lesson+notes


 * lesson 1 worksheet**--reread questions carefully. # 2 needs a "does."

instead of making the task to copy exactly the multi-slit pop up, what about these as design criteria?

more than seven slits. The slits must be proportional (thus we open it up to ratios), and then the last three
 * Color / design elements
 * Your name on the back
 * Your number on the back

And, in looking at he questions, what are the purposes of them?


 * 1) 1 is to get at what kinds of engineering thinking the kids understand, right?

So maybe the question becomes-- 1. Did the artist have to think like an engineer to build these structures? If so, what kinds of thinking might he have engaged in to create these pieces? or maybe, just : //What kinds of engineering thinking might the artist have engaged in to build these pieces?//

//What mathematical skills might the artist need to build these pieces?// and we'll have to say--Be specific (don't just say geometry or list vocabulary, for example.)
 * 1) 2 is to help them understand the need for mathematical understanding...so maybe this question is really more like

and #3 is to get at how much they understand the interchange of vocabularyand ideas across content areas, right?

So what about

//Looking at this art, what questions do you have for the artist?// (Name at least five.) If you had to classify those questions into a subject are, into which subject area would you put them?


 * LOVE the question on the google doc!!!**

instead of "raise your hand" when they think they have created one, how about they take a screen snapshot on the cubits site, which will save to the downloads folder, then they open it and put it side by side to the one on the worksheet and show it to their partner?
 * Lesson 2 Worksheet**