Awesome Architecture

by  Children's Museum of Atlanta

Program image

Children are natural problem-solvers and have a love of trial and error. Stimulate your student’s natural curiosity by giving them the opportunity to create a fun structure during this awesome building activity.  This program encourages creativity using math skills with engineering to produce great structures!  

Program Rating

This program has not yet been evaluated.
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About This Program


By Request: $201.47

All virtual programs are presented live, with storytimes and/or instruction for hands-on activities and time for Q & A with students.

(Optional) At an additional charge, a classroom supply box with all materials for up to 25 students will be mailed to the school after booking a workshop.

Reservations must be made at least four (4) weeks in advance in order to better your chances of securing your preferred date. Dates sell out quickly. A 50% non-refundable deposit is due two weeks after the time of booking.


30-45 minutes

Target Audience

Education: Grade(s) Pre-K Students, Kindergarten, 1, 2, 3Public Library: Library Patrons

Minimum participants:


Maximum participants:

25 *Additional fee for more participants

Primary Disciplines

Literacy, Reading, Sciences

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)

Booking Information

Monday, Tuesday, Thursday & Friday 9 AM; 10 AM; 11 AM; 12 PM EST

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Call as soon as possible to cancel or change a reservation. Reservations are held with a 50% non-refundable deposit. Organizations must cancel within 4 weeks of the scheduled program to apply the deposit to a different date within the same school year. Rescheduling a program is based on availability. Cancellations made less than 2 weeks prior to visit will result in forfeiture of 50% deposit.ps

About This Provider

Content Provider logo


Children's Museum of Atlanta

Atlanta, GA
United States

Our History

Children’s Museum of Atlanta is a nonprofit organization founded in 1988. In 2003, we opened a permanent Children’s Museum in Atlanta’s Centennial Olympic Park. Since opening, Children’s Museum of Atlanta has become the city's premier source of hands-on and exploratory learning for young children, a recognized authority on children’s informal learning, a committed advocate on behalf of children, and a signature element in Atlanta’s cultural landscape. CMA receives 200,000+ guests annually and has welcomed over 2 million visitors to date. Children’s Museum of Atlanta is the only educational venue of its kind in Atlanta.

Our Mission: To change the world by sparking every child’s imagination, sense of discovery and learning through the power of play.

Children’s Museum of Atlanta is a nonprofit 501(c)(3)

Kenna Martinez

Program Details


1. Program begins with a story-time.
2. Discussion about architects and architecture.
3. Participants build physical structures using fun materials, like gumdrop candies.
4. Time is allowed for questions and answers.


The participant will:
-Explore the importance of architecture and engineering.
-Understand the varieties of types of architecture.
-Perform basic math and counting
-Follow instructions to build geometric structures.

Standards Alignment

State Standards

All activities meet ELA requirements for each

Georgia Early Learning & Development Standards Met:
APL1 -?The child will demonstrate initiative and self-direction.
CD-CR2 -?The child will create and explore visual art forms to develop artistic expression.
CD-MA6 -?The child will explore, recognize, and describe shapes and shape concepts.
CD-S1: The Child will demonstrate scientific inquiry skills
CD-SC4: The Child will demonstrate knowledge of physical science
Georgia Standards of Excellence Met
SKP1. Obtain, evaluate, and communicate information to describe objects in terms of the
materials they are made of and their physical attributes.
SKP2. Obtain, evaluate, and communicate information to compare and describe different types
of motion.
S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or
a pull) in the movement of an object (changes in speed and direction).
S4P3. Obtain, evaluate, and communicate information about the relationship between
balanced and unbalanced forces.
MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in front of, behind,
and next to.
MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.
MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional
MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes
and orientations, using informal language to describe their similarities, differences, parts (e.g.,
number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal
MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and
clay balls) and drawing shapes.
MGSEK.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these
two triangles with full sides touching to make a rectangle?”
MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes.
MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right
circular cones, and right circular cylinders) to create a composite shape, and compose new
shapes from the composite shape.6 This is important for the future development of spatial
relations which later connects to developing understanding of area, volume, and fractions.
MGSE1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares
using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and
quarter of. Describe the whole as two of, or four of the shares. Understand for these examples
that decomposing into more equal shares creates smaller shares.MGSE3.G.1 Understand that
shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes
(e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals,
and draw examples of quadrilaterals that do not belong to any of these subcategories.
MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe
the area of each part as 1/4 of the area of the shape.