Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

In this unit, students were challenged to design and construct their own “dream house” sculptures out of cardboard, integrating creativity, research, and engineering concepts. Each house had to meet specific criteria:

• A minimum of one foot in height

• A structurally sound design that was not just a square box

• The ability to pass an “earthquake test” at the end of the unit

• A fictional or original character designed to live in their house, connecting storytelling to architectural choices.

Students began by researching real-world house designs, gathering inspiration from different architectural styles and cultures. They then sketched blueprints, designed floor plans, and planned structural supports before building.

Teachers demonstrate knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students.

This project was intentionally structured to meet students where they are developmentally, addressing their intellectual, physical, social, and emotional growth. Intellectually, students engaged in design thinking as they solved problems of stability, structure, and character integration, applying critical reasoning at every stage. Physically, the process of measuring, cutting, folding, and assembling cardboard required them to use fine motor skills and spatial reasoning in real, tactile ways. Socially and emotionally, students developed a personal connection to their work by designing a character who would “live” in their house, giving their structures narrative meaning and personal investment. This open-ended approach made space for all learners to access the project at their own level, allowing for diverse interpretations and pathways to success.

Teachers use formal and informal methods to assess student learning, provide feedback, and use results to inform planning and instruction.

Assessment in this unit was continuous, intentional, and embedded in the creative process. Students began with blueprint checks, which ensured their designs met structural and creative project criteria. In-progress critiques allowed both teacher and peers to provide feedback on engineering choices, stability, and design clarity, while giving students time to revise their work before final construction. The earthquake test served as a performance-based assessment that revealed how effectively students applied their understanding of balance, structure, and support. Informal peer feedback and teacher conferences were used to guide real-time adjustments to individual projects, ensuring that assessment was both reflective and actionable.

Teachers integrate and utilize appropriate
available technology to engage students in authentic
learning experiences.

Technology played a key role in making this project an authentic design experience. Students used digital resources to research architectural styles, analyze structural features, and gather visual references that informed their own designs. Many created concept sketches or mood boards digitally, blending visual art with digital literacy. This process closely mirrored real-world design workflows, bridging the gap between traditional sculpture techniques and modern design practices, and showing students how artists and architects use technology to bring ideas to life.

Teachers establish and communicate high expectations and use processes to support the development of critical-thinking and problem-solving skills.

High expectations were clearly communicated from the start of the unit. Students were required to build houses that were at least one foot tall, structurally sound, and capable of passing an earthquake test. These criteria pushed students beyond basic construction and into strategic problem-solving. They had to plan for stability, select appropriate supports, and make revisions when their structures did not hold up as intended. Adding a character to inhabit their house required students to justify their design decisions, blending imaginative storytelling with architectural reasoning. Through this process, students developed critical-thinking and problem-solving skills that deepened both their artistic and structural understanding.

Teachers provide students with opportunities
to work in teams and develop leadership.

Although each student created their own house, the classroom functioned as a collaborative studio space. Students shared materials, tools, and construction strategies, learning from each other through observation and conversation. As they discovered effective building techniques, many naturally stepped into peer leadership roles, mentoring classmates and offering suggestions. Group discussions centered on solving common design challenges helped foster a sense of community and collective problem-solving, strengthening students’ collaborative skills.

Teachers model and promote effective communication.

Communication was woven throughout the entire unit, both verbally and in writing. Students practiced articulating their design choices during peer critiques, using art and design vocabulary to give and receive constructive feedback. They also engaged in reflective writing to document their process, challenges, and solutions. During final presentations, students introduced their character and explained how their house’s structure, shape, and style supported that character’s lifestyle and needs. This combination of technical explanation and narrative reasoning demonstrated not only their understanding of sculpture and structure but also their ability to communicate as designers and storytellers.