diameter three-frequency dome would satisfy these requirements.
Before beginning construction the children will need to study and research caves. Having resources available for them is important. These could include books, encyclopedias, videos, computer programs, and the internet. The children will be interested in where caves are found. Getting information about several of the more famous caves will get them started. Have them plot these caves on a map of the world. In order to build their cave they will need to have information on stalagmites and stalactites. What are they? Where are they found? Besides the cave itself the children will need to find out about what kinds of animals live in caves. What is special about these animals?
Once the children have a general idea of what a cave is like, construction can begin. In order to keep the inside of the (dome) cave very dark, both the inside and the outside will need to be covered with black plastic. There will need to be an opening near the bottom for the children to enter and exit the "cave". Let the children help make decisions about how the "cave" should look. Paper mache or painted newspaper could be used to make it look realistic. Let each child make their own interior rock formation from cardboard or paper mache. You could also let the children name one another's rock formations in a cave mapping activity. Talk about some of the rock formations in the famous caves. They have names too!
Once the cave has been constructed, it needs to be inhabited by cave life. Let the children use recyclables to make bats, fish, insects etc. There are lots of ways this can be integrated into several curricular areas. The children could make bar graphs showing how many insects a single bat, of several species of bats, eats in one night. Talk about how important bats are to us. You could also design an activity where children are blind-folded and must use their other senses to find their way around the room. This would be a good activity to foster visualization in the class, and help them understand how bats navigate. The children could also take turns going in the "cave" to listen in the dark to tapes of bats using sonar.
Children could compare and contrast cave life to life above ground. One interesting way to do this would be to use Venn diagrams to organize the characteristics of animals that live in the cave and animals that live above ground.
When the "cave" is finished both the inside and outside will look authentic and realistic. The children will have done the work themselves and have an opportunity to feel pride in their accomplishment. The children could also display their graphs, maps, and research about caves and cave life on the outside of their "cave".
I. Use a large geodesic dome as a green house.
A. Cover the dome in clear plastic.
B. Set up tables in the dome to place plants on .
C. Hang hooks from the top of the dome to hang plants on.
D. Use the dome as a place to do experiments (work) and to visit (observe plants).
II. Talk about photosynthesis
A. Talk about chlorophyll and the stages of photosynthesis.
B. What does photosynthesis for the world? Why is it important?
III. Talk about how plants grow.
A. How every living thing needs water.
B. Name the parts of a plant.
C. Do science experiment with colored water and see how the plant grows.
IV. The Greenhouse Effect
A. Talk about what the greenhouse effect is and how to measure it.
D. Where else can something like the greenhouse effect take place?
For my future classroom, I can think of many different ways to use the geodesic dome. One way is to tie the geodesic dome in with different thematic units taught in the classroom. A particular idea that I thought would be great is to use the dome to aid in the understanding of geography. I thought by using the dome as an actual hemisphere of the world it would be easier for children to grasp the idea of where the continents are.
If you were teaching a class about the seven continents, it would be easier for the children to understand where they were located if they could see them on a larger scale than a map. This dome would be something that they made themselves and that they could refer to each time that they had a question. Seeing the continents as a whole could aid in their learning. When teaching about the continents you could also teach about what types of animals live or have lived on the different continents. My idea is to have the children cover a two-frequency dome with one color of felt. It would be best to use strips because of the gaping of the material. You can pin down any excess fabric. Next, have the children cut out the seven continents using another color of felt. It would be all right if each continent was a different color. That might help the children recognize the differences between them. Then, cut out a variety of animals found on the all of the continents. Each time a new continent is taught, you can place it on the dome. Then you can place the animals that you learned about on the continents. You can use this idea repeatedly because it is not permanent. You can even use the dome for tests or quizzes instead of the dreaded worksheets.
Using this idea for the northern hemisphere is not a problem, but since this is a dome and not a sphere like the world we will have to use more creativity when it comes to the southern hemisphere. I do not have an actual dome to test this idea out on, but I am assume it would be possible to turn the dome upside down for the southern hemisphere or put two domes together in order to make a sphere that resembles the world. I think that using this dome as a hands on experience for the children would help them learn concepts and ideas more thoroughly and also give them skills on working with others to solve problems.
Activity: This dome could be used when doing a unit on deserts. The dome can be made into a "desert" greenhouse, in which various plants of the desert can survive in. The main plants in this greenhouse would be different types of cacti.
Size of the dome: The dome would be a large dome (diameter of 25 feet) which will house various desert plants. This dome is big enough so that the students can work in the dome.
Additions to the dome: Plastic would cover the dome. The dome is to be set up outside, therefore the plastic is placed around the dome to help create the desert-like atmosphere. Inside the dome, several lights and heaters will help to make the dome more like a desert. An ideal setting for this dome would be on an open lawn, located on the school's property.
Is this dome a place to visit or work?: This dome would be a place for the students to work. It would be their responsibility to take care of the plants and make sure that the greenhouse is the right temperature for the plants to survive in.
Rationale: The students will be able to see how the plants of the desert look, and they will be able to experience the climate in which these plants live in.
We have discussed countless ways to utilize a geodesic dome in the elementary school classroom. The two major problems of wanting or having a geodesic dome in any classroom are availability of space and cost. As for the availability of space, that will all vary but, here is an idea to cheaply and interestingly use the dome to supplement part of the elementary curriculum.
In around second and third grade students begin to study dinosaurs and cave man (pre-historic man). This subject in already very exciting for the children, but here is an way to make at least part of this subject more hands on.
The dome can easily be decorated to resemble a cave, using recycled newspaper and brown butcher paper, both of these can be found in abundance at any school. The "cave" can then be used to study "cave men", and can encompass all to the subject areas, including math, history, social studies, geography, art, science, problem solving, and creative writing.
For an example of an art lesson, the teacher can replicate famous historical cave paintings inside the cave. The cave paintings have given scientist and the art world a great insight to the lives of pre-historic man. The teacher can then create an art lesson around those paintings and their proposed meanings and have each of the children create their own cave paintings.
Grade Level: 6th grade
Unit Topic: Central & South America
Lesson Topic: Tropical Rain Forest
Lesson Length: One week, but leave the dome up for at least two weeks, let other classes share your hard work. This may be timed to coincide with school open house or parent conferences.
Objective: To develop appreciation of the tropical rain forest
Adaptation of the Geodesic Dome:
Size of Dome: 16' diameter
Covering: Green tissue paper, two layers, one inside and one outside, leave room for a door
Floor Cover: Mulch chips (Dirt or sand could get too messy, if you really want to avoid a mess, use brown crumbled up butcher paper or textiles, these would give an uneven forest floor look.)
Inside Environment: Lots of real house plants, some should be tall (4-5'), make "trees" with trunks made of large tubes (from rolls of butcher paper) and green butcher paper for foliage.
Artificial Weather: Humidifier or vaporizer
Artificial Sounds: Use a "nature sounds" tape or CD
This lesson would be about one week long. It would start with two days of reading and lecture about the tropical rain forest; this information would come from a textbook. The assembly of the "Rain Forest Dome" would probably start on third day, may be into the fourth. Follow-up activities would be done on the fourth and fifth day.
I. Introduction - Have the dome assembled and covered. Use this as a teaser to interest the students.
II. Define tropical rain forest
A. Parts
1. Ground
2. Understory
3. Canopy
B. Characteristics
1. Rainfall
2. Rainy & dry seasons
3. Density of forest
4. Global locations - equator
C. Life forms
1. Plant life
2. Animal
a. Insects
b. Birds
c. Mammals, including humans
D. Impact of Deforestation
III. Assemble interior of "Rain Forest Dome" - Have students put the various components of the "Rain Forest Dome" together. Let the humidifier stay on all night.
IV. Visit, Reflect and Review
A. Visit the "Rain Forest Dome" - let students experience the atmosphere inside the dome.
B. Ask the students to reflect how it feels to be in a rain forest atmosphere. What are the colors, sounds and textures found there? What are some activities that go on in real tropical rain forests? Have students write about their experiences in a journal or have them write a short story with the tropical rain forest as a setting.
C. Review the facts about tropical rain forests and stress the importance of their vital role to our global environmental health.
An idea that I think would be neat for a geodesic dome would be to turn it in to a butterfly house. I would first cover the entire dome with tool, a netting fabric available at almost any fabric shop, or some very fine screen wire. This would keep the butterflies confined and allow them to have the light that they need. Also, it would permit students to see inside the cage and watch the butterflies grow and develop. I would then make a way to get into the cage...a door of some kind. Inside the cage, I would make an environment suitable for butterflies to live in. This would include lots of milkweed, some logs, water, grass, and various kinds of flowers.
After the environment was ready, the children and I would begin collecting monarch caterpillars. I would then place the caterpillars inside the dome and allow them to eat the milkweed. When they are ready, they will crawl on to the screen and turn themselves in to chrysalises. In the final stage, the children will be able to observe the chrysalises turning into butterflies.
I think this would be a fascinating exhibit for an elementary class room. The children would be able to observe the various stages of the butterfly. This would go along well with a science lesson on insects. After the butterflies have all emerged, I would tag them and release them. Supposedly, monarch butterflies fly to Mexico after they emerge. Hopefully someone from Mexico would find the class's butterflies and send a note telling that they found one of our butterflies. I think this would be an exciting, educational activity to do with a geodesic dome in a science lesson.
While studying a unit on space, we will use the geodome in our room to create a space station. This space station will be used by the students in a variety of ways. First the class will be split up into groups for their mission. The "crew" will spend one day in the space station to perform experiments about space. One activity could be taking impressions of a footprint on the face of the moon. The students could also experiment with temperature on the dark side and light side of the moon. A lesson on magnetism could also be taught to the students while they are on their mission through video. A variety of lessons could be taught about the stars and constellations. Upon leaving their day in the space station the students will be asked to leave something for the next group. This could be a flight instruction video, some mysterious rock they found outside the station, or even a problem found on the station that the next "crew" will have to fix. As a class we will assemble the space station. the dome will be put together and then it is the classes turn to turn it into a space station. We will have brainstorming sessions to create a list of materials needed. I would suggest to the class that our classroom computer, a television and movies of space, and Velcro might be some objects found in a space station. We will put a plastic cover over the dome in order for it to be enclosed and no one will be sucked into space. The students will decorate the inside to make it look like a realistic space station. The students will also have to prepare to go outside the station for lunch and therefore will need to be fully dressed for their outing. This will require the students to have a space suit made out of things lying around.
The students will be able to learn about the space program in a fun, exciting, hands-on way. The geodome will give the students a chance to make an environment that will enable them to participate in active learning.
I have chosen to make a greenhouse out of my dome. This would be used in a science unit during the school year. The students would be in charge of taking care of all of the plants that were placed in the dome/greenhouse. Because we would be doing experiments with the plants the dome would be placed inside in a science center in the classroom.
The dome would be three to four feet in size. The class would first cover the dome with some kind of plastic. We would then place different types of plants in the dome when they were very young, this way the students could watch the growth of the plants from the beginning. We would place a heating system in the dome to help regulate the temperature in the greenhouse.
The main purpose for creating this project would be to give the students a hands-on approach to learning about the scientific method. The students would be making hypothesis' about how well the plants would do inside of the dome. They would also be using observation skills to monitor the plants progress in the dome. The students would also be recording and evaluating the progress of how the plants are coming along from day one to the end of the project.
Some experiments we could do with the dome would be to grow two separate plants, one in the greenhouse and one outside of the greenhouse in the classroom. The students could monitor and evaluate both and see which one does better.
We could also talk about the greenhouse effect on the earth. Having a greenhouse in the classroom would provide an excellent model to show the students the true effect of the topic. The children could see exactly how it works, and it would allow them to gain a better understanding of a tough concept.
There are many different things that could be done with the dome. This is just one idea. The students would gain so much from doing an experiment like this. The dome would allow them to get a hands-on look at how science works and it would be fun for them in the process.
I will use a six-foot, three-frequency geodome in a series of lessons on the northern hemispheres countries using the dome as a visual aid for the students. First I would set up the dome in the room. Next I would cover it with paper and draw the out lines of the northern hemisphere continents, oceans, and countries. For an example France would be one of the countries our classroom studies. This week's lesson is on France I would draw and cut using construction paper, France and label the capital, Paris.
Inside the dome I would have my kids help me decorate with pictures about France and the kinds of things in France. For example I would have a picture of the Eiffel Tower, bicyclists representing the Tour De France, Chateaux (a historical building), and pictures drawn by my students of dogs, cats, and numbers with the French word underneath the pictures. The kids would then learn some French words. This would all be on the walls on the inside of the dome. There will be a table put inside the dome for the kids to sample some French foods. They will be told that crepes are a main French food but French fries are not. They will be able to sample different crepes with different fruits in them made by either the moms or the teacher. I would try to get the parents involved as much as possible. There will also be boxes of cereals and plastic farm animals to represent the agriculture in France.
Through out the week the kids will be reading French stories and will write their own story incorporating English, reading, and listening skills. They will also have French art. Both French songs and French art works will be shown and played. I may even ask the children to paint, draw, or color like what ever French artist they liked the best.
I think by incorporating a variety of tasks on one subject like France it will make the kids more excited about learning and also making the lessons of the week coherent to each other. Not only that but by getting the parents involved with the geodome project it will make the parents excited about education too.
The "Get-Away" geodome is an excellent way for your students to feel safe at school while reinforcing the positive aspects of communication. Teachers can use the dome as a "safe place" where the students can take some time out to relax, reflect on their feelings, and be comfortable. The dome should be set away from distractions and covered with a sheet. Furniture, such as a couch, bean bag chairs, and carpet will make the geodome a welcomed environment. Indirect lighting can be set up with dim lamps to cast shadows. Sand boxes or tables are great stress relievers! Other objects such as books should be placed by the lamps. The geodome can be the home for the class pet where students can go to enjoy the company of a caring animal. Plants spruce up the enclosed environment while games keep the geodome active!
The geodome should never be used as a negative "time out". It should be used to reinforce positive ways to have a time out. Besides using the geodome as a "time out", it could be used as a share area where the students can express their thoughts for the day. Clear rules like the ones followed should be displayed where all students can read them:
1. No put-downs.
2. All students can express their ideas freely.
3. Confidentiality is important!
The purpose of the geodome is that everyone will learn about each other. Students will feel a sense of friendship when sharing their thoughts. Students will practice managing their feelings and comforting the feelings of others. Don't be surprised if the geodome helps your classroom become the students' second home! Students will love the comfortable, warm, sharing and giving atmosphere. Teachers will love the active involvement of the students.
I plan to incorporate the dome into my art, history, and geography curriculum. The dome can be used for many areas of study in elementary education. The way I plan to incorporate the dome will be done in an exciting and enthusiastic manner, while still maintaining focus on the goals at hand.
The art aspect of the dome will be done while creating the dome into the northern hemisphere of the world. I plan to cover the dome with a surface that will accommodate the needs of our students and the materials that we will have access to. Students will be active in every aspect of the artwork that takes place while transforming the dome. Groups will be responsible for every station in putting up the canvas type materials. We will include painters, drawers, and graphers so we can simulate the globe as well as possible.
The geography and history aspects of the project will be do new together. While students are learning where countries, states, and bodies of water are located they will be gaining their history lesson over which famous explorers traveled where, and what they discovered. With the use of strings I plan to label the famous explorers travels from start to finish. Some of the explorers that I would suggest include Columbus, Magellan, Cortez, and Vespucci.
I feel that this would be a valuable experience in using the dome. The children would be gaining experience through working together as a team and also be gaining knowledge in history, art , and geography. This experience with the dome provides the children with valuable information over key subject areas and also provides them with the experience of working together as a team.
I will use a geodesic dome as a writing center in an elementary classroom. It will be a place for the students to go and write away from the regular classroom setting.
The geodesic dome will be six feet tall and about twelve feet in diameter. It will be covered with black plastic. It is covered in black so the students won't become distracted with what is going on in the room. Inside the geodesic dome at the vertex will be a light. Other lights will be added if needed.
In the geodesic dome there will be pillows to sit on. Lap desks will be in a box for the students to use to write on. Pencil and paper will be located on a small desk in the dome. On the walls are pictures. Famous people, parks, and other landscape pictures will be on the dome wall. Dictionaries, thesaurus, and books on the topics studying will be on a shelf in the dome.
When the students enter the dome, they find a pillow and lap desk and then pick a comfortable place to sit and write. After choosing a place to sit and write the students will pick a topic from the box on the desk. The students look through the books to find information on their topic. The students will find information on their topic from two different books. The students will write about their topic. The writing must contain three paragraphs. When finished in the dome, the students will place the dictionaries and other books back on the shelf and the lap desks back in the box. The students will then place pillows back in their original positions. A pocket will be on the exit of the dome to place papers in as the students exit.
Young minds should be aware of the buildings around them. There are various types of buildings that exist in the United States and other countries. There are many reasons for the different styles of these buildings and their uniqueness. A Geodesic Dome is a type of architecture that students can learn about. A Geodesic Dome is just one of the many architectural types.
In the classroom, the students can compare and contrast various types of architecture from the United States as well as other countries. If the students do not have a Geodesic Dome constructed in the classroom, they may have one on their playground that is used as a jungle gym This would be perfect to use because all the students need is a visual aid to represent the Geodesic Dome. The students can look at the various angles and shapes. The class can also discuss why the Geodesic Dome is a good choice for an architecture structure. The may also discuss what a Geodesic Dome can be used for.
Next, after the students have completely analyzed the Geodesic Dome, they can use pictures of other architectural structures, such as the Taj Mahal, to analyze. They can also use houses, churches, and other famous buildings around the world to discuss the use, shapes and structure. The students can then use a Venn Diagram to compare and contrast the various architectural structures with the Geodesic Dome. The students may work in groups to do the research of the different structures. Then they will be required to write a brief essay of their findings of what makes the Geodesic Dome unique.
During this lesson, students will be able to familiarize themselves with famous architecture around the world. They can also learn about the Geodesic Dome and how it is constructed. Many students are not familiar with different architecture other than their homes. This activity will broaden their horizons in Social Studies, Math, Art, and Language Arts.
Tuesday night
I. Grade Level: 5th or 6th grade (Upper Elementary)
II. Lesson Topic: Building a planetarium in the classroom
III. Objectives:
1. The children will be able to recognize a geodesic dome.
2. The children will be able to recognize certain constellations.
3. The children will be able to calculate the geodesic dome size.
IV. Materials:
1. A geodesic dome
2. Large sheets of construction paper
3. Glow-in-the-dark markers and stars
4. Tape
5. Calculators
V. Procedure:
A. Set/Motivation:
We will discuss constellations in science class ins drawn with a glow-in-the-dark pen to connect them.
1. Black construction paper will be placed on the outside of the geodesic dome.
2. After the students are finished with his/her groups constellation it will be hung on the inside of the geodesic dome.
3. The students will walk inside the dome and observe the constellations and name them.
(Not all constellations will be drawn, due to the size of the dome)
VI. Evaluation of Student Learning:
1. Students can determine the name of each constellation.
2. Students can tell mathematical figurations about the geodesic dome.
3. Students can help put the geodesic dome up and take it down.
* Basic Summary *
I chose to use the geodesic dome as a planetarium because fifth and sixth grade students are beginning to learn about space and the stars. I will use the same geodesic dome that was used in our classroom; a 3-frequency, 16-diameter dome. I will contact a high school or college technology class and ask that instructor to have one of his lessons include the geodesic dome and ask for that class to be involved with my students. The children that this lesson is designed for are not tall enough to put the structure together on their own. If there are no outside high school or college classes that will help, I will ask parents and faculty to join in on the project. The children can then help with the size configurations as well as working on the dome themselves. For example, the students can help build it by sanding, painting and cutting some of the struts and
For my classroom, I would use the Domes, or football stadiums around the National Football League to teach a lesson about American geography. What I would do would be to write down all the names of all the stadiums that are played in around the NFL, and then have my kids identify the city and then the state in which all of these Domes are located. This way, we can adapt something that most of them already know about into a broader topic that they need to know about. I think that this is a great idea, and I also think that it could be incorporated into other aspects as well. You could also do world geography by using famous buildings with domes such as the Taj Mahal, The White House Rotunda, Red Square, etc.. I do truly believe that this can be a positive lesson to do with your class to reinforce their geographical awareness.
The geodesic dome is a wonderful learning opportunity for all students. There are an unlimited number of learning possibilities involving the dome. I have chosen to transform the dome into daytime and nighttime and eventually a planetarium.
The students can learn about every school subject while being involved with the geodesic dome. My students will be making their own dome. The dome will be 16 ft. in diameter, and the students will discover the mathematics and geometry involved in making a geodesic dome. Our dome will have a door that will open and close allowing the students to enter the world of learning whenever they choose.
After the dome has been made the students will be involved in the painting of it. Half of the dome will be painted green to represent the grass, and the other half will be painted blue and white to represent the sky and cloud formations. To create a nighttime atmosphere the dome will be covered with black plastic.
As the students discover the world of weather they will transform the dome to fit the different patterns of weather they are studying. Clouds and tornadoes will be added to the dome through pictures the students will be drawing.
When the students discover stars and constellations, they will punch holes in the plastic in the shape of the constellations. The students will also discover a way to have light shine through the plastic to show the different stars. The students will write stories about the constellations offering their own opinion about how they were created and formed. After the stories have been shared with fellow classmates (while sitting in the dome) the stories will be displayed around the outside and inside of the dome.
While creating their own geodesic dome the students were involved in mathematics, science, reading, language arts, writing, art, and social studies. Although the students may not have noticed until their project was complete, they incorporated every school subject into one activity.
There are many uses for a geodesic dome. I believe that spending time on building this structure and teaching a unit on igloos and polar life would prove to be very effective. I believe the students would find this lesson to be fun and they'll also use their knowledge of different subjects-- math, geography, etc., to make this lesson happen.
When I start this unit I would first teach the students about polar life by having them get a feel of how Eskimos survive the cold. I would tie in geography by teaching them about the climate and land features in the upper Northern Hemisphere. When I am finished with this I would skim animal survival which will give the students hunting ideas.
After I have thoroughly taught them about polar life, we will begin making our 16' diameter 3-frequency geodesic dome. I would assign the easiest tasks to the students and save the more advanced work for myself. Our dome pieces will be completely white. We will cover our dome structure with a sturdy plastic in the end. As the students help make the pieces, they will be learning about math by measuring structure pieces, comparing numbers and they'll be learning equations.
When we start building our structure in the late fall, I would have the students pick a spot preferably on a hill. This way it will be colder and we won't have to worry about rain in the late fall flooding our dome floor. Another reason why I picked late fall to build the dome is so that when winter comes and it starts snowing, the students can pack snow all around the dome to make it look like a real igloo.
After our igloo (dome) is built, I will do a follow up lesson on polar life and teach this to the children in our igloo. I believe that the children will enjoy sitting and playing in the igloo. This will also help them develop a vivid imagination. They can pretend that they are Eskimos and are trying to survive polar life.
Other classes would be welcome to use the dome to learn more about the upper Northern Hemisphere, polar life and Eskimos. In conclusion, teaching students about the geodesic dome and how to use their imagination by making an igloo out of it will help them apply math and geography in different ways.
I would begin this activity at the beginning of the year and carry it out through the school year. I will begin by talking about the basic shapes: squares, triangles, and circles. After the children are introduced to the shapes I will read a story or two to the children about shapes and have them find the different shapes within each story. There will be a discussion about shapes and a time to answer any questions that the children might have. We will discuss the different structures that are made up of these shapes and the physical strength of each one. Next, I will let the children experiment with drawing each shape on a piece of paper. This gives the child the item that is being discussed a visual reality to the child. After the children have drawn the shapes I will have them cut out patterns of the shapes that are pre-drawn and have them assemble them. During this time the children will be able to ask and answer any questions that might be stimulated within the children. After the children have cut out the patterns and pasted them together I will encourage the children to decorate the figures. I would, then, give the children pattern blocks to manipulate so that they get a feel for what a square and a triangle are. Once the children have manipulated the different materials I will make available to the children wooden sticks and fasteners so that they could construct their own replica of the different shapes.
Now that the children have some background in what shapes are I will begin the construction of the dome. I will have the children help me to figure out how to get the dimensions, even though I will do most of the work. I will make my dome large enough for small children, but not so large that it overwhelms them. The dome is going to be around four feet tall and wide. I will construct a three-frequency dome with simple materials, such as sturdy, but cheap, unfinished wood. I will allow the children to help in the construction, such as cutting, filing, and finally, the assembly. After the dome is finished I will put it in the reading center. I will have a large blanket or rug, an ample amount of pillows of different sizes and shapes, and a wide variety of children's books. There will be books about different structures, along with other relevant books. Once the structure is finished and the reading center is put together I will use the dome to hang items on, to use for different learning areas, such as a planetarium, or a greenhouse.
First, you will need to make a large sign (Our Research Lab) and attach it to the top of the dome. Then you will need to furnish your research lab with tables, file cabinets, and bookcases. The book shelves need to be filled with dictionaries, encyclopedias, atlases, software, thesaurus, books that cover many different themes (inventions, artists, poets, animals, leaves, etc.), and books on how to conduct different kinds of research. On one table you will set up a computer center. This center consists of a large sign (Computer Center), a computer, software pertaining to other centers (science, art, writing, etc.), printer for computer, paper for printer, and a cup of pencils. At another table, you will set up a science center with a sign: "Science Experiment Center." Include microscopes, test tubes, empty slides and prepared slides, a bookshelf with shoe boxes, of different science experiments (each box will be labeled and contain all materials need to complete that particular experiment, including instructions), trays of paper, an packet that contains everything the student needs to do (draw a picture, which shoe box to use, data sheets, list of worksheets need for experiment; students must get the worksheets from the file cabinet themselves), cup of pencils, and a large sign with safety rules listed. In the file cabinets, you will have different worksheets for the students to complete and different resource files to help with research projects.
For the sake of space, you can alternate your research centers. When you are finished with the science center you may want to setup another center (art center, literature center, weather station center, math center, or a center where the individual student chooses his or her own topic of research).
Our Research Lab is an across-curriculum project:
· Art - draw a picture of something relating to the research, language arts - read books pertaining to the research
· English - writing a research papers, math - measurements for some research) with flexibility, you can create any type of research center (decorate dome according to the experiments, themes, and centers).
I would always have my computer center set up, so it can be used with all of the different research centers (an art center would work here also).
One way you could use the dome in an elementary classroom is to transform it into a rainforest. Before the students begin to work on the dome, they can gather information from storybooks, computers, videos, and textbooks to learn what types of plants, trees, and animals are found in that environment. Materials such as construction paper, glue, markers, and clay could be used to make lianas (vines), epiphytes (air plants), monkeys, bats, jaguars and other plants and animals that live in the rainforest. Once everything is completed and hung in the dome, the class could sit under all the vines, leaves, and animals to enjoy their hard work.
The primary use in the classroom for a geodesic dome is to make it a reading center. The dome itself would be 10 feet in diameter (just big enough to feel "big and small enough to fit into a corner of a classroom. The center would have hanging plants to feel less formal to children. If children are in an environment s/he feels safe and comfortable in, the desire to read increases. My reading center will have jumbo, overstuffed pillows in it. This will provide a soft comfortable place for students to sit on. The center will also have softer lighting that is easier on the eyes of a young person. This center is easy to manipulate for the teacher to hang things on and to put thematic books in. If the class is discussing plants, the teacher can place books on plants in the center for children to leisurely read. The reading center will have a door for students to walk in and out. With a door the student does not have to crawl under or over bars to get inside. (Eliminating the temptation of some students to make fun of other individuals in the class.) The reading center will be the students' territory. The geodesic dome could be partitioned off and each child can receive part of the dome where works s/he is proud of can be displayed. Another activity is to have the students write an adventure using the geodesic dome. For example, perhaps the geodesic dome has now become a space ship. You can begin the story for the children by saying "What I see outside the space ship is ..." Allowing each student to create a book/story about the experience in a space ship. Again, the topic could be thematic with what is being taught in another subject area. However, the topic could simply be a creative activity where children imagine what they can do with the dome and then write a story. These stories will be kept in the center to share with the rest of the class.
The way that I would use a geodesic dome is by using it in English class. Using a dome in English class will make it a lot of fun. The children will use the dome for different plays that English lessons have. First, I would probably have a dome a little bit bigger than the one we made because children are going to put on plays. The way plays would go is that children have to come up with a play that the dome can be used in. Then they will decide what kind of materials they will need for the dome and also what they will wear. Some suggestions that they should think about are what kind of stories they can use. A good example would be that they could use the dome as a castle and act out an old medieval play. They could get gray sheets or spray paint the sheets gray to put over the dome to make it look like an old castle. Then they could get the extra parts of the dome and make a mote for the castle and have them make water out of construction paper that goes around the dome. Then the kids can find old clothes from home so they can act out their part. Inside the dome, the children could put tables and swords and other props so they could act the play in the dome.
Children would have so much fun with this because they are not in their desks, they are actually working on something hands on. They would learn so much about how a dome can be used. Also they would also learn how to work together as a class. They are doing all the work so it would make them more responsible. They will not even know that this would be an English assignment.
There are many ways that a geodesic dome could be used in the classroom setting. The way that I would choose to use a dome in my classroom would be as a Reading Center. This may not be the most creative way of using a dome, but it is the one that I feel that I would use the most.
I would use a dome of about six feet in diameter. I would place this dome in the back of the classroom. This would provide the students with a quiet place that is partially secluded from the rest of the classroom.
Inside of the dome, I would have various places for the students to sit. This would include things such as bean-bag chairs, large pillows, child-size rocking chairs, rugs, or carpet squares. By doing this I hope to provide a comfortable environment where my students will look forward to coming to read. I would utilize the struts of the dome in order to display things. I would hang some of the students' writings and other work that they have done. I would also use this dome to display books that we are focusing on during a certain thematic unit. I would decorate the dome by hanging things such as butterflies, dinosaurs, letters of the alphabet, or other things that correlate with what we are learning.
If I were to use the geodesic dome in my classroom, I would use it when studying the American Indians. The dome could be decorated with tarps, leathers and maybe even old furs parents could help us find. The tarps could be painted with Indian symbols that the children could have researched or even made up.
Inside the dome, could be centers in which these decorations could be created. Tables could be around the edges of the dome for work-space. One table could be supplied with materials to make beads for necklaces or simply just decorations for the outsides of the dome. Kernels of corn can be used as beads. One center can be supplied with paints. Skins can be created by wetting brown paper bags and wadding them up and being let to dry. Another table could have clay for the students to make their own clay pots.
There are many other ideas that can be used but this is a start. Afterwards, the dome could be used for many other ideas also.
Using a geodesic dome in a classroom is a wonderful opportunity to do many exciting things with children. So many neat lessons can be built on a geodesic dome, and a teacher, as well as the students, would be fortunate to have such an experience in their classroom.
In my classroom, I would use the dome to teach lessons on the hemispheres in a social studies lesson. I would have a small dome, probably about eight feet wide, so that the children could better gather around to learn.
I would cover the dome with light blue plastic that could easily be drawn on, and hopefully erased. I would start the lesson by choosing a hemisphere, and drawing on the dome the latitude and longitude apparent on that hemisphere. I would spend a couple of days teaching the children about how to locate specific areas based on their latitude and longitude, and then I would have different cities from that hemisphere labeled for them to find.
After the latitude and longitude lesson, I would move into discussing where large land masses are located, where water is located, and so on. We would spend time looking at the different locations and discovering their latitudes and longitudes, as well as studying geographical facts, cultural facts, etc.
I would spend a week working on the hemisphere, and then I would change the hemisphere, or even completely change to the whole idea into studying different countries. I would set up the dome as countries, continents, I would leave it just plain blue and discuss oceans, the possibilities are endless.
After we have completed our social studies unit, I would turn the dome into a reading center with books all about different places around the world. I would really love to see more classroom taking advantage of the many lessons that could be done using a geodesic dome.
I feel that reading is one of the most important subjects for students to succeed in. Reading and being able to comprehend what it is that you read is essential for survival. As a teacher I plan to make reading as fun and entertaining as possible for the students. Having a geodesic dome for a reading corner would encourage the students to read. The dome would not be that big, maybe ten feet wide across the bottom, and made out of plastic or a light-weight wood. This way it would be easy to move when rearrange the room. It would just be big enough for a couple of students to sit and read comfortably. Getting to read in the dome would be used as a reward for the students when they have done something good. A rug would line the floor and pillows would be provided for comfort. Since the sides are open one side of the dome would be used for a display area. After a child has completed a book they will draw a picture or write a summary about the book. Other students will read their summaries and may want to read the book themselves. The students can them place them in a section for the class to view. I feel it is important to elaborate on themes of books. This allows the students to develop a better understanding of books. It also helps them to apply messages of the books to their own lives. One way to elaborate would be to hang objects that are symbolic to the story from the struts. The objects would be a wonderful way to
start discussions on the books
I would use the Geodesic dome as a reading center in my classroom. I would have the students make it at the beginning of the year and decorate it how they want it decorated. The dome would be a two-frequency dome about four or five feet tall and sit in the corner of my classroom. This way it would be a little quieter for the students and it would fit in the classroom. In making the dome, I would teach a lesson on community and working together. By working together, the students can learn from each other and they could see that working together is fun and that they can get the job done faster. The dome would be a place of their own and they would enjoy making it and spending time in it.
After the dome is built, the students can decorate it. Over the dome I will put yellow butcher block paper and leave an open space at the top to let extra light in and also make two windows and a door on the side. I can make these open spaces by just not covering up a triangle with paper. The decorations can be seasonal by having the students decorate it for fall with different colored leaves, winter with snowflakes or snowmen, and spring with flowers and trees. The decorations can also be ones that go along with a lesson or unit the class is working on. For example, if the students are learning about Abraham Lincoln or George Washington, they can hang up log cabins, colored pictures of pennies, one dollar bills, and the American flag. By using things that the students make, the dome would feel more like their own.
Inside the dome, I would put a bookshelf with different types of books in it that the students would enjoy. Also, there would be one or two bean-bag chairs and a big stuffed animal for the students to sit on or lean against. There would also be a small table in there that I would put reading lights or lamps on and also on the table I would put a collection of stories about a topic we are discussing at that time. I would use the dome as a learning center for the students and also a place they can go if they have finished their work and there are still other students working.
A geodesic dome will be very useful in my future classroom. Not only will the children be able to have a hands-on experience with math while building it, but they will also have something in the classroom that they will use everyday and call their own. The geodesic dome in my classroom will serve as a reading center for the children.
The geodesic dome will be made out of plywood just as it was in our Ball State classroom. The dome will be a 10 foot diameter dome, and will be painted with the colors voted on by the class. The dome serves as a quiet center in which the students can relax and read. The dome is a "no talking area." As soon as a student enters the dome, he/she must observe the no talking rule. This rule is extremely important because the children need to be able to concentrate on their reading selection. The dome, which will be called "Reading Dome," will include comfortable seating areas such as oversized pillows, bean bags, rugs, blankets, and a small love seat. This will give the children plenty of choices on the area they believe would be most productive for them.
The geodesic dome will be a wonderful place for children to sink into the world of reading. Because there is no talking in the Reading Dome, there will be little distractions. Students can enter the dome after they complete a homework assignment or during any free time they may have during the day. There may only be 10 students in the Reading Dome at a time to avoid overcrowding. However, there will be a waiting list for the dome taped to a desk directly outside the dome.
Structures
I. Grade Level: Any Elementary Grade Level
II. Lesson Topic: Geodesic Dome and Structure
III. Objectives: To use the Geodesic Dome as a way to help students learn about structure.
IV. Materials:
Things to make a geodesic dome:
· -Hubs
· -Struts
· -bolts
· -Pictures of other assembled domes.
V. Procedure: Have a lesson on structure and have the students build their own miniature model of a dome. Then have the dome parts that we made and have them assemble it in class. This will give them a hands-on way to learn. After they complete the building process talk about why it is a strong structure and how it relates to the kind of structure in the past and in today's modern society.
This is a simple way to teach students about foundation and structure and it will give them hands on experience on assembly.
The geodesic dome is a great instructional tool for the elementary and high school classrooms. There are many different uses for the dome and many diverse applications. I would like to focus on one particular lesson that could institute the use of a geodesic dome. This application could be used for almost any elementary grade level. This situation takes place around the time that the class would be learning about caves.
I can remember learning about caves in about the third or fourth grade and wanting to go see one for myself. But I come from a small school and we were not able to go see an actual cave. So the closest we came to seeing an actual cave was on slides and movies. If only my teacher would have turned to the geodesic dome. The dome could have been a perfect cave simulated environment, or a geodesic cave.
First you must either construct a dome or use one that is already available. The ideal size for this dome would be a two-frequency dome with about a sixteen-foot diameter so that it could fit in the classroom. Or if you want to get ambitious one could even make a larger dome and construct it outside. After you have constructed the dome cover it in black cloth or plastic, anything to make the inside of the dome dark like that of a cave. After this get with your students and ask them what kinds of things that are in a cave. Since this activity followed the lesson on caves the students would come up with things like stalagmites and stalactites, bats and other cave animals, maybe even an underground river or lake. So after collaborating as a class then you would put these things in your geodesic cave. You could make the stalactites and stalagmites out of paper mache and paint them to look like rocks. You could also use stuffed bats and other animals that would be found in a cave environment. Then you could put the finishing touches on you cave making it as life like as possible. Then take your class and even other classes on a cave exploration so that they can experience what a cave environment would be like.
By using this one idea for a dome there are many other subjects involved than just biology. For example math, to construct a dome you must use math to get the measurements correct. Science is also involved, one could comment on how stalactites and stalagmites are formed. Geography is yet another subject that is involved, caves are found in certain regions of the country and the world. You could use this lesson to integrate with others. Again you could use the dome for many applications but the one most important is that you get your class to create and do something as a class and it is something that they can all take credit for.
I would use the dome as a learning center. The dome would be 6.5 ft in diameter. This is a comfortable height for most adults to enter comfortably. I would have a 2.5 ft shelf around a portion of the interior for workspace. Some of the space under the shelf would be used for storage of materials. The dome would be covered in colored translucent plastic tiles to create a bright and stimulating environment. One portion of the dome would have clear tiles so that projects could be done without fear of color confusion that could be caused by the colored tiles. If additional light was needed, colored tree lights would be draped on the colored side of the dome, and white tree lights draped on the clear portion of the dome. ° The dome would be stocked with lined paper, unlined paper, crayons, markers, pencils, pens, construction paper, colored paper, and arts & crafts materials. ° Students would be encouraged to work in the dome on a daily basis to complete assignment as well as to be creative in free time. Works (both written and artistic) would be displayed on the area above the shelf. Bean-bag chairs would be placed in the portion of the dome that did not have the shelf. This area would be designated for reading independently. Tape recorders and head-phones would be available to listen to stories that the students record throughout the year.
I would use a geodesic dome for a reading room. The size we had in class or a little bit smaller. There are many things that could be done with this. I could cover it up with something, blankets maybe. Then I could put a lamp in there for the students to turn on when they were trying to read. If I covered it with something I would display either the children's' works on the walls or posters encouraging the students to read.
I would have a library inside of the dome. In this library I would have books for all of the students, ranging in ability levels. I would also have a variety of books for the children's' different interest. Also in the library would be the students' books that they had published in the classroom and like to share. The library would consist of many different books for the children to enjoy.
In the dome I would have pillows and chairs for the children to lay on or sit in. There would be a variety of different chairs, such as lounging chairs, rocking chairs, stools, and even a couch. I would have plenty of pillows of different sizes, and fluffiness. There may also be some other things such as a love seat and maybe a bath tub.
I hope I could fit all of these things into a dome for my reading room. There may not be enough room in the entire classroom for all of these things. I would also like to have a publishing area in here. There I would have things such as, glue, scissors, markers, crayons, glitter, tape, pictures, string, and more. Here the children could put their own books together to share with the other students in the classroom.
If I did not cover up my dome with blankets, I would still decorate it with the children's' works or posters. I think that their work would need to be displayed. If it was not covered I would not need the lamp for lighting and I could keep better watch on what they were doing.
The geodesic dome that we constructed in class can be used in several ways to teach, instruct, and have fun in the classroom. One way that it can be used is by making it into a Kazakh Yurt. This last summer I traveled to Kazakhstan, a former republic of Russia, on a mission trip. I could use the dome as an example of what the Kazakhs used to live in when they were Nomads. A Nomad is a person or a group of people who travel from place to place in search of food and who take their homes with them. Many of the Yurts were very much shaped like the dome that we constructed. I have pictures of one Yurt that I ate in. It was a Kazakh Yurt that was being used as a type of restaurant. It was off the side of a highway and the owners served traditional sha-shleeks (lamb kabobs). I could prepare, or have the children prepare, a traditional Kazakh meal (except I would not have them eat horse or sheep's head!!) as they learn about the country and its people. I would cover the dome, which would need to be about a 16-foot dome, with white material and I could decorate the inside with rugs, like the restaurant had. I could put some of the traditional clothing and cooking utensils inside it as well. I would have books and pictures of Kazakhstan so that the children could learn about its history. Since the Yurts were what the Kazakhs actually lived in, the class could do a project of the family unit and they could role-play how they lived. I could assign the children their role in the family such as the father, the mother, the children, and the grandparents. We could discuss what kind of food that they would have eaten, what clothes they wore, and their religion and beliefs. We could learn about their money system and I could show them money, as well as their school system. I think the Yurt would be a great project because I have had personal experience and I believe that the children would really enjoy hearing about a country that their teacher actually visited.
With technology changing constantly today it is difficult to keep up with it. One way I would introduce technology to my students would be through a geodesic dome. There are many ways to use this in a classroom, but I would choose one that I think would have an impact on my students. I would use the dome as a unit and integrate a topic into it. The one way I would use a geodesic dome in my classroom would be as a greenhouse and build a unit around this theme.
The them of my unit would be "Explore Our Exciting Geodesic Greenhouse!" I would use this unit with 4th or 5th grade students. The students and I would have to figure out the dimensions according to how many plants will be in the greenhouse and also how many people can be in the greenhouse at one time. We would experiment with the dimensions of the classroom to figure out this. The dimensions of the dome would be about 18 feet wide and 12 feet high. This would be so we could fit people in the greenhouse and also our plants and flowers. We would also have to figure out what to use as a covering so the sunlight would still come in and the plants would get the sunlight. We could use Plexiglas, glass, or some sort of tarp. The students would plant the plants and record the plants' growth and how much food the plants receive. This would be integrated into our math lesson and the students would use charts and tables and collect data. The students would have to decide which types of plants could live in the greenhouse and this would be integrated into our science lesson. The students would have to research to get this information. Another lesson this would be integrated into would be health because we would discuss how the plants grow and what makes the plants grow. We would discuss nutrients and minerals and how these same things help our bodies grow. This unit would last about 3 weeks and then we would have the dome for our classroom. I really think the dome would be a great way to get the students motivated. They would have so much fun doing the projects and just being inside the dome and they would be learning at the same time.
The geodesic dome, would be a great asset to any classroom. I would use the dome as an igloo, for a lesson on Eskimos. The dome would be six feet high and six feet in width. The size of the dome, would demonstrate the size of an igloo Eskimos had to live in. Upon completion of the lesson, I would leave the dome (igloo) in my classroom, to use as a dramatic play center. I would keep the dome up for one week, allowing the students time to enjoy it!
I would start the lesson with a discussion about Eskimos, to find background knowledge the students have. A successful way to do this, is to have a K-W-L chart for the students to fill out. The "K" stands for what the students know about Eskimos, the "W" stands for what the students want to know about Eskimos, and the "L" stands for what the students learned (to be filled out at the end of the lesson).
I believe it is important for the students to know how many seasons Eskimos have and why it is important to have a warm and safe place to live. The students will learn that Eskimos have six seasons and they are: early and late spring, summer, autumn, and early and late winter. The students will be asked if they think an igloo would keep the Eskimos warm, all year round? We will discuss that there are three types of houses the Eskimos build. They build a skin tents, winter stone and turf houses, and igloos (snow house). We will talk about the advantages and disadvantages of each and why they are each important, in the life of an Eskimo.
We will focus on the igloo. Igloo means "a dwelling". Most igloos were used as temporary housing, but they were very important. The students will learn how an igloo was built. Pictures will be displayed to show the students the process. A man draws a circle on the snow, then cuts out blocks of snow with a snow knife. He stands in the middle, as someone hands him the blocks. He sets one row around the circle, the blocks leaning slightly inward. The Eskimo then lays another layer on top, and so on, in a spiral. The opening of the igloo is closed at the top and an entrance tunnel is made below floor level. The woman is responsible for covering the outside with a layer of snow, used for insulation.
The students will be responsible for knowing the steps of building an igloo and will be evaluated on their ability to recall important information. The next part of the lesson will be learning what is inside an igloo. The students will walk inside the dome, "igloo", to find objects that would be found inside an Eskimo igloo. The family sleeps in a row, on a fur-covered platform, on the floor. The Eskimos keep a lamp in the igloo, that is used for heat, cooking, and drying clothes. The woman is responsible for making sure the lamp does not burn.
The students complete the "L" in their K-W-L chart. This way I will know if they listened and were able to remember important facts about Eskimos and their homes. The students will be working in groups of three or four, to make their own igloo, using the correct steps the Eskimos used. They will be supplied with a variety of materials, they can draw their igloo, or construct one out of blocks etc... They will be required to label the steps in their correct sequence.
After the lesson, "igloo", will stay up for a week and used as a dramatic play center. This lesson would be appropriate for students in grades first through third. The dramatic play center would probably be used more for the first grade student.
Today, I am going to focus on using the dome as a space center. I am not sure of the exact size I would use, but it would be big enough to fit about fifteen children in it. I would begin by putting the dome in one corner of the classroom. I would make sure it was very dark; I would close the blinds and turn off the lights. Next, I would place a very large sheet (or several sewn together) over the dome so it would as dark as possible inside. I would then proceed to hang glow in the dark stars and planets up in the dome to create a "space-like" atmosphere. I would hook up a blacklight so that the entire dome would glow and the stars and planets would illuminate. I think children would be thrilled by this; it is so different from their usual activities and it is a mysterious place that I believe children would love to explore!
After the dome was set up I would let the children go in and look around for awhile. When their excitement had settled a little, I would tell them that their next science lesson was going to be on space and that part of the lesson would be conducted in the dome. I would read stories about space to the children and we could have a lot of discussion in the dome. Pillows would be provided for the children to sit on while they observe and learn. We could set up the glow-in-the -dark planets in their proper order from the sun and the children would be actively involved. At the end of the lesson, with parents' permission, we would take the sheet off and campout in the dome. When we went to sleep we could look at the real stars and talk about them!
I believe that this is a very useful, fun and productive way to use the dome. I think children would be ecstatic to learn about space and the blacklight and realia in the dome would really stimulate their imagination. The campout at the end would hopefully give them an experience in space that they will never forget!
IDPDT 364-006
Things you will need: 16' diameter 3-frequency geodesic dome, clear transparent paper, sea knowledge, books, costumes
I. Definition of the Sea
A. Describe what a sea is and how it functions
1. Tell how the sea is formed
2. Creatures and life forms
A. Animals
B. Plants
II. Incorporation of the Geodesic Dome
A. Turn the Dome into a sea full of knowledge
1. Cover the dome with blue transparent paper and make windows for under water viewing
2. Make models of various sea plants and animals
3. Fill the bottom with sand in either a child's swimming pool or over the top of plastic and put sea shells and plant life on top
4. Place plenty of books about sea animals and adventures
5. Have costumes and sea animals and people that work with the sea so the children can dress as different characters
Recently I visited the Minnetrista Cultural Center in Muncie, Indiana and saw an exhibit on Antarctica. There were many different displays on Antarctica at this exhibit. I thought it would be great to visit (take a field trip) this exhibit before starting to teach a lesson on Eskimos. The children would gain new information on Antarctica and would get to see many pictures of Eskimos and igloos.
Many children are intrigued by learning about other cultures, especially the culture of the Eskimo. Where do they live? What do they eat? How do they stay warm? What a great way to get the children involved in a hands-on experience. When it comes time to talk about where Eskimos live, it is time to introduce the geodesic dome and have children set it up. They can do most of the work themselves although the teacher needs to be there to help and supervise. By letting the children build the geodesic dome themselves it gives them a sense of ownership and pride. They built this big thing all by themselves... WOW!
After setting up the dome cover it up with white cloth or paper. This way when the children sit in it, it feels like they are really in an igloo covered with snow. The remainder of the lesson can be conducted inside the igloo. Children learn best through hands on activities. By using this dome the children are excited to see what the finished product will be and it will make them more interested in learning.
As you can see using the geodesic dome will be very beneficial for both the children and the teacher. Everyone wants to get his or her hands on the dome and help out. What a fun way to learn!
In teaching children, it is essential that reading and writing are made fun and exciting so that children will gain a personal love freading and writing. Oftentimes, reading and writing instruction can become dull and monotonous and that is when it becomes a subject that children learn to dread rather than a fun and exciting new world. Since this is true, if I had my own 16 inch diameter dome to use in my classroom, I would use it as a literacy room. having a special place in the classroom devoted to only reading and writing will help to make reading and writing fun and it will aid in getting children excited about these essential life-long skills.
The literacy room can be used as a place for reading. Encourage children to use the dome as a place to engage in silent reading when they have free time or during reading time. The dome can also be used as a place for groups of students to read aloud together. The environment inside of the dome can be set up to encourage reading and writing and to make children comfortable while reading. Utilize carts to store a portion of the classroom library inside of the dome. The carts will make moving the book collection in and out of the dome and changing the books in the library extremely easy. Keeping bean-bag chairs and pillows in the dome for the children to use while reading will also help to make reading fun.
The literacy room can also be used as a place for writing. Allowing children a place to write other than their desks will encourage their creativity and their love of writing. The environment inside of the dome can be set up to foster writing. Keeping paper, pencils, pens, markers, desk lap boards, chairs, pillows, and other writing materials inside of the dome will make writing there convenient and comfortable. Completed writings can then be displayed in or even on the dome. Writings can be taped to the inside or outside walls of the dome or hung from the ceiling of the dome by yarn or string. Doing this will help children gain a sense of pride and accomplishment and will recognize their hard work.
Using the dome as a literacy room will encourage and strengthen students' reading and writing skills. Breaking up the monotony of working at desks and tables will help children realize that reading and writing is fun. Children will quickly realize that reading and writing is something that can be done for pleasure; it is not just another boring school subject.
Geodesic Dome that would fill half of the classroom
Unit: Arctic
I. Igloo
A. Camp out like Eskimos in igloo.
1. Cover igloo with a white sheet to create a "snow" effect.
2. Discuss how Eskimos make igloos.
a. Materials, technique
b. Uses of materials due to climate
3. Research why Eskimos use igloos as their houses
B. Use igloo for a reading center.
1. Hang posters from the top, sides, etc. to create a reading environment.
2. Put pillows on the floor for students to lay on while they read.
3. Fill center with books, posters, and atmosphere of the Arctic and Eskimo life.
C. Study shape and construction of igloo.
1. Mathematics, language arts and art can be integrated so that the students can create their own igloos for their desks to be used for a "word house" when studying vocabulary about the Eskimos and the Arctic.
The geodesic dome is a useful and purposeful addition to any classroom. This tool can create many opportunities for creativity, and added excitement. There are several ways in which a dome could be used in any classroom, and as a learning center area is one of those ways.
Using the geodesic dome as a learning center creates a vast assortment of powerful ideas. Learning centers are a terrific way to increase a student's knowledge and enthusiasm about any given subject. By taking a topic in a learning center and then placing in a special atmosphere, such as a dome, the learning experience is going to be that much greater. A geodesic dome that is large enough for children to stand in, but small enough to be inside the classroom, gives the opportunity for almost a whole separate room inside the classroom. This allows for a several new ideas and completely different atmosphere than the rest of the room.
There are several ways in which the dome could be utilized as a learning center. One terrific way is as a reading lab. The dome can create a private, semi-quiet area where students could sit on pillows, little couches and chairs, or on the floor and enjoy their favorite book or story. The dome would keep out most distractions so that the children could concentrate and focus on the story they were reading. Using a geodesic dome could also expand a thematic unit. The dome could be decorated and centered around the science, social studies, or reading unit of that time. Special activities and information could be displayed and available within the dome. Using a dome for seasonal activities would be another way to utilize the dome in the classroom. It could be decorated according to the time of year such as winter, fall, spring. It could include activities and books centered around that topic. It could also be decorated for certain holidays. Also, this area could be used as a special teaching area. In many classrooms, children will gather at a certain spot in the room for lessons and announcements. The dome could be the place of meeting. A geodesic dome is a perfect place to create a dramatic play area. It gives a separate area where the children and teacher would be able to turn it into many different places. It could become a restaurant, a grocery store, house, fire department, police station, and several more. It would be detached from the rest of the room, and would allow wonderful opportunity for creativity.
A geodesic dome would be a terrific asset to any classroom looking for an exciting way to teach and help children learn. It provides a different atmosphere for the students and allows the teacher to continually change a section of the classroom. Learning centers are a powerful way to utilize the possibilities of a geodesic dome.
Chris Barber
I. Introduction:
A. Show the students the dome and talk about how, why, and where the domes are used for in the world and how it is a model of tessellation.
B. Explain what tessellation is:
Tessellation is defined as " to form as a pattern"
II. Body_ __________
A. Show the student how five triangle will tessellate into a hexagon and how other triangle formed hexagon tessellates into a larger pattern but does not D
tessellates with out the introduction of a octagon._ __________
B. Show the student how eight triangles form a octagon, then show the students
how the tessellation of the octagon and hexagon can not tessellate on a laid flat on the ground and how it needs to be up right in order to tessellate completely._ __________
III. Conclusion:
A. Review the steps of forming the hexagons and octagons, and how there are needed to form the dome correctly. __________
B. Review how the it can not be laid flat can not hold the tessellation of the hexagons and octagons, and it requires the shapes to be stood up in order to tessellate
At first I was skeptical of the dome project, but now I have changed my mind. After building our dome last class I see how beneficial the actual construction of this dome was alone. We all had to work together as a team, and I found that it was a great project to build a non-threatening environment. As a class we all had to work together to achieve a goal. Without much guidance from the teacher, but enough to keep us from getting hurt, my peers and I built an impressive dome.
The dome can be used in many different ways in a classroom. It would make a great "outdoor observatory". The children could construct it outside, and save precious classroom space. In that dome, the class could have a green house by using some ordinary plastic paper on the dome to shield the plants from the rain, and to create the "greenhouse" humidity. The class could use this to learn all sorts of biology, and habitats. Organisms would grow naturally, and what a wonderful avenue to teach about an ecosystem. The dome could be used for calculating weather while learning about the solar system, and weather.
This could all be easily integrated into Language Arts. The students would learn how to record facts and data, and then a language arts unit could be taught on how to present facts, and the difference between facts and opinions. The students could even be required to write a final research paper, more detailed as the grade level goes up, as a final close to the year.
The dome is also a great way for the students to learn responsibility, and social skills. The students themselves must put the dome together, and the less the teacher gets involved, the more the students have to depend on one another. Since this apparatus will require constant attention, jobs can be assigned and the students must understand that being responsible means keeping up with their assigned responsibility.
In all honesty, I first was very doubtful of the idea of building a dome for classroom use, but now that it is complete, I see the positive outcomes that accompany a large task as this.
One way that the dome can be used on an elementary classroom is to have the dome be a playhouse for the children. The teacher could cover up the dome with a blanket and have a few of the triangles uncovered for windows. There could also be a triangle next to the floor that is uncovered and that would be the door. There could be kitchen things inside the dome that the children could play with. There could also be toys such as dolls and trucks. It could be big enough that there could be many students in there at once. The teacher could also have the students help build the dome and they can decide where they want to but the windows, and the door, etc. If the students are able to help in the construction of their 'playhouse' it could help enhance their creativity. They will be better able to understand how things are built and why they are built the way they are. It will give the students a chance to express their creativity. twelve to fourteen months of age. Since this process begins so early in life, it is essential that children are provided the materials necessary to foster and encourage their emerging literacy. Such materials include books, newspapers, magazines, and print children encounter in the world around them, or "environmental print."Children form much of their beginning knowledge base of print from their experiences with environmental print. Environmental print includes symbols and signs used to represent restaurants, stores, and products advertised on television or used by the child or the child's family. Children connect the print they see (familiar signs or symbols) to what they already know about what the print is representing. For example, it is probably safe to assume that the majority of pre-literate children in the United States are familiar with the "golden arches" of McDonald's. If a child is hungry and their mother or father drives past McDonald's, chances are likely that the child will ask to stop at McDonald's to eat. How did the child know that the restaurant was McDonald's when the child cannot read yet? The golden arches is a familiar symbol to the child and the child connects that symbol to what it represents; McDonald's and food. By being adequately exposed to various forms of environmental print, children quickly learn that the print they see is more than just something to look at; print is meaningful and it communicates a specific message.
It is essential that children have many opportunities to engage in and interact with many various forms of print, including environmental print. Providing books, newspapers, magazines, and writing utensils for children to explore is a wonderful beginning to fostering emergent literacy. However, environmental print materials need to be readily available to children as well. Providing telephone books, cookbooks, restaurant menus, and pictures of signs and symbols that are meaningful and relevant to the lives of children accomplishes this. Surrounding children every day with print, including print that is meaningful to them, will aid children in becoming ready for literacy instruction.rized by an extreme difficulty in learning to read and spell words, despite the ordinary instruction. The disorder was thought to have come from the result of a specific brain dysfunction in processing written language. The origin of the disorder and the exact location of dyslexia remains unknown. When this disease first came about it was called congenital word blindness that dates back to approximately 100 years. Before anyone had ever called this disease 'con
The geodesic dome can be used in several ways. The size and shape allows room for lots of flexibility. One idea that I had for using the geodesic dome was to do a geography unit. Using large sheets of mural paper draw and cut out the states. Each week have a featured "state of the week." This gives the students a variety and continuos education throughout the school year.
For the "state of the week" have information that is easily accessible on that state for the students. Inside the dome include interactive activities that encourage the students to take control of their learning. Historical facts can be posted all over the dome in caption form to gain the interest of the students. If a particular state is known for producing a certain product (i.e. Indiana and corn or Florida and oranges, etc.), allow the students to create games using objects shaped like the product as game pieces/boards.
My final thought for this would be to incorporate home economics in this lesson by cooking some of the foods that are popular in the featured state. Another idea would be to study certain aspects of fashion and cultures from each state.
If I were to use a geodesic dome in my elementary classroom I would build a dome following the plans used in ITDPT. I would set up the geodesic dome as an underwater ocean study learning center.
In the geodesic dome there will be many activities for students and m