ABC 2009 Teacher PK T

Architecture By Children 2009
Transportation Station
Produced and Developed by: AIA Cincinnati Architectural Foundation of Cincinnati
AIA Cincinnati a chapter of the American Institute of Architects
Transportation station TABLE OF CONTENTS Transportation station acknowledgments
ABC 2009
Engaging Our Childrens Minds Through Architecture ARCHITECTURE BY CHILDREN is a committee of the Cincinnati Chapter of the American Institute of Architects. Through ABC, AIA Cincinnati aims to educate our community about the value of the role of the architect and how what architects do affects all our lives through the design and development of our shared environment.
For further information, please visit us online at www.architecturebychildren.org
ABC Committee Members

Co-Chair: Co-Chair:
Zo Hardy Architects Plus Tony Yunker GBBN Architects Allison Beer SHP Leading Design Ralph Perry OKInteriors Matthew Spangler Clermont Schools Gifted Program Doris Uhlman Artist, Retired Art Teacher, Batavia Schools
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Permission is hereby granted to reproduce material contained in this packet for educational purposes when administering all or part of the ABC program. This package, along with the accompanying architect presentation on CD Rom, will be available for purchase online at www.aiacincinnati.org after April 1, 2009.
ABC materials designed by Parkey Design, www.parkeydesign.com

Program CALENDAR......................................................................2 THe Design Problem .....................................................................3 Exhibition & Design Competition Details..........................5
GETTING STARTED............................................................................11
This year's Focus ........................................................11 Project Outline ...........................................................11 Streetcar Map ............................................................... Bus Routes .................................................................... Light-Rail.......................................................................
Design Ideas Form.......................................................................13 TRANSPORTATION HANDOUTS ...................................................15 2009 GREEN DESIGN SOLUTIONS HANDOUTS..........................19
Site .............................................................................21 Water Efficiency ........................................................23 Energy........................................................................25 Materials and Resources ...........................................27 Indoor Environmental Quality..................................29
Drawing Like an Architect ....................................................31
Plan, Section, Elevation.............................................31 Drawing to Scale........................................................32 Freehand drawing......................................................37 Diagramming .............................................................37 Modeling ...................................................................38
RESOURCE LIST ................................................................................39
Books.........................................................................39 Websites ....................................................................42 Videos........................................................................44

CONTACT INFORMATION .............................................................45
Thinking Green ||
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Design Competition Details ........................................5 Submission Requirements...........................................7 Drop-off Procedures ...................................................7 Exhibition Label..........................................................9
Transportation station TABLE OF CONTENTS Transportation station TABLE OF
TABLE OF CONTENTS
| 2009 Calendar
ABC 2009 Program CALENDArTRANSPORTATION STATION

December 4, 2008 Architects Assigned
Teachers will receive an e-mail shortly thereafter with their architect's information. Architects and teachers are responsible for coordinating the date and time for presentations and return visits. A planning meeting prior to the initial presentation is highly recommended.
January 2009 Architect Presentations

Teachers KEEP the CD Rom containing the PowerPoint presentation brought by the architect. Presentation may be combined with the start of Phase I.
Transportation station
January - March, 2009 Research, Design and Production Period

Site Research and Selection, Programming, Drawing and Architectural Activities, Site Design, Schematic Design, Design Development, Modeling, Presentations, Selection of projects for submission.
Saturday, March 7, 2009
Presentation Drop-Off & Sign-in
Time: 12:00 pm - 3:00 pm Location: Downtown Public Library, 800 Vine Street, Cincinnati Each class may submit a maximum of 3 projects for exhibition and entry into the design competition. See page 7 for directions and drop-off instructions.
Tuesday, March 10, 2009 Jury

See page 5 for what they will be looking for.
March 7 - 13, 2009 Public Exhibition of Work

Time: during normal Library hours Location: Downtown Public Library, 800 Vine Street, Cincinnati See exhibition presentation requirements & drop off procedures.
March 14, 2009 Awards Ceremony and Reception

12:00 pm - 2:00 pm Location: Downtown Public Library, 800 Vine Street, Cincinnati
T-Shirt Pick-Up
12:00 pm - 3:30 pm Teachers or assigned classroom parent may pick up t-shirts for your class. Unclaimed shirts will be donated to charity.
Project Pick-Up & Sign-out

12:00 pm - 3:30 pm ALL PROJECTS MUST BE SIGNED OUT FROM THE EXHIBITION SPACE NO LATER THAN 3:30 pm on SATURDAY, March 14. PROJECTS LEFT AFTER 3:30 pm WILL BE UNCEREMONIOUSLY DISCARDED.
NOTE:
Document your student's work before bringing it to the library by photocopying, photographing, and scanning their work. This project is perfect for portfolios, especially if they might go into the design or art fields.
The 2009 Design Problem

The city of Cincinnati is currently dealing with the real need for increased public transportation options in the city center and the surrounding communities. The city has proposed routes for expanded bus service and a new light-rail and streetcar systems. You must identify a location, a node, in your community where people will go to connect to the proposed new system. This node may be at a location on the path of one or more of the proposed systems' lines or it may be outside the system with a proposed extension, or additional method of transportation to get from your community to the nearest point on the system. Examples of nodes are: a commuter station, a community bus-stop or streetcar stop design (intended to be executed in multiples, fostering community identity), a transfer station between bus & light-rail, or a place where a team-proposed method of mass-transit is boarded. In all cases, your node must provide for the needs of the people using mass-transit, with the goal of making it pleasant and convenient to utilize.
Project Parameters
1. The node may be located in the students' neighborhood or anywhere in the City of Cincinnati or its
surrounding communities. This node should then be connected in some way to the proposed City of Cincinnati expanded public transportation system. The preferred choice is to study the community in which the school is located.
2. The hub may support any means of mass transportation, including, but not limited to, bus, streetcar, or light-rail (including underground subway stations). 3. Each project must incorporate at least one green design solution. Designers wishing to achieve an award for Successful Use of Green Design Solutions should integrate a minimum of three. 4. Projects may be developed in teams or individually. Teams may not be of more than 4 students. Projects
received at the library listing teams consisting of more than 4 students will be disqualified from the design competition.
Other Information: Online Maps

Light Rail
On the CD Rom, you will find a layer file (.kml) for Google-Earth, and instructions. The latest version of Google-Earth can be downloaded from http://earth.google.com/. This is the best way to view the proposed lightrail map. In the event you are unable to access this for your class, ask your architect for assistance.
Bus Maps
Current METRO / SORTA bus maps can be found at http://www.go-metro.com/maps.html. Proposed crosstown bus lines are not yet published, but we hope to get copies in January. If they are not made available to us, we will use the current Metro maps as posted on this site. (Schedules with listings for specific existing bus stops can be accessed at http://www.go-metro.com/maps.html
Street-Car Proposal
A detailed 'walk-through' of the street-car proposal can be viewed at http://protransit.com/Maps/. This map is also reproduced in this packet. This website provides up to date information on the status of various transit efforts throughout the Cincinnati/Northern Kentucky region.
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| DESIGN PROBLEM
| DESIGN PROBLEM
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Computer 3D Modeling
SketchUp is a user-friendly 3D modeling program which Google has made available online (in a limited edition) for FREE. In the last two years, several classes utilized this visualization tool very successfully. A little time on the tutorials provided on Googles SketchUp pages can get students ready to build their models in cyber-space, and even upload them to the 3D Warehouse site for all to see via Google Earth. If you are uploading models, please use ABC2009 in the front of the file names so they stay together.
Projects selected for the exhibition at the library are entered into an informal design competition.
AGE GROUPS:
In the interest of comparing apples to apples as much as possible, the projects are divided into age groups by grade: [K3] [46] [78] [912] In the case of multi-grade groups, projects will be placed according to the highest grade level represented.
AWARD CATEGORIES:
One project in each of the following categories will be selected from each of the four age groups, for a total of 16 winning projects. Below are descriptions of what the jurors will be looking for in each category. Future Architect The 3D model or 2D presentation provides unique and compelling elements that fit the overall theme (transportation station). The overall project provides solutions that the theme inherently has which are notable compared to the rest of its peer group. The design has a cohesiveness which allows for the natural flow of both the occupants and vehicles through and/or around the design. Master Craftsm'n The 3D model or 2D presentation was constructed/drawn accurately to demonstrates a realistic example of the final structure. The model or drawing was created with great precision and attention was paid to the smallest details. There are few if any flaws in the model/drawing that detract from the overall design of the structure. Special attention will be paid to models/drawings with complicated designs that would require greater skill to construct/draw. Most Successful use of Green Design Solutions The project design demonstrates how the structure (and/or site development) will lessen its impact on the environment. Included in the structure is one or more green design solutions in the categories of Site, Water, Energy, Materials, or Indoor Environmental Quality that is implemented in the design in a seamless way, as an integrated part of the overall parti. Most Creative Use of Materials The model includes materials that are used in a unique and distinctive way. The materials add to the overall concept of the design and bring a new dimension to the structure. Forethought of the materials used for different elements of the design is evident. This award may be given to drawn designs which demonstrate unique and distinctive ways to use materials in the final construction of the structure. Additional awards will be given as follows: Juror's Choice Jurors are invited (but not required) to identify a maximum of 2 outstanding projects in each age group. People's Choice Throughout the duration of the exhibit, visitors are invited to vote by write-in slip for their favorite project. All votes will be tallied at the end of the week to reveal a single People's Choice winner.
JURY:
The Jury will be made up of professionals from local architecture, art, government & transportation. The group of approximately 12 jurors will be placed in teams divided amongst the award categories. Jury teams will consult one another for the Juror's Choice Awards.
AWARDS:
Awards Ceremony On March 14, we will have an awards Reception and Ceremony, after which the projects are to go home. The Reception begins at NOON, and the Awards Ceremony will begin at 12:30pm at the Library exhibition space. We ask that projects be left in place for the duration of the reception and ceremony to give everyone a chance to look around at all the projects. Often, this is the only chance students have to see the work of others. (class t-shirts are also picked up at this event)
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| Exhibition and Competition Details
DESIGN COMPETITION DETAILS
Transportation station TABLE OF CONTENTS Transportation station Exhibition and Competition Details
PRIZES:
Students producing the winning projects will each receive a prize of art/drawing supplies geared for their age level and a prize ribbon. Afterward, a photo of their model, their names, school name, teacher name, and project title will be listed on the ABC web page.
PROJECT COLLECTION:
Projects this year will be both signed in and signed-out. T-shirts will also be signed-out in order to minimize confusion on the awards day.
Certificates:
Blank Certificates of Participation are enclosed with this packet and are to be filled out for each student participating individually or on a project team. If you require additional certificates, please e-mail the program chair.
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T-Shirts:
T-shirt orders will be confirmed in early February via e-mail before our order is placed. T-shirt bundles may be picked up from the library on the day of the awards ceremony. T-shirts not claimed before 3:30 pm on March 14, 2009, will be donated to Goodwill unless special arrangements have been made.
A MAXIMUM OF 3 PROJECTS MAY BE SUBMITTED FROM EACH CLASSROOM.

Due to the large number of participating classrooms, this limit will be enforced. Please note, projects with teams of more than four students will be disqualified from competing. Final presentations submitted for the design competition must be in one of the following two formats:
Presentation Format 1: 3D
One three-dimensional model not to exceed a 24 x 24 footprint and must be transportable (and be able to withstand moving around).
Presentation Format 2: 2D
Two 18 x 24 drawings, oriented horizontally, one to be laid flat, the other propped behind, vertically, at a slight angle. Mounting boards will be provided at the Library if needed. EVERY project submitted must be accompanied by ONLY a single Exhibition Label. This can either be a filled-out copy of the blank label on the following page, OR an 8 x 5 sheet oriented horizontally containing the following information: School Name Student(s) Name(s) and grade level(s) Project Title (or A retreat for client name) Project Description of no more than 100 words NOTE: Regardless of the submission format selected, no other written information than the label sheet described below (i.e. reports or booklets) will be reviewed by the jury. Discreet labeling of various parts of models is acceptable. Labeling and written descriptions are expected for the 2D formats, but text should not dominate the presentation.
DROP-OFF PROCEDURES Drop-Off Details:

Projects are to be brought to the south building of the downtown public library, just off the first floor atrium behind the library store, between noon and 3:00 pm on Saturday, March 7, 2009. ABC volunteers will be available to assist.
Parking:
Public garage on 9th Street between Vine and Race (less than 100 paces from the Librarys Vine Street entrance) $1 = all day Sat-Sun, first 2 hours Mon-Fri Metered parking is available on both sides of Vine Street, Walnut Street, 8th Street, and Garfield Place (free after 6 pm and Sundays).
North
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| Exhibition and Competition Details
Submission REQUIREMENTS
REQUIRED LABEL FOR ALL PROJECTS SUBMITTED TO THE EXHIBIT AND COMPETITION
In addition to this label, it is strongly recommended that a small, fully-taped label containing the teacher name & phone number, school name and student(s) name(s) be affixed to the back of each piece of 2d work and to the bottom of models in case the exhibition label becomes lost or separated. Please photograph the presentations before bringing them to the Library for submission, and keep photocopies of the exhibition labels in the event a label is lost and needs to be replaced. The sample exhibition label below is provided for your use to copy and fill out.
Please Print LEGIBLY or TYPE! Maximum 500 words or less for Description
NOTE: Regardless of the submission format selected, no other written information than the label below (i.e. reports or booklets) will be reviewed by the jury. Discreet labeling of various parts of models is acceptable. Labeling and written descriptions are expected for the 2D formats, but text should not dominate the presentation.
SCHOOL: ____________________________________
NAME: ______________________________________ NAME: ______________________________________
TEACHER:_______________________ GRADE:__________________________ GRADE:__________________________

Architecture by Children
2009
TITLE: __________________________________________________________________________ DESCRIPTION: ______________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ ______________________________________________________________________________
Transportation Station
______________________________________________________________________________
| EXHIBITION LABELING
ABC 2009
EXHIBITION LABEL
This Years Focus

The 2009 ABC project, TRANSPORTATION STATION, is intended to focus on architectural visualization and communication skills, as well as thinking about public transportation and the City of Cincinnati. Activities in this packet have been selected specifically to support these goals. whether or not you follow this outline, Note to teachers Regardless ofof the kind of work expected toprojectthrough in the please review this section for an idea come project.
Pre-Work:
Prepare for your Architect's presentation Before your scheduled presentation, ask students to write down three questions for the architect. Questions should relate to the theme, what an architect does, or architecture in general. If questions are not answered during the presentation, students should have an opportunity at the end of the slide show for questions. This activity is not required; however, preparing questions will help break the ice with your architect and energize the project kick-off.
WRITING Write down three questions to ask your architect before they arrive. After the presentation, write down the answers the architect gave.
Before diving in, each designer or design team should receive a copy of the Design Ideas Form in this packet to record their research findings and design ideas.
Note:
Not all communities will be directly connected to the proposed light-rail or major bus route lines. Some classes may have to propose additional or extended routes, or an alternative method for accessing the proposed system. (be creative!) Successful projects will come from a thorough evaluation of the problem.
Phase 1: Selecting and Researching a Node Location (1 to 2 class periods)

Identifying a Location The selection process and limits are to be set by the individual teacher. You may elect to leave it wide open, or to limit students to a location that is near their home or school. Alternately, the teacher may work with the architect to select an appropriate site and mode of transportation, which will shorten the amount of time students must spend deciding what they're going to do. In this case, a teacher or architect-led discussion of the site evaluation and methods of transportation is highly recommended. Researching the Location Some questions to answer for your location include: Is the node on the City's proposed transportation lines? If not, how will it connect? Why is this a good location for public transportation? What type of transportation will this location support? Buses? Trains? Other? How many people would use this node? How will people get to the node? Walking? Riding their bike? By car? What activities would the people do at the node? Waiting? Sitting? Reading? How does the method of transportation enter and exit the node, or station? TIP: Have each team keep a binder containing the design form and all additional research, sketches, etc. for the project.
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Project Outline
| Getting Started
abc 2009
getting started
Transportation station getting started Transportation station TABLE OF CONTENTS
abc 2009 Phase 2: Programming (2 to 4 class periods)
getting started
Once each student or team has decided on a location, a scale site plan will need to be provided from the larger map of all of Hamilton County. Google Earth can be a great resource or making these site plans. Your architect may also be able to print out an appropriately scaled copy, or, the site may even be field-measured by students and drawn to scale. An approximation of the site is also acceptable. Provide teams with the site plan to a scale. Scales may vary, depending on the proposed site, and how small or large a scale you feel your class is capable of working with. (keep in mind, that final models must fit within a 24 x 24 footprint) Discuss how much area (feet x feet) is needed for each of the activities in the program (waiting for the transportation, the transportation vehicle itself, etc.). Use the Design Ideas Form to record the requirements for the node and ideas relating to materials, scale, etc.
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Phase 3: Design & Presentation (4 to 6 class periods)

Time to create! Use the drawing activities in this packet to begin to explain the details of your node. Decide where the people using the node can perform required activities. Establish how the transportation vehicle will interact with the node. Create scaled cutouts that you can maneuver around on the scaled site plan, to get your arrangement just right. Use blocks to elevate areas if you're thinking of going vertical. After you've configured your node, check in with your green design strategies list on the Design Form. Select what green strategies you can incorporate into your station. Select one or two that will help define an architectural feature, and plan to make it a part of your model. Refer to the MODELING section for ideas about building your base, trees, glue and tape tricks and other modeling insights. Go back to the slide presentation and see past models for more ideas.
Reminder:
See page 7 for 3D and 2D presentation requirements for competition submission.
Where is your Node [station]? Location __________________________________________________________________________________________ Other details ______________________________________________________________________________________ __________________________________________________________________________________________________ How does your node connect to the city's proposed systems? Is the node on a line of the proposed system? ________________________________________________________ If not, how does it connect? ________________________________________________________________________ What type(s) of transportation does your node support? (Buses, Trains, Subway, Other?) ______________________________________________________________________ How do people get to your node? (Walk, Bike, Car, Shuttle, other?) ____________________________________________________________________
GREEN DESIGN SOLUTIONS:

(This is a 'possibilities' list. You may eventually decide to focus on only one.)
SITE (EARTH MATTERS)

__________________________________________________________________________________________________ __________________________________________________________________________________________________
WATER (USE AND PROTECT WISELY)

__________________________________________________________________________________________________ __________________________________________________________________________________________________
ENERGY (MAKE WITHOUT FOSSIL FUELS & USE LESS)

__________________________________________________________________________________________________ __________________________________________________________________________________________________
MATERIALS & RESOURCES (SAFE, EFFICIENT, RECYCLED, RECYCLABLE)

__________________________________________________________________________________________________ __________________________________________________________________________________________________
INDOOR ENVIRONMENTAL QUALITY (MAKE COMFORTABLE AND HEALTHY ON THE INSIDE)

__________________________________________________________________________________________________ __________________________________________________________________________________________________
OTHER DESIGN IDEAS: (2D and 3D forms & shapes, textures, colors, materials, furnishings, equipment, lighting, heating/cooling, shade, floors, walls, ceilings) ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________
PROJECT TITLE: (give your node a name)

__________________________________________________________________________________________________ Collect other ideas, sketches, images, research, reports, interviews, etc. in a binder or folder along with this form to keep all your design team's ideas together so you can refer to them during the design process.
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| Design Ideas Form
DESIGN IDEAS FORM
WHAT CAN PUBLIC TRANSPORTATION DO? Teachers guide to the Transportation Station with classroom exercises, discussion topics and homework assignments to get students thinking about public transportation. (intended for grades 6-8) Improve Mobility
Public transit systems provide citizens in cities across the country with an alternative to reliance on personal vehicles. For some Americans, public transportation is the only available method of transportation. For example, some segments of the population such as the elderly and certain people with disabilities may not be physically able to drive. In other cases, families may not be able to afford the purchase and maintenance of a private vehicle. Public transportation offers these people an invaluable means of getting around their community.
Discussion Topic: NO CAR. how do we get there?

Ask students if they know anyone who does not own a car or is unable to drive a car. Bring up suggestions such as a grandparent or great grandparent who no longer feels comfortable driving or a friend or relative that may have a physical disability that prevents them from driving. Also think about discussing how expensive cars can be to buy and maintain. Then create a list of ways in which public transportation could benefit people without a car. Ideas include allowing them more job opportunities, ability to visit friends and family, a greater sense of independence, etc.
Activity 1: IF YOU BUILD IT, WILL THEY COME?

Have students poll their parents and family members if they would take public transportation to work if it was available and convenient. If the answer is yes, what do they see as the benefits? If the answer is no, ask why not? Chart the class results. Discuss the overall findings as a group.
Decreases Roadway Congestion

When people are able to use public transportation instead of using their own car or SUV, there will be fewer cars on the roads and highways. This is desirable because it leads to fewer traffic jams, shorter travel times and a reduced number of car accidents. City maintenance costs are also often reduced due to reduced wear and tear on existing roads. As a city grows, public transportation reduces the number of additional lanes needed for existing roadways and virtually eliminates the need for new roadway systems which often have a detrimental affect on the neighborhoods they traverse.
Discussion Topic: STUCK IN A JAM

Ask students to discuss their experiences with getting stuck in a traffic jam. Then discuss ways in which public transportation could help prevent traffic jams, such as reducing the number of cars on the road and in the case of rail systems, providing commuters with a transportation option that is practically immune to traffic jams.
Creates Economic Opportunity

According to the American Public Transportation Association, every $1 invested in public transportation projects generates approximately $6 in local economic activity. Additionally, residential and commercial real estate that that is served by public transportation has higher property and resale values than similar properties that are not served by public transportation. Finally, public transportation systems can add hundreds of jobs to the local economy.
Conserves Energy
Americans use more energy for transportation than for any other activity. Since public transportation uses less than half as much energy as private automobiles, using public transportation is a great way to reduce energy use. With gas prices reaching record highs this year, reducing the amount of energy you use, and consequently the amount of gasoline you buy, you can see real cost savings by using public transportation.
Activity 2: Cost Comparison...DO THE MATH

Have students visit www.go-metro.com/costofdriving.html. This site is a calculator created by Cincinnatis METRO transit authority that will allow students to calculate the cost of commuting to and from work or school by car based on distance of commute, gas prices and vehicle MPG. Once students have calculated this cost have them find bus fare information on the same site and calcu15
| Transportation Teacher Handout
| Transportation Teacher Handout
late how much they could save by riding the bus or another similarly priced form of public transportation.
Reduces Pollution
Currently, nearly all private automobiles rely on gasoline for power. Because of this, road vehicles such as cars, trucks and SUVs are Americas largest contributors to smog. Smog-filled air is harmful to the environment, putting trees and plants at risk and causing and contributing to many health problems in people. Since public transportation produces only a fraction of the air pollutants that private automobile use per rider, public transportation use can significantly decrease air pollution and smog.
Activity 3: SMOG in the News

Have students use the internet or the library to find articles about how smog affected the 2008 Summer Olympics in Beijing. What problems did smog pose to Olympic Athletes? What measures did China take to attempt to reduce the amount of smog in the air leading up to the Olympics?
Helps create a City Identity

Modes of transportation and their associated infrastructure can help create a memorable image for a city and create an experience that tourists and visitors are eager to share. Notable examples include The Subways of New York, Boston or Washington DC, The Street Cars of San Francisco, the Monorail System employed at Walt Disney World in Orlando, or even Double-Decker buses in London, England.
Discussion Topic: Have you ever...?

Ask students if they have ever traveled to a city on vacation and used public transportation to get around. What type of public transportation was it (subway, elevated train, street car, etc..)? What was the experience like? Was it enjoyable? Did the public transportation make it easier or harder to get around?
Vocabulary List:
transportation modes traverse transit MPG
invaluable economy notable monorail SUV
vehicle commute maintenance
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NO know anyoneHow do own a car or isthere?drive? CAR: who does not we get unable to Do you
... Improves Mobility
Public transit systems provide citizens in cities across the country with an alternative to reliance on personal vehicles. For some Americans, public transportation is the only available method of transportation. For example, some segments of the population such as the elderly and certain people with disabilities may not be physically able to drive. In other cases, families may not be able to afford the purchase and maintenance of a private vehicle. Public transportation offers these people an invaluable means of getting around their community.
Activity 1: IF YOU BUILD IT, WILL THEY COME?

Poll your parents and family members if they would take public transportation to work if it was available and convenient. If the answer is yes, what do they see as the benefits? If the answer is no, ask why not? Chart your results and combine everyones charts as a class. What does this information tell you is needed for your station to be a success?
Ever Been...STUCK
IN A JAM?
Activity 2: Cost Comparison...DO THE MATH
Online, visit www.gometro.com/costofdriving.html. Use METROs calculator to calculate the cost of commuting to and from work or school by car compared to riding the bus or another form of public transportation.
Why does traffic get backed up on the highway?
... Decreases Roadway Congestion

When people are able to use public transportation instead of using their own car or SUV, there will be fewer cars on the roads and highways. This is desirable because it leads to fewer traffic jams, shorter travel times and a reduced number of car accidents. City maintenance costs are also often reduced due to reduced wear and tear on existing roads. As a city grows, public transportation reduces the number of additional lanes needed for existing roadways and virtually eliminates the need for new roadway systems which often have a detrimental affect on the neighborhoods they traverse.
Creates Economic Opportunity

According to the American Public Transportation Association, every $1 invested in public transportation projects generates approximately $6 in local economic activity. Additionally, residential and commercial real estate that that is served by public transportation has higher property and resale values than similar properties that are not served by public transportation. Finally, public transportation systems can add hundreds of jobs to the local economy.
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| transportation handout
WHAT CAN PUBLIC TRANSPORTATION DO?
...Conserves Energy
| transportation handout
Americans use more energy for transportation than for any other activity. Since public transportation uses less than half as much energy as private automobiles, using public transportation is a great way to reduce energy use. With gas prices reaching record highs this year, reducing the amount of energy you use, and consequently the amount of gasoline you buy, you can see real cost savings by using public transportation.
Activity 3: SMOG in the News

How did smog affect the 2008 Summer Olympics in Beijing? What problems did smog pose to Olympic Athletes? What measures did China take to attempt to reduce smog for the games? Use the internet for your information search.
...Reduces Pollution
Currently, nearly all private automobiles rely on gasoline for power. Because of this, road vehicles such as cars, trucks and SUVs are Americas largest contributors to smog. Smog-filled air is harmful to the environment, putting trees and plants at risk and causing and contributing to many health problems in people. Since public transportation produces only a fraction of the air pollutants that private automobile use per rider, public transportation use can significantly decrease air pollution and smog.
Have you ever ridden a _______ ?

How many different kinds of public transportation have you ever used? Also ask your family, friends and relatives. Make a list to bring to class, and share your or their experiences.
...Helps Create a Citys Identity

Modes of transportation and their associated infrastructure can help create a memorable image for a city and create an experience that tourists and visitors are eager to share. Notable examples include The Subways of New York, Boston or Washington DC, The Street Cars of San Francisco, the Monorail System employed at Walt Disney World in Orlando, or even Double-Decker buses in London, England.
Vocabulary:
transportation modes traverse
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invaluable economy notable monorail SUV
vehicle commute maintenance
transit MPG
Handout #1, SITE

Preserve Open land Ecology Biodiversity Erosion Heat Islands Thermodynamics Physics Micro-climates Sun Angles Solar System Global Geography Geometry (angles / shadows) Prevailing Winds & Weather Patterns Meteorology Climatology Water Conservation Biology Chemistry Physics
WIND passive systems harnessing for electricity Wind Power Article & Activities (from Our Ohio.org) www.ourohio.org/food_fam/htmlff_2/hh06_wind.php EARTH geothermal, earth as insulator ACTIVITIES: INTERIOR AIR CURRENTS observation physics of gasses INSULATION thermodynamics hypothesis, observation, conclusion MORE energy related activities at www.energyquest.ca.gov
Handout #2, WATER

Cincinnati Water Works, Teacher Resource Center: www.cincinnati-oh.gov/water/pages/-3329-/ Where does our water come from? Water Cycle Urban Systems Biology Ecology Climatology Where does all the water go? Climatology Natural Systems Geology Man-Made systems Physics Engineering Water-Mobile Balance Symmetry Form Manual Manipulation Physics Working Water Cycle MODEL www.ucar.edu/learn/1_1_2_4t.htm
Think Globally, Buy Locally manufacturing transportation conservation MORE info: www.cradletocradlehome.com The three Rs apply to buildings, too.
Handout #5, Indoor Environmental Quality

Clean Air refer back to Handout #3, for Wind and air currents Biology Micro-pollutants mechanical vs. natural systems Good Lighting biology physics electronic systems (light harvesting) Sun Angles geography earth/space science BONUS: VIDEO... Approximate 3O sun angle at NOON in Yukon, Canadian territory with Sun Dogs have students research the phenomena and check out this video. (amazing!) web.mac.com/sclimie/iWeb/Site/Sun%20Dogs%20Nov ember%2020,.html Quiet Spaces Acoustics Observation, evaluation 5 Senses Other resources on sustainable development strategies: www.sustainablenc.org/thewaytogo/main/index.htm
Handout #3, Energy

SUNphysics geology observation experimentation communicating and evaluating through charts and graphs Passive energy sources thermodynamics
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Handout #4, Materials and Resources
| Green Handout Guide list
Solar Classroom Activities: www.wattsonschools.com
SITE
Handout 1 Open land

Un-paved, un-built areas where plants can grow, provide shade, and use rainwater.
Sun Angles
Stay Cool & Turn off Those Lights!
Topic: Energy Conservation / Orientation to the Sun Assignment: Discuss the effects of the sun shining in the classroom or any room. On a sunny day in the afternoon, how does a room on the north side feel different then a room on the south side of your school or home? Why is this the case? How is exposure to the sun different throughout the day? Explore three (3) ways to shade the classroom and discuss advantages and disadvantages of them. How can sunlight be used effectively? Discuss the use of daylight and how it can reduce the need for electric lighting.
Prevailing Winds & Weather Patterns

Which direction does our next days weather approach? In Cincinnati, our weather comes primarily from the West and NorthWest. Track the weather pattern on your favorite news weather website for a period of time by printing the satellite images at regular intervals until you have 25 pictures. Create a flip-book of the images, and see the weather fly!
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| Green HANDOUT 1
| Green HANDOUT 1
SITE Handout
Water Conservation
Rain water flows into storm sewers and picks up contaminants on the ground along the way. Storm water in Cincinnati flows directly to our rivers, and is not treated like our drinking water is. Using water on a site rather than letting it flow away, and minimizing hard surfaces conserves our local, regional, and national waterways. Buildings can use rainwater to flush toilets, and to water landscaping.
Then there is GRAYWATER: Graywater is on-industrial (not from factories) wastewater generated from domestic processes such as washing dishes, doing laundry and taking a bath or shower. Every building makes Graywater, and is more than half of the water that goes down the drain in a house. Find ways you can use graywater in your project on your Ideas Form. HINT: Wikipedia.
GREEN CompactDESIGN SOLUTIONS: open 1. buildings allow for more outdoor space.
2. Balance buildings and hard surfaces

with planted areas, and/or use green roofs. 3. Use all the rain that falls on your site. 4. Orient buildings to use natural daylight instead of electrical lights. 5. Shape and place buildings to minimize wind resistance (structures can be lighter if the wind is directed around them, making them cheaper to build).
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Where does our water come from?

Ever wonder where the water comes from when you turn on the tap? In the Cincinnati Area served by Cincinnati Water Works, the water comes from two sources: the Ohio River and the Great Miami Aquifer.
Water we use goes into the sewer system. The sewer system collects all drains (sinks, toilets, showers, floor drains) and leads the muck to the water treatment plant where it is cleaned and reintroduced into the drinking water system. Water that hits the ground can soak in and become GROUNDWATER, or runs into streams that flow into rivers, that flow into the oceans.
Where does all the water go? All drains lead to the ocean, kid. Finding Nemo
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| Green HANDOUT 2
WATER EFFICIENCY Handout
| Green HANDOUT 2
WATER EFFICIENCY Handout Keep our earths water clean
All water on the earth has always been on the earth in one form or another. If one point of the water system is polluted, the rest of the system suffers. Here are some ways to help keep our water clean: Keep chemicals and man-made liquids away from storm drains. Use the water that falls on your property on your property rather than sending it down a drain. (irrigate landscaping or vegetable garden, make a pond or wetland garden) Clean driveways and sidewalks regularly from oil and other pollutants. When rainwater falls on hard surfaces, it picks up pollutants before running into the soil or storm drains. GREEN DESIGN Collect rainwaterSOLUTIONS: roofs for irrigation and use within the building or on your site. 1. from your buildings Research GRAYWATER and how it can be used to reduce the amount of municipal (city) water your buildings use (and pay for). 2. Use rooftop pools of collected rainwater for cooling in summer 3. Use all the rainwater that falls on your site. Drain hard surface areas into landscape areas. Visit www.epa.gov/kids/water.htm for interactive games about our earths water system.
(Outdoor) Water Mobile

You can fill it with water, or hang them out in the rain, and voila! a gravity-powered fountain! Supplies: plastic drinking cup (not styrofoam) 18+/- Glass or plastic beads, trinkets, doo-dads (they have to be able to get wet remember, metal items will rust unless theyre aluminum. Thin wire or poly string / fishing line !! no paper or paints ... its meant to get wet !!
!
Project Steps
Prep-work: 1. Punch holes around the sides of the container, 6 equally spaced (+/-) about 1/4 from bottom, and 3 equally spaced holes 1/4 from the top. Holes at the bottom should be twice as big as the string or wire to be used.
2. Cut three 30 long strings or wire for the mobile parts to be attached to. 3. Cut three 12 long strings for the hanger pieces. 1. String the bottom holes, by pulling each of the three 30 strings through two adjacent holes, starting outside the cup. You should end up with six equally-long hanging strings from the bottom.
2. Arrange beads and doo-dads on each of 6 strings (number of major steps in the water cycle) Mount your
items at different heights for visual interest, order, and pattern.
3. Tie the 12 strings to three points on the top of the container, and connect together evenly at the top, so
the cup hangs level.
4. Test your mobile with water outside or over a bathtub.

Hang your mobile outside in a place where rainwater will fill it, and where the runoff can go into the soil.
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Power Sources and The Three Elements

an alternative [energy] band. Lead singer: THE SUN warms the earth and oceans. Is an integral part of the water system. Provides humans with Vitamin D and is essential for health and well-being. Without sunlight, people get sad and depressed!
GREEN DESIGN SOLUTIONS USING THE SUN: Use sunlight to gain heat in winter on sunny days provide shades that operate to shield windows in summer to reduce air conditioning energy needs. Collect the suns heat and transfer it through your building via a hot water system and/or use solarheated water to reduce your hot water energy needs. Create electricity by using solar panels.
Guitar & Keyboard: WIND As gentle as a soft breeze on a hot summer day or as violent as a category 5 hurricane uprooting trees and houses alike, the wind is a powerful force to be reckoned with. Wind exposes the passage of time as it pushes the clouds across the sky. Always in motion from the spinning of the earth and heated by the sun, wind carries our weather, aids natural pollination, supports birds on the wing and cools the earth.
GREEN DESIGN SOLUTIONS USING THE WIND: Wind turbines harness the winds energy to generate electricity. Properly arranged interior spaces with operable louvers, windows and skylights can use local wind patterns to circulate air through a building, reducing the energy needed for mechanical air handling systems. Buildings (and the people within) need fresh air. If the same air re-circulates through a building for too long, bacteria, mold, dirt and dust particles become health hazards. Fresh air = happy, healthy people.
\Drums and percussion: EARTH the foundation for all human activity, the earth holds the suns
heat, and radiates it back to the atmosphere. Variations in the earths crust create places for holding or transporting water, provides shelter and rooting space for its inhabitants and is the constant, common background to life as all humans know it. GREEN DESIGN SOLUTIONS USING THE EARTH: Geothermal systems use the natural stable warmth of the earth at 10 meters below the surface to heat a building in winter and cool it in summer. Thermal Mass earth berms or homes built into the earth reduce the weather exposure of the home, allowing the interior to retain its heat in winter and stay cool in the summer.
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| Green HANDOUT 3
ENERGY Handout
| Green HANDOUT 3
ENERGY Handout Air Currents
Air Moves! Really! Example: Hot Air Balloon. nuff said, right? To make it go up, turn up the fire. To make it go down, keep the fire off. So what does that have to do with buildings? If hot air rises, in the summertime, to get rid of excess hot air from a building, open an upper floor window or a skylight. Rising hot air will pull itself out. This makes a vacuum. Open a low window to let cool air in, and voila! Fresh air circulation with no electric fans required.
EXPERIMENTYoure full of hot air!

(bottles and balloons reproduced from: www.nationalgeographic.com/ngkids) You will need Two deflated balloons Two empty soda bottles Two bowls or pails Hot water Ice cubes 1. Securely place deflated balloons over the tops of two empty soda bottles. 2. Put the bottles in two plastic bowls or pails. 3. Fill one container with hot water and one with ice cubes. Observe what happens.
HOW does it work??

The hot water heats the air in one bottle and the ice cools the air in the other. When air gets warm, it expands and rises, which inflates the balloon. Cool air contracts, causing the other balloon to shrink. INSULATION Do you really need that parka in August? Buildings use insulation to keep the heat IN, in the winter time, and keep the heat OUT in the summer time. What kinds of materials are used to insulate buildings? Why?
EXPERIMENT: What materials make the best insulation??

(reproduced from www.energyquest.ca.gov/projects/) You will need
Three of the following materials to test: Down jacket Plastic foam Leaves Gloves/mittens Dirt Aluminum foil Cotton sock Wool sock Large piece of paper FOUR small to medium glass jars with lids (baby food, salsa, spaghetti sauce) Large board or tray to place all your items on. A gallon jug of warm to hot water (dont scald yourself) from a sink. A good thermometer A note book and pencil
Step 3: Measure the temperature of the water in each jar then screw on the lid. Write down the temperature of each jar on your chart. They should all be the same temperature. Step 4: Wrap or surround each of three jars with one of the materials, leaving one jar uncovered as a control. Place them all on the tray or board. Step 5: Carry the board outside where its colder, and let them sit for one hour. Step 6: When the first hour is up, take off the materials, unscrew the lids and measure the temperature of the water in each jar. Write down the temperature in your notebook next to each item. Step 7: Re-fill the jars with hot water, but this time leave the jars outside longer (one, two, three hours or more). Step 8: Compare the differences between the temperatures of each of the jars. Which one(s) kept the water same temperature as before? What materials work better? Is there a point where none of the materials works to keep the jars hot?
Step 1: On a page in the notebook, make a chart. Down the left side, list all of the different items youll be testing, and create four columns across the top labeled 1, 2, 3, and control.
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Step 2: Quickly fill all the jars with hot water from the jug.
Made in the USA / Made in Cincinnati its not just being patriotic or home town proud...
When we buy materials that are manufactured close to the project, we invest in our local economy and reduce transportation costs & energy in the form of gasoline. Less miles to travel, reduces the amount of carbon emissions from trucks and semis.
Cradle to Cradle
things that just keep on going.. and going You
Buy a can of soda at the store, drink the soda, and send the can out in the recycling bin. At the recycling center cans are cleaned, crushed and bailed bails are melded down and some new aluminum is added molten aluminum is cast into INGOTS ingots are pressed into long, thin sheets, rolled up and sent to the can manufacturer aluminum sheets are made into cans cans sent to the soda company, are filled and shipped to the grocery store. You buy a soda can at the store,...
Did you know: The last soda

can you drank out of may contain aluminum from a can that someone drank out of in the 1960s ?
Not all recyclables are being recycled Be on the lookout for containers that the recycling company in your area does not process. Not all materials that are labeled as recyclable can be re-made into new quality items. Some types of paper and plastics lose key properties once theyve been through the system once, and one time through the recycling system, plastics usually end up as something that is not typically collected.. Glass and steel are the two materials which can be used over and over again. DESIGN Ask seek out GREENmaterials SOLUTION:long for andwhat they items and that have a life (as were intended to be) or, that are either 100% recyclable or biodegradable, that is, things that will never enter the landfill system, and/or will be come food for the earth or its creatures.
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Recycling aluminum can saves enough energy to run a TV or computer for three hours!
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| Green Thinking Green | HANDOUT 4
MATERIALS AND RESOURCES Handout
| materials and resources
MATERIALS AND RESOURCES Handout You know all abut the
Reduce - the amount of energy you use, and the waste you create Reuse - items such as boxes and grocery bags Recycle - items such as metals, plastics, and paper
3 Rs
Green Buildings Go Beyond the
3 Rs to... the 3 Ps
People Build beautiful, functional, healthy buildings with daylighting, natural ventilation, and non-toxic materials.
Planet Use earth-friendly building materials. Use materials and systems that use small amounts of energy to make and operate. Make buildings more energy efficient, so less energy is needed to operate them. Properly manage rainwater to control flooding & erosion, and eliminate pollution in all phases of the water cycle. Avoid building on wetlands and other sensitive lands.
Prosperity ($ cha ching! $) When resources are spent wisely on our buildings, everyone wins. Energy efficient buildings save money, which is added to profits. ($ cha ching! $) Healthy, well-designed buildings improve productivity ($ cha ching! $) and make happier and healthier employees and customers. Improved company image = instant marketing ($ cha ching! $).
Successful green projects take into account all List ways your project involves these ideas.
3 Ps.
____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ___________________________________________________________________________________
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Handout 5
Buildings shelter and provide spaces for human activity, so they must provide what humans need:
Clean Air
Air carries lots of things that can hurt people if concentrated. Sick Building Syndrome is partly caused by bad air circulation, and is when pollen, dust, bacteria, and other icky things get built up in the system and make people who spend time in the building sick. By using special filters and sensors that measure toxins in the air, the fresh air that needs to be pulled into a building can be reduced. This makes the temperatures easier to maintain and so it takes less energy to heat and cool it.
Daylight
Turn off that light! Use sunshine to light spaces during the day - the tricky part is reducing glare that makes you want to close the blinds or shades.
THINK ABOUT IT
On a sunny day, is it easier to see things around you with or without a baseball cap to shade your eyes? Why?
Where windows sun GREEN DESIGN SOLUTION:shading there areso the lightthat are in thebut it most of the day, buildings need systems can be used,
isnt harsh or glaring. Exterior sun shades, fins, and operable louvers are some methods of shading. Deep overhangs (where the roof hangs way out like a baseball hat over the window areas) also do the job. Making large windows translucent, lets the sun light up the room without the heat and glare of direct sunlight.
Quiet Spaces
Loud spaces make it hard to hear people talk, and sometimes hard to hear yourself THINK! Noise from the air conditioner or furnace, echoes off of hard surfaces from activities in a room (ever notice how the bathroom is louder than your bedroom?) can be very distracting especially in a classroom or office where people are trying to work! When talking about how sound acts in a space, youre talking about acoustics.
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| Green HANDOUT 5
INDOOR ENVIRONMENTAL QUALITY
| Green HANDOUT 5
INDOOR ENVIRONMENTAL QUALITY Handout Healthy Materials
Ever walk into a room thats just been painted? Or sat in a brand new car? Or walked over a newly installed carpet? What do these things smell like? Did you know that new stuff doesnt have to stink? Many of the materials we use every day give off vapors into the air around them. Its not always harmful, but the less a new material smells bad, the better. DESIGN SOLUTION: Use materials that have GREEN(Volatile Organic Compounds). Products that areNo- or Low-VOC Low-VOC release little to no vapors into the atmosphere. (Things that don't smell bad when they're new.) Hundreds of manufacturers are working to make their products healthier for humans and the environment.
Comfortable Temperatures
Spaces with controlled heat gain (sun shading), combining with natural ventilation & circulation, and digital heat and cooling controls are easier for the people inside to control and make comfortable to work in.
ACTIVITY: How much dirt is in YOUR air? Ask your parents if you can help change the air filter in your homes furnace the next time its due. (filters should be changed monthly to reduce strain on the fans and save energy) Weigh the new filter before putting it in place. Weigh the old filter (with all the dirt and dust) before throwing it out. Since the filters themselves are probably the same size and manufacturer, the difference in weight will be the amount of dirt it has caught out of the air in you home. Divide the weight by the number of days since the last time the filter had been changed. How many ounces of dirt/dust were collected per day? Think about ways you can reduce the amount of dirt/dust in the air in your home.
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The activities in this section are designed for you to conduct with your class. Directions to you, the teacher, are in italics. These would also be appropriate for your architect's return visits. Ask your architect to bring in examples of drawings from their work.
Drawing Activity: Plan, Section and Elevation

Architects use three main kinds of drawings to show what their designs look like and how they are built. These are the PLAN, the SECTION, and the ELEVATION. Introduce this to students and write the words, plan section and elevation across the board, leaving room for you to sketch the pepper beneath each word along with them.
Materials:
Each team or table of students: 3 green peppers, a cutting board, a knife (you can also pre-cut the peppers and hand them out one at a time as you go through the activity) Each Student: a pencil, a blank sheet of paper oriented horizontally and creased in thirds When their papers are named & folded, walk through the following instructions:
look at it with your eyes level with the side of it. What you see is the ELEVATION of the pepper. Draw what you see in the first section of the paper. An elevation is a drawing of the side of a building, and is a direct, perpendicular view to the wall you are drawing.
2. Slice the second green pepper in half horizontally. What you see when you look down into the bottom is the PLAN of the pepper. Draw what you see in the top half of the middle section of the paper. When you draw the plan of a building, you are showing a horizontal 'slice' at four feet above the floor. When you look directly down at the top of the un-cut pepper, what you see is the ROOF PLAN. Draw the roof plan of the pepper below the floor plan. Try to orient the shape of the pepper the same way for both drawings. On the Floor Plan, shade in the thickness of the walls. 3. Slice the third green pepper in half vertically. When you look at the cut side of
either half, you see a SECTION view of the pepper. Sections show vertical relationships between spaces in a building, and the walls beyond the 'cut line' can be drawn in elevation within the section. Just like the plan, it's a slice through the object - shade in the thickness of the walls, roof and floor like you did for the walls on the plan.
Vocabulary
Plan Horizontal Section Vertical Elevation Perpendicular
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1. Set the first pepper on the desk or table in front of you. Crouch down and
| Drawing Like an Architect
Drawing like an architect
Transportation Drawing Like an CONTENTS Transportation station station TABLE OFArchitect
DRAWING LIKE AN ARCHITECT
Drawing Activity: Drawing to Scale

Scale can be a tricky concept to get across, but this multi-part activity will help you and your students to understand and be able to create scaled drawings & models.
Materials
Architectural Scales (each registered 2009 ABC teacher will receive 5 architectural scales) Each Student: standard 12 ruler, blank piece of paper (lined or graph paper ok too) Copy the sketch to the right onto the board, large enough for all to read.
Part 1 Introducing Dimensions

Verbal Introduction: Architectural drawings show how big things need to be, so they're labeled with the dimensions of all the parts so the builder can build it. (an example from your architect would be helpful to have on hand) This is how we write dimensions on a drawing. Walk through the breakdown of the parts of the dimension notation in the drawing you copied onto the board 1. Ask students to use the ruler to draw a rectangle in the middle of the page that is 3 inches wide and 5 inches tall.
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Part 2 Introducing the Concept of Scale

Verbal Introduction: What does it mean when we say that drawing is to scale? Since we can't draw a building as big as it really is (your school building won't fit on even a large piece of paper!), we 'shrink' it down so it fits into a manageable picture, but we still need to be able to measure it as we work on the design. So, we shrink it down by using a ruler in a new way: an inch or a fraction of an inch represents one foot of length. This can be done with a regular ruler (with a bit of mental math), but architects usually use something called an ARCHITECTURAL SCALE. == pass around your scales == It's a special kind of ruler that is marked so that when you read 1, 2, 3, etc., instead of inches, they are actually 'feet', just shrunken down like a dollhouse or matchbox car. The smaller the fraction of an inch that is used to equal a foot, the smaller the scale of the drawing. Another example of something 'scaled down' are model train sets. They're labeled differently, (O, H, HO, G, N, etc.), but each of those 'scale' designations represents a fractional scale, so that if you get parts from different places, getting the same scale makes sure it all fits together.
2. Have students measure the box they drew using the 1/4 edge of the Architectural Scale, and have them
write down the dimensions in feet and inches. (for younger students, do this larger on the board with them, so they can see and copy). The box will measure 12'-0 wide, and 20'-0 tall at 1/4=1'-0 scale. Ask students to check out how big the box is at other scales. How big is it at 3=1'-0 ?
Part 3 Drawing Yourself to Scale

Materials: K-6 K-12 Roll-paper for making full-size outline tracings of kids Architectural scales Standard 12 ruler Tape Measure each student: DRAWING TO SCALE HANDOUT, pencil
K-6
1. Create full-size outlines of each student on roll paper. Arms should be down to the sides. Feet should be flexed, with the soles of the shoes at the bottom edge. Before they get up, draw horizontal lines at the ankle, knee, wrist, elbow, shoulder, chin, eyes, and top of head, similar to the handout. Have them write their names on their outline's 'shirt'. 2. Hang the tracings on the wall with the feet on the floor. (point out now they now have elevations of themselves at full-scale meaning the drawing is the same size they are. It's a really BIG drawing! Ask, can you draw the school building or your house at full scale?).
K-12
(6th grade and up could start here) 3. Have students pair off and measure themselves (or their full-size elevations) to fill out the DRAWING TO SCALE handout. As they work, check to see that they are writing the dimensions with proper notation (see Introducing Dimensions activity). 4. Once the dimensions are filled out, have them draw themselves in the graph paper section of the handout, using the 1/4 side of the architectural scale. You may need to walk through the scale translation of a few dimensions of yourself on the board to show the process.
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| Drawing Like an Architect
Transportation station station TABLE OFArchitect Transportation Drawing Like an CONTENTS
DRAWING LIKE AN ARCHITECT Optional Homework Assignment:

1. Have students measure their rooms at home, and draw a floor plan and the elevation of a wall with a window in it using the conventions on the back of the DRAWING TO SCALE handout. 2. Evaluation Have students write about their space. Is your room comfortable for the activities you do in it? Would it be too big or too small for other activities? Why?
For the Project: How Big is Big Enough?

Have students measure and evaluate different spaces that they use for eating, washing, cooking, sleeping, etc. How much space do you really need for these activities? Green building utilizes the concept of efficiency not just in regards to energy, but also in materials. Smaller structures use less material. How small of a house could someone live in? Can some rooms be used for more than one purpose? Why or why not? Send students on a web quest for examples small living spaces.
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Drawing Activity: Freehand

Architectural blind contour drawing. It sounds simple, but is a challenge, even for those of us who draw for a living. Can be done on-site (field trip), or with photographs in the classroom or at home. 1. Identify a local or internationally recognized building to draw. Each student should have easy access to an image (in-person, projected, or a print sitting on their desk) of the exterior of a building. 2. Ask students to draw the building without looking at their paper. Some find it easier when they do not lift their pen.
Drawing Activity: Massing Study

Part 1: Fields of color - NO LINES.
Can use the same building, or image as the free-hand exercise, or something different. Materials: crayons, pastels, or watercolors 1. (same as step 1 above) 2. Select two or three colors or shades of gray to work with. 3. Ask students to draw the building using only fields of color. No line-work allowed. They will need to pay attention to the effects of light and shadow on a surface.
Part 2: Massing Blocks

1. (same as above) - new paper. 2. Directive: only draw the essential components. 3. Trace the building (or draw it while looking at the paper) and break down the form into masses - the
largest shapes that make up the building. Disregard the ornamentation (the small details) and only focus on the essential elements. For Example: Union Terminal would be a horizontal line for the ground, a half circle for the rotunda, and two rectangles for the wings. FOR THE PROJECT: After studying several examples, create your own mass composition. Then embellish it with details.
Drawing Activity: Diagramming

Diagramming exercises to communicate design features or a point about the building in an abstract image. Buildings do many different things all at once. Focusing on one specific function throughout a structure helps you to see or even find relationships between the parts of a building that you don't necessarily notice up front. This exercise is performed on an existing building, but the concept can be used for design as well, by diagramming the DESIRED way a certain aspect functions in a particular project. 1. Identify a familiar building. Can be the students' homes, the school, etc. 2. Select four functional categories: light, wind/airflow, entry, circulation, water, energy, sequence, etc. Your architect should be able to come up with more. 3. Each student draws four corresponding boxes on a page, and draw a diagram for each category within the boxes. Diagrams can be bubble-diagrams, paths, arrows, different shapes, etc. Hint: do a web-quest for graphic diagram images.
For the Project:

Have students create diagrams representing essential ideas/components/functions of their station design. What do their diagrams tell them about what the building should look like? Or do they?
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| DRAWING LIKE AN ARCHITECT
| DRAWING LIKE AN ARCHITECT

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modeling
Information, tips, tricks, and resources for modeling... Most projects submitted to the ABC design competition are 3D - however, some outstanding 2D presentations have been submitted and have won awards, so don't feel like you HAVE to build models in order to have that 'wow' factor. See the photos of winning projects on the ABC web page (under 'past projects') as well as pastproject images on the PowerPoint presentation for examples.
General Tips:
Valuable items such as dolls, building system toys (Legos, Tinker Toys, etc.), matchbox cars, dollhouse furniture, etc. are STRONGLY DISCOURAGED for projects that will be submitted for exhibition. While every effort will be made to keep projects safe, it is a highly trafficked public space and we cannot guarantee safety. Hot glue is a favorite for the speed it allows when putting together projects. Please be aware that some plastics such as polystyrene give off fumes when in contact with hot glue. Always work in a well-ventilated area and use caution with 'found' materials and hot glue. White Glues such as Tacky-glue and Sobo (there are other 'craft' glues too) dry a little faster and are more viscus than Elmer's, so they stick better to what you're working on. With all typical white school and craft glues, tight connections and a less is more ethic work best for both speed of construction and the overall strength of the model.
Modeling Activity: Collecting Modeling Materials

Put re-use, the second of the three R's, to work for you. As soon as possible, begin to collect the following: cardboard, construction paper, card-stock, thin-cardboard boxes of all shapes, plastic cups, emptied (cleaned & dried) soda bottles, straws, sticks, rocks, doo-dads, formed plastic bits from packaging, pretty much all kinds of packaging discards that do not have food or toxic residue. Designate a team of students to develop a flier to print and send home in backpacks asking for materials. Have all students create a designated collection box at home, and ask their parents to bring bits home from the office. Place COLLECTION BINS around the school - Library, Office, Teacher's Lounge, Parent Center, etc. Have students prepare a presentation to the teaching staff about the project and the materials they are looking for as the start of having the collection bins around the school. You'll have an impressive collection of possibilities in no-time.
Modeling Activity: Getting to Know Your Materials (card-stock)

Design and build a mini dog house. materials: two 4x8 sheets of card-stock (scale: 1 = 1'-0) per student scissors pencil ruler or scale K-8 RULES - use minimal tape. no glue. Utilize non-tape connections wherever possible (see below) 9-12 RULES - NO tape, glue, string, or other second-party fastening materials Suggested Connections: Tabs & Slots Folds / Scoring Ask students if they can come up with others - hint: do a web-quest for images of packaging designs
Transportation Station Resource List Books:

New Transport Architecture by Will Jones, Octopus Publishing Group, 2006 ISBN: 9781845332181 Efficient transportation is key to both economic prosperity and quality of life in the 21st century. Here are thirty-five of today's best design solutionsfrom Philadelphia International Airport to the Fulton Street interchange in New York's subway system, from an innovative U.S. border station to Yokohama's futuristic ferry terminal. This book contains copiously illustrated case studies together with essays exploring the larger architectural issues. Still Standing A Century of Urban Train Station Design by: Christopher Brown, Indiana University Press, 2005 ISBN: 0253346347 This beautiful photographic collection of urban train station design covers a 100one hundred-year period from roughly 1850 to 1950. Striking original photographs chronicle forty large passenger station buildings still in existence in cities around the world. From the great terminals of London, across the world to Auckland, New Zealand; from Toronto's Union Station to the grand and crumbling Retiro Station in Buenos Airesvastly different architectural forms are displayed and presented chronologically. One-third of the stations included are among the best America has to offer. The Destruction of Penn Station photographs by Peter Moore, Art Publishers Inc., 2000 ISBN: 1891024051 The decision in 1962 to replace the old Penn Station and its subsequent demolition ultimately proved to be key moments in the birth of the historical preservation movementa movement that came too late to save Penn Station itself. But during this period one might, on any given day of the week, have seen Peter Moore in the station, carefully photographing the building and the process of its destruction. Moore visited the station again and again between 1962 and 1966 to document its architectural form as well as the drama of its ''unbuilding.'' The resulting photographs combine compositionally elegant images of architectural form and details with haunting pictures of glass and masonry stripped away from steel girders as the building is progressively demolished. Manhattan Gateway New York's Pennsylvania Station by: William D. Middleton, Kalmback Publishing, 1996 ISBN: 0890241775 The book contains both a written and photographic recording of the history of the various plans to get the Pennsylvania Railroad into Manhattan (over and under the Hudson River.) and out to the northeast (across Hell Gate), and the monument that was Penn Station. Covers the tragic loss of that great edifice to the Quislings of Penn. The book includes great line drawings of the interior and exterior of train stations in New York. Modern Trains and Splendid Stations by: Martha Thorne, Merrell Publishers Limited, 2001 ISBN: 1858941490 Inter-city rail travel is one of the dominant facts of modern life. In the wake of the railway renaissance of the 1980s and 1990s, new train stations from the US to Japan must respond to increasingly complex challenges, as high-speed trains become more and more common and the next generation of magnetically levitated trains approaches. The state-of-theart examples featured in Modern Trains and Splendid Stations are analyzed from several perspectives: as generators of urban renewal, as new architectural icons, and as connecting points for different means of transportation. The work of such internationally renowned architects involved in station design as Meinhard von Gerkan (Germany), Nicholas Grimshaw (England), Santiago Calatrava (Switzerland), and Arata Isozaki (Japan) is prominently illustrated in full color. Featuring the newest designs for the ICE train in Germany and the TGV in France, as well as the Japanese bullet train and the northeastern US corridor's high-speed Acela service, Modern Trains and Splendid Stations presents the very latest trends in rail travel, affording a glimpse of what passengers can expect in the twenty-first century. Station To Station by: Steven Parissien, Phaidon Press LTD, 1997 ISBN: 071483467 This thoroughly readable, irresistible volume on railroad-station architecture is filled with pictures and illustrations of current and past railroad stations. Filled with such memorabilia, Station to Station is like a long, wonderful journey in which the stations themselves are the attractions to visit. There are early timetables, plans, and elevations for many of the most famous stations, antique baggage-claim checks, and sepia prints of ribbon-cutting ceremonies. The Cincinnati Union Terminal Pictorial History 1933 Cincinnati Chamber of Commerce, 1933, reprinted 1987 ISBN: 0911497056 This book commemorates the dedication of Union Terminal. Original photographs of the construction and the early years of operation of Union Terminal are featured in this book.
Transportation station Resource materials Transportation station TABLE OF CONTENTS

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| Resource materials
Cincinnati Union Terminal The Design and Construction of an Art Deco Masterpiece Cincinnati Railroad Club, 1999 ISBN: 0967612500 This book contains 176 pages and over 250 color and black and white photos of the construction, architecture and interior design of the Union Terminal. Airports - A Century of Architecture by: Hugh Pearman, Harry N. Abrams Publishing, 2004 ISBN: 081095012 The airport terminal, the most important building type in the world of transportation, is also the site of the most ambitious and innovative achievements in 20th century architecture. Noted architecture critic Hugh Pearman takes the reader on a journey through the history of these majestic beauties and predicts what the future has in store. Among the spectacular designs featured here are Eero Saarinen's TWA Terminal in New York, Renzo Piano's Kansai International Airport in Osaka, Japan, and Norman Foster's Chek Lap Kok Airport in Hong Kong. With more than 300 photographs, drawings, and posters, this book will be a valuable resource for students to use during the ABC competition. The Railroad Station An Architectural History by: Carroll L.V. Meeks, Dover Publications, inc. 1995 ISBN: 0486286274 A profusely illustrated book that chronicles evolution of station architecture in Europe and America from 1830s to 1950s. 231 viewsphotographs, illustrations, floor plans and cutaways. Super Structures The World's Greatest Modern Structures by: Neil Parkyn, Merrel Publishing, 2004 ISBN: 1858942381 This book presents the most ambitious, awe-inspiring and advanced engineered structures of the last one hundred years. International coverage includes all types of major constructions, from enormous dams and vast wind tunnels to high-speed-railway lines and international airports; from space-exploration launch sites and massive oil platforms to a succession of remarable tunnels and bridges. Large format, clearly organized, profusely illustrated and accessibly written. Although only a small portion of this book is dedicated to transportation students, could use the other portions as inspiration for design ideas. A Study of Airports Design, Art & Architecture U.S. Department of Transportation, 1981 The Federal Aviation Administration has published an illustrated reference, ninety one page source document. The document emphasizes achieving an attractive airport while improving the safety and efficiency for the airport user. Increased productivity can reduce operational problems which often plague airport managers. Numerous examples, care-
ful evaluations, and good design concepts are offered in this publication. It is a source of ideas and an effort to raise the awareness level of all interested parties to improve the quality of life, especially in our busy, often stressful airport terminals. Railway Stations Masterpieces of Architecture by: Charles Sheppard, TODTRI Book Publishers, 1996 ISBN: 1880908638 This book is filled with spectacular color photos of the awe-inspiring rail stations located in the world's greatest cities evoking the adventurous spirit of railway travel. American Airport Designs Lehigh Airport Competition: Taylor, Rogers & Bliss Incorporated, 1930 This great old book is loaded with pictures of airports and terminals the way they appeared in the early 20th century. Great Railway Stations of Europe by: Marcus Binney, Manfred Hamm, Alex Foehl, Thames and Hudson, Inc., 1985 This book, with 107 illustrations, shows the contrast between the railway architecture among different European countries. Buildings and Structures of American Railroads by: Walter G. Berg, John Wiley & Sons, 1904 This very old book is filled with detailed descriptions and line drawings of every imaginable railroad building that existed in the early 20th century. This book would be great to use with students who have an interest in railroad transportation before modern transportation inventions were created. The Architecture of Transport in the Federal Republic of Germany by: Karlhans Muller, 1984 ISBN: 3787901965 This book is filled with 171 pages of pictures that show the evolution of Germany's transportation architecture throughout its existence. Airport Terminals by: Christopher J. Blow, Butterworth Architecture, 1991 ISBN: 0750612789 Airport passenger terminals have become a major new public building-type representing transportation in the late twentieth century. The functional planning of facilities for aircraft and people and the architectural forms to accommodate them are of great interest to designers and the myriad of people who work in and visit airports. The book is a discourse rather than a design guide. It is written for a mature reader and illustrated from the author's experience.
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Reading Terminal and Market by: Carol M. Highsmith and James L. Holton, Chelsea Publishing, 1994 ISBN: 0962087718 The authors of this book have frozen great memories in time. In rich text, mesmerizing historic photography, and photographs of the terminal reborn as southeastern Pennsylvania's stunning convention center, this book captures the gritty story of a neversay-die landmark. This book is filled with pictures of the birth of the station, the station in use throughout the years and its stunning transformation. The American Train Depot and Round House by Hans and April Halberstadt, Motorbooks International Publishing, 1995 ISBN: 0760300038 The text of this labor of love carries the reader back to the thoughtful architecture and important civic mission of train stations in America. Personal journeys, the mail, news, and gossip flowed through depots as trains linked towns, counties, states, and the nation. The 150 color photographs have a special clarity of detail that honors the design and craftsmanship of these buildings. The authors are restoration zealots with solid arguments for preserving train stations, arguments that appreciate the aesthetics but care more deeply about the historic value of these specialized buildings. A mix of history lesson, architectural study, and nostalgia, this book can inform the young while reassuring older readers. Grand Central Gateway to a Million Lives by: John Belle and Maxinne R. Leighton, W.W. Norton & Company, 2000 ISBN: 0393047652 This book is a colorful history of a remarkable building, the architects, politicians, and celebrities connected to it, as well as its impact on our culture, and the recent renovation. This is the story of Grand Central Terminal in New York City, a remarkable and beautiful building whose birth, survival, and restoration reflect not only the changes that have taken place in our country's history, culture, and social consciousness but also the critical role architecture plays in the expansion of our cities. The Late Great Pennsylvania Station by: Lorraine B. Diehl, Houghton Mifflin Company, 1985 ISBN: 0828111812 This book offers a moving and tragic account of the history, creation, and the ultimate demise of the original Pennsylvania Station in New York City. An elegant symbol of turn-of-the-century classicism, the station was designed by the preeminent architects of the period, McKim, Mead & White, and completed in 1910. Accompanied by eighty vintage photographs, Lorraine Diehl lovingly documents the labor involved in the creation of this great building and traces the mid-20th-century development interests and capitalist forces that destroyed it in 1963. This
book convincingly reasserts the profound importance of our public urban architectureculturally, socially, and aestheticallyto our collective memory and history. National Airport Terminal by: Cesar Pelli and Associates, Rockport Publishers, 2000 ISBN: 1564965457 Cesar Pelli & Associates Architects created a spectacular three-level terminal, approximately one million square feet, to accommodate sixteen million passengers each year. Readers of this book will be thrilled and inspired with this closer look at the new terminal that has caught the admiring eye and earned the appreciation of thousands who put it to the test each day. Architecture Form, Space, and Order by: Francis D. K. Cheng, John Wiley and Sons, Inc., 1996 a comprehensive primer on the ways form and space are interrelated and organized in the shaping of our environment; graphic analysis of how the various systems interact and interrelate into a complex and unified whole (spatial, structural, enclosure, circulation, and context); examples of architectural works; numerous black-line drawings; glossary Building Inside Nature's Envelope by: Andy Wasowski, Oxford University Press, 2000 Every year, many thousands of acres of woodlands, deserts, meadowlands, and coastal scrub are turned into home or commercial sites. Ironically, by the time these structures are complete, bulldozers have scraped the land clean of its natural vegetation and character, much of which attracted buyers in the first place. In this book, Andy Wasowski introduces a new and exciting technique for salvaging the natural land upon which we build new homes, new offices, or even new shopping centers. The author introduces the idea of the Envelope, an approach to construction that is cost effective, simple, and environmentally responsible. A structure built within nature's envelope looks as if it has been gently set down into a mature and established landscape which is the easiest kind of landscape to maintain. Green Architecture by: James Wines, Koln Publishing, 2000 ISBN: 3822863033 examples of contemporary ecological architecture presented are works by Emilio Ambasz, Gustav Peichl, Arthur Quarmby, Jean Nouvel, Sim Van der Ryn, Jourda and Perraudin, James Cutler, Stanley Saitowitz, Francois Roche, Nigel Coates, and Michael Sorkin; this generously illustrated alternative history spotlights an eclectic assortment of lesser-known architects (including Wines himself) who, in widely varying degrees, incorporate ecological awareness into their designs; in de-architecture, Wines explores
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architecture's psychosocial relevance and offers the latest installment in his crusade to expand the limited vision of today's architects, spurring them on to create structures that respond equally to the needs of the natural environment and its inhabitant Green Architecture, a Guide to Sustainable Design by: Michael J. Crosbie, Rockport Publishers, Inc., 1994 ISBN: 1-56496-153-2 a comprehensive guide to the work of architects and designers who represent the cutting edge of sustainable or green architecture; buildings featured are environmentally sensitive, harmonious with the natural features of their sites, consume less energy, accentuate natural daylight, and contain materials that are ecological, recyclable, or are derived from sustainable sources; numerous photographs New Organic Architecture, the Breaking Wave by: David Pearson, University of California Press, 2001 ISBN: 0-520-23289-5 Architect David Pearson examines the tradition of curvilinear, asymmetrical architecture and gathers statements and examples of the work of contemporary architects from around the world that relate to forms in nature rather than to the stark geometry of the modern tradition in architecture. Skinny Streets and Green Neighborhoods by: Cynthia Girling and Ronald Kellett, Island Press, 2005 weaves together the most innovative thinking in urban planning and urban ecology drawing from eighteen case studies; these green neighborhoods are the best examples of how the natural environment can play an integral role in neighborhoods; this book provides proven methods to solve complex problems such as how to make communities accessible and walkable while better integrating natural and urban landscapes; in these communities, wooded areas, meandering streams, and wetlands are planned for and planted to clean the air and the water, while skinnier streets and accessible paths connect to a transportation network that provides services close to home Structures, the Way Things are Built by: Nigel Hawkes, Macmillan, Inc., 1993 ISBN: 0-02-000510-5 From the ancient to the modern, the text shows unsurpassed examples of transformation of a vision into a miraculous reality; the largest, longest, highest, most massive, and most ambitious structures ever made shown with a wealth of photographs, working diagrams, cutaway drawings, and etchings Sustainable Architecture and High Technology by: Catherine Slessor a global survey of forty of the most remarkable buildings of the 1990's that use high-tech forms and
materials for environmentally intelligent design; the introduction charts the evolution of high-tech architecture and its progression towards more ecological concerns; numerous photographs
WEBSITES:
http://www.gruzensamton.com/port_arch_tran sportation.htm This website includes pictures and written descriptions of recently competed transportation hubs. There are six designs described on the website including subway stations and ferry terminals. This website is a great place for students to start to see real life examples of recently constructed buildings that fit into this year's ABC project. http://www.anilverma.com/projects.html The website of Anil Verma, Inc. has numerous drawings and description that the architectural and engineering firm has built. The structures are cataloged in an easy to use directory that list categories such as light rail, transportation planning, airport, monorail, people movers, ports, commuter rail and many more. This website would help students think about how to solve many of the problems that face architects when they are designing transportation architecture. http://en.wikipedia.org/wiki/ Transportation_hub This wikipedia page is a great resource for elementary grades. Readers at most ability levels will be able to read and understand the given information about transportation hubs. The website also has a valuable list of links at the bottom of the page which leads to a variety of mass transit sites on wikipedia. http://en.wikipedia.org/wiki/Light_rail This wikipedia page provides the basics about light rail. Topics covered on this website include definitions of light rail, categories of light rail, history and comparisons to other mass transit systems. Near the bottom of the page is a gallery of rail systems/cars that are used throughout the world. http://www.mta.info/nyct/maps/submap.htm This website shows a detailed map of New York City Transit Authority's services. The site gives students an idea of how a large mass transit system could service a large geographical area. A power point found on the home page of this website (MTA Sustainability Webinar, June 2008) demonstrates how sustainability can be designed in a large mass transit system. http://www.hughpearman.com/2007/16.html The railway station that skipped a century: London's transformed St. Pancras. This website describes how a railway station in London was updated to fit the needs of today's commuters. The website includes pictures of both the original station and the updated one.
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http://www.greatbuildings.com/gbc.html This website bills itself as the leading architecture reference site on the web. This gateway to architecture around the world and through history documents a thousand buildings and hundreds of leading architects with photographic images and architectural drawings, integrated maps and timelines, 3D building models, commentaries, bibliographies, web links, and more, for famous designers and structures of all kinds. http://www.whygreenbuildings.com/ Green Building EncyclopediaA website filled with links to answer sustainable architecture questions. www.corsinet.com/trivia/b-triv.html unusual, unique, and uncommon facts about art and architecture http://enertia.com/envirarc.htm environmental sustainable architecture; basic description and components listed www.arch.hku.hk/research/BEER/sustain.htm background information for sustainable architecture, definitions, concepts, issues, strategies, and references; numerous links to other Web sites architecture.about.com/od/greenconcepts articles and resources providing an overview of ideas and philosophies related to sustainable development and the relationship between architecture and ecology www.forbes.com/leadership/2006/07/27/ ledadership-design-buildingscx_pgb_0727green.html?partner=topix an article titled Sustainable Design Going Green by Phillip G. Bernstein; has links to numerous greenest office buildings throughout the world with a picture and description of each
www.smartcommunities.ncat.org/overview/ ovintro.shtml U.S. Department of Energy; creating energy smart communities; an overview of sustainability, introduction, definitions/principles, success stories, educational materials, other resources, case studies, forums, and links to government sites and numerous other sites www.sustainableabc.com/bookstoreabc.html the Sustainable ABC book store is an ever-changing collection of literature culled from the best authors on eco architecture, green building and healthy living www.umich.edu/%7Enppcpub/resources/ compendia/ARCHpdfs/ARCHdesIntro.pdf a paper published by the University of Michigan that contains the fundamentals and principles of sustainable design as well as methods for achieving sustainable design www.usgbc.org U.S. Green Building Council; a community of leaders working to transform the way buildings and communities are designed, built, and operated; they envision an environmentally responsible, healthy, and prosperous environment that improves the quality of life; LEED (Leadership in Energy and Environmental Design; Green Building Rating System that is the nationally accepted benchmark for the design, construction, and operation of high performance green buildings) www.whygreenbuildings.com/glossary.php#r a list of key words/terms and definitions that are used in the green building, construction, management, and environmental design discipline http://planetgreen.discovery.com/gogreen/public-transportation Planet Green at Discovery.com - use the search tools for articles and some videos on public transportation.
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http://www.worldarchitecturenews.com Click on the Transport link on the left hand side of the page to find a page that lists over fifty news articles, editorials and design features of current transportation architecture topics. This is a great resource to see mass transit architecture is currently being built.
www.greeenenergohio.org Green Energy Ohio; a non-profit organization dedicated to promoting environmentally and econonically sustainable energy policies and practices in Ohio; provides information about the use of various green/clean energy and available speakers; information about southwest Ohio solar tours; virtual Ohio solar tour (free registration) www.lib.berkeley.edu/ENVI/GreenAll.html numerous green design/sustainable architecture resources from UC Berkeley Library
http://mic-ro.com/metro/metroart.html A guide to the fifty most beautiful subway systems in the world. Subways need not be boring or dreary! Many operators of metros, subways or underground railways want to attract more passengers with good station design. This often means extra effort and higher costs for the metro operators but, it seems to pay off when a metro is more than just a means of transport but something of which the residents can be proud.
www.funtrivia.com/quizzes/humanities/ architecture.html nine on-line architecture quizzes from easy to tough
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VHS Tapes
Green Means VHS 6047 a series of thirty-two short video programs about people who are making a difference in the health of the planet; the third program The Green Architecture of Greg Franta is specific to the ABC theme this year (five minutes); available from the Cincinnati/Hamilton County Public Library
Registration forms, announcements, calendar of events, and contact information are also available online at www.aiacincinnati.org. ABC Committee Co-Chair: Zo Hardy, Assoc. AIA Architects Plus, Inc. Suite 100 10816 Millington Court Cincinnati, OH 45242 513-984-1070 zhardy@architectsplus.com ABC Committee Co-Chair: Tony Yunker, AIA GBBN Architects 332 E. 8th Street Cincinnati, OH 45202 513-241-8700 tyunker@gbbn.com AIA Cincinnati: Pat Daugherty, Executive Director Longworth Hall Design Center 700 E. Pete Rose Way Cincinnati, OH 45203 513-421-4661 aiacinti@fuse.net
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| contact information
2009 CONTACT INFORMATION

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Architecture By Children 2009

AIA Cincinnati a chapter of the American Institute of Architects

Transportation station TABLE OF CONTENTS Transportation station acknowledgments

ABC Committee Members

ABC materials designed by Parkey Design, www.parkeydesign.com

Books.........................................................................39 Websites ....................................................................42 Videos........................................................................44

Transportation station TABLE OF CONTENTS Transportation station TABLE OF

ABC 2009 Program CALENDArTRANSPORTATION STATION

January 2009 Architect Presentations

January - March, 2009 Research, Design and Production Period

Saturday, March 7, 2009

Presentation Drop-Off & Sign-in

Tuesday, March 10, 2009 Jury

March 7 - 13, 2009 Public Exhibition of Work

March 14, 2009 Awards Ceremony and Reception

Project Pick-Up & Sign-out

The 2009 Design Problem

Other Information: Online Maps

| Exhibition and Competition Details

DESIGN COMPETITION DETAILS

A MAXIMUM OF 3 PROJECTS MAY BE SUBMITTED FROM EACH CLASSROOM.

DROP-OFF PROCEDURES Drop-Off Details:

| Exhibition and Competition Details

TEACHER:_______________________ GRADE:__________________________ GRADE:__________________________

This Years Focus

Phase 1: Selecting and Researching a Node Location (1 to 2 class periods)

Transportation station getting started Transportation station TABLE OF CONTENTS

abc 2009 Phase 2: Programming (2 to 4 class periods)

Phase 3: Design & Presentation (4 to 6 class periods)

GREEN DESIGN SOLUTIONS:

SITE (EARTH MATTERS)

WATER (USE AND PROTECT WISELY)

ENERGY (MAKE WITHOUT FOSSIL FUELS & USE LESS)

MATERIALS & RESOURCES (SAFE, EFFICIENT, RECYCLED, RECYCLABLE)

INDOOR ENVIRONMENTAL QUALITY (MAKE COMFORTABLE AND HEALTHY ON THE INSIDE)

PROJECT TITLE: (give your node a name)

| Design Ideas Form

DESIGN IDEAS FORM

Discussion Topic: NO CAR. how do we get there?

Activity 1: IF YOU BUILD IT, WILL THEY COME?

Decreases Roadway Congestion

Discussion Topic: STUCK IN A JAM

Creates Economic Opportunity

Activity 2: Cost Comparison...DO THE MATH

| Transportation Teacher Handout

| Transportation Teacher Handout

Activity 3: SMOG in the News

Helps create a City Identity

Discussion Topic: Have you ever...?

transportation modes traverse transit MPG

invaluable economy notable monorail SUV

vehicle commute maintenance

Activity 1: IF YOU BUILD IT, WILL THEY COME?

Why does traffic get backed up on the highway?

... Decreases Roadway Congestion

Creates Economic Opportunity

WHAT CAN PUBLIC TRANSPORTATION DO?

Activity 3: SMOG in the News

Have you ever ridden a _______ ?

...Helps Create a Citys Identity

invaluable economy notable monorail SUV

vehicle commute maintenance

TEACHER:_ GRADE: GRADE:______