Tallest+Structure

Tallest Structure Unit

Throughout time there has been a prestige that has come to countries and cities that have held the title to the World's Tallest Structure. In this unit we will be exploring more about these amazing structures and the events that led to their construction. We will be looking at the different countries, leaders of the time, economy of the time, and events that were going on in society then.

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Here is a list of the 14 buildings that have held the title of the World's Tallest Free Standing Structure:

Great Pyramid of Giza (481 ft)

Lincoln Cathedral (525 ft) St. Olaf's Church (521 ft) St. Mary's Church (496 ft) St. Nikolai 428 ft) Rouen Cathedral (495ft)  Washington Monument (555 ft)   Eiffel Tower (984 ft)

Chrysler Building (1000 ft) Empire State Building (1250 ft) Ostankino Tower (1762 ft) CN Tower (1815 ft) Burji Kalifa (2717 ft)

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Targets for this unit:
 * Students will create 2 or 3 dimensional models of the tallest structures in the world.
 * Students will explore the history and circumstances surrounding the erection of the world's tallest structures.
 * Students will use the internet and other resources to acquire information.
 * Students will use a wiki-space to share information.
 * Students will use ratio and proportion to illustrate buildings' relative size.
 * Students will create a timeline.
 * Students will write a short summary about the building they are assigned.

Social Studies Standards

> nsional models.
 * Describe how buildings and their decoration reflect cultural values and ideas, providing examples such as cave paintings, pyramids, sacred cities, castles, and cathedrals.
 * Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three-dime
 * Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Use a timeline to select, organize, and sequence information describing eras in history. Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Language Arts Standards: > Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. > Use appropriate transitions to clarify the relationships among ideas and concepts. > Use precise language > > <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. > Provide a concluding statement or section that follows from the information or explanation presented.Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. > Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Draw evidence from literary or informational texts to support analysis, reflection, and research.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Math standards:

> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Understand ratio concepts and use ratio reasoning to solve problems. > rcent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Solve unit rate problems including those involving unit pricing and constant speed.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Find a pe
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

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Coordinates Chart