Landscape architects: Working with indirect measurement

In this lesson plan, students use indirect measurement to discover the height of the school's flagpole. Students learn about careers in landscape architecture.

A lesson plan for grades 7–8 Mathematics

By Valerie Davis, Sonya Rexrode, and Monika Vasili

Provided by CareerStart

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CareerStart lessons: Grade eight

This collection of lessons aligns the eighth grade curriculum in math, science, English language arts, and social studies with potential career opportunities.

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Essential question: How can indirect measurement and the properties of geometry be used in landscaping careers?

Lesson overview

Students will use indirect measurement and properties of geometry to find the height of the school’s flagpole.

Teacher planning

Materials needed

• Measuring tapes
• Pencils
• Indirect measurement worksheet (includes answer key)

Time required for lesson

One class period (Follow-up activity could be a project completed outside class)

Scenario

You are a landscape architect and your company has been hired to design a park for the city. The city requests that it include many natural areas, as well as picnic areas, a playground area, and open areas for family activities such as games, kite-flying, or Frisbee throwing. They also want you to choose trees and scrubs that will enhance the picnic areas so they have some shade; but the trees must be placed so they will not interfere with the open play areas. You will need to create a plan that reflects the length of the shadows that the trees cast on the picnic areas mid-morning and mid-afternoon (the longest shadows of the day). As a part of the preparation for creating your plan, you need to have an idea of the height of the trees you choose.

Activities

1. Before students begin the activity, you may need to do a mini-lesson on setting up and solving proportions. Here is a sample problem you can use for review: A 20-foot building casts a 30-foot shadow at 10:00 a.m. A man standing next to the building casts a shadow 12 feet in length. How tall is the man?
2. Read students the scenario and share with them information about landscape architects. (See “Career Information” below.)
3. Give the students the indirect measurement worksheet and have them find their height before they go outside. Make sure they understand that the measurements they take should be as precise as they can.
4. Take students outside to complete the worksheet. Guide students through the process of finding the length of their shadow and the flagpole’s shadow.
5. Check student proportions to ensure that they are set up correctly as you circulate between groups.
6. Check student work for understanding.

Optional extension

1. Have students use the library or the internet to research types of trees and determine which trees would be best to plant in a park. Suggested resources include:
   • Arbor Day tree guide
   • South Carolina urban tree species guide
   • Trees of North Carolina from Duke University
2. Have students work in groups to create a blueprint of the new park, including shrubs, flower areas and trees, as well as picnic and play areas. (These should be done to scale.)

Career information: Landscape architects

Career information comes from the Bureau of Labor Statistics’ Occupational Outlook Handbook.

Nature of the work

• Almost 19 percent of all landscape architects are self-employed — more than two times the proportion for all occupations.
• 49 States require landscape architects to be licensed.
• New graduates can expect to face competition for jobs in the largest and most prestigious landscape architecture firms, but there should be good job opportunities overall as demand for landscape architecture services increases.

Landscape architects spend a great deal of their time in offices planning projects. Once a plan is being carried out, they will often need to be at the site. It is important that the landscape architect is creative and has good artistic sense. They must have excellent communication skills, both oral and written. They must be able to use the new software packages which have been developed to help in the planning and drawing of blueprints and models. Candidates must be comfortable making presentations to their clients for approval. During the presentation the person’s knowledge of the field and ability to develop a budget and a plan will be evident.

Training and qualifications

Most states require landscape architects to be licensed. There are accredited programs that give degrees in landscape architecture. Usually, the individual will also be expected to complete an internship. Finally, they must take and pass an examination.

Earnings

In 2006, the median income for landscape architects was $55,140.

Job outlook

There will be tremendous competition for jobs due to the downturn in the economy. Opportunities will be best for landscape architects who have strong technical skills, such as computer design; those who have good communication skills, and knowledge of environmental codes and regulations.

Additional information, including a list of colleges and universities offering accredited programs in landscape architecture, is available from:

• American Society of Landscape Architects
• Council of Landscape Architectural Registration Boards