Lesson+1

=toc= Thursday, Jan 5 This is actually Monday, right? Student Page: Artful Thinking =Objectives= =Essential question:= What do Scientists, Engineers, Mathematicians, and Artists have in common? What processes, as they work, are similar or dissimilar? What typical "school skills" do they use? What tools or strategies might artists, mathematicians, and engineers find useful (and in common) to do their jobs? activating prior knowledge, compare and contrast, review engineering design process, review making pop-up. =Standards= =Materials= Each student will be given a 2pocket, 3 prong folder in which to keep the worksheets and materials from this unit. At the end of each class where something is made, the students will also take a picture of their work to add to their portfolio. =Time= 60 minutes =Procedure= //All italicized words are instructions for the teacher.//
 * Students will discuss the relationships between art, mathematics, engineering, and science.
 * Students will explore the artwork of Sol Lewitt and other 3D geometric sculptures.
 * Students will apply knowledge about the engineering design process to understand and construct a multi-slit pop-up.
 * Students will reflect on the differences between a scientist and an engineer.
 * activating prior knowledge, compare and contrast, review engineering design process, review making pop-up.
 * 5.11- The student will choose an appropriate measuring device and unit of measure to solve problems involving measurement of (a) length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers.
 * [|Lesson 1 Worksheet]
 * Laptops or computers
 * [|Multi-Slit Pop-Up Template]
 * [|Multi-Slit Pop-Up Fabrication File] //Optional//
 * KWL 3D Art Google Doc
 * Scissors (class set)
 * Pencil
 * Ruler

Introduction
Time: 20 minutes
 * Explain to the students that they will be exploring and learning different mathematical/engineering/scientific concepts by studying and creating art.
 * Conduct a whole-class discussion about the intersection between art, mathematics, science, and engineering. Add any pertinent information to the KWL 3D Art Google Doc. Ask the following questions:
 * What is engineering? How is engineering used in art? For information about engineering, please see the Wikipedia entry on engineering.( or // The Root of Ingenuity) //
 * What role does math play in artistic endeavors?
 * What tools or strategies might artists, mathematicians, and engineers find useful (and in common) to do their jobs?
 * How does mathematics and mathematical terminology help us describe and communicate about art and the world around us?
 * Distribute the Lesson 1 worksheet. Have the students explore the 3D Geometric Sculptures website //(also listed in the the Lesson 1 worksheet)// and answer the questions either individually or in small groups.
 * Revisit the previous discussion questions after the students have a chance to visit the websites and record their answers to the Lesson 1 worksheet.

Activity
Time: 30 minutes
 * Explain to the students that they will be creating a unique piece of pop-up art that contains connections to both mathematics and geometry. Tell the students that the pop-up that they will create will be an artistic rendering of the "Multi-Slit Pop-Up." To do this, the students will engage in the engineering design process.
 * Ask the students to define or explain the engineering design process.
 * //A good explanation of the engineering design process is found on the Engineering is Elementary website. Consider posting a version of this in a public place in the classroom.//
 * Have the students turn to Part 2 in the Lesson 1 Worksheet. Explain the task and criteria. Discuss as a whole class what the students can/should use to complete the multi-slit replica.
 * Tell the students that they have 30 minutes to complete the task. (can work together)

Conclusion
Time: 10 minutes ** Write this up as a GALLERY WALK! Ask 'em to make notes--on the iPod as a voice memo? ** =Assessment= Assessment consists of students work in the Lesson 1 worksheet and their reflections on their blog or wiki. (reflection is homework) =Extension= A possible extension involves connecting the height/depth of the steps in the pop-up to ratios and proportional reasoning.
 * Share the completed designs with the whole class. Discuss the following questions:
 * What was easy or difficult about creating the multi-slit pop-up?
 * Return to the engineering design process steps. Ask the students what steps in the process were easy or difficult? Did they skip any steps and, if so, what was the result?
 * To what extent did the artistic criteria affect the final design?
 * Revise and add to the KWL 3D Art Google Doc.
 * Homework: How should we deliver the documents? Via wiki, google doc, handout, etc...?
 * Read scientist and engineer article. I need a copy of this. // The Root of Ingenuity //
 * Answer the following question on your blog or wiki. I am not sure where the best place would be for this.