Visual Arts Module ‘B’

Lesson Title:  Visual Arts Module:  Mathematics –  Constructing an H-Sphere Science and Art Experts: Eveline Kolijn (Artist), Roberta La Haye (Science), Susan Kristoferson CSS Teacher: Lorrie, Jenny, Jon CSS Parent: Canary Lo Grade and Subject Level: 4-9 Basic Description: Students will deepen their understandings of geometry by examining polyhedra and creating their own large scale H-Spheres through the process of assembling students decorated “H” components into the complete sphere. Materials required: Pre-printed and cut H-shapes on 110 lb cardstock glued on colored Bristol board. Slide projector and computer for presentations by Roberta and Eveline/Susan. Art materials: High quality markers, pencil crayons, scissors, (glue stick ?) Source material: links to the math and visual references. Background knowledge and vocabulary required: Additional Resources and Websites:
Defining Understanding
Art Through this lesson students will understand: Through this lesson students will be able to:	Science Through this lesson students will understand: Basic ideas about polyhedra, how they can be constructed, how artists have used polyhedra and some applications of polyhedra to science such as the investigation of natural structure and man made structures (architectural applications). Students will gain an understanding/appreciation of the mathematical principles in polyhedra. Through this lesson students will be able to:
Student Engagement
What will you use to introduce or hook the students? Exemplar of a polyhedra which they will construct as individuals and assemble as a group.
Lesson Steps (Remember the lesson is 105 minutes!)
What are the steps of the lesson? 1. Intro                                                                                 (2 x 10 min.)   20 min.   Roberta presents mathematics and models relating to the H-sphere project. Eveline/Susan introduces her art relating to the H-sphere project. Parallels between mathematical shapes and forms found in nature. Present demo-model and smaller variants of the H-sphere. 2  Icebreaker                                                                                               5 min. Physical activity: Divide student in five groups of 5; using their arms, they create the interlocking shape of a pentagon. Next, have the students make up their own figure. Document the figures with photo’s and possibly outline their shape with tape or whiteboard marker on the floor. 3.  Demo and Theme selection                                                                    10 min.  Icebreaker is followed by a demonstration of interlocking 3 H’s into a shape; Eveline/Susan introduces mathematical shape of human form (Leonardo’s figure-pentagon and Golden Mean) and forms found in nature in relationship to the shape of the H sphere. Many related forms are found in nature, like patterns in seeds and flowers, fruit, insects and insect-eyes; micro and macrocosm of natural history subjects. Students have to discuss and choose the theme of their sphere. Artist/teachers have prepared a list of possible themes and supply source material of images and books. Source material could be limited to Alberta natural history. 4. Draw and Color                                                                                         40 min.  Students will be provided with one blank H shape printed on letter-size, duo-tone  card stock, on which they will draw and color an image related to the chosen theme. It will be explained that the main visual images have to be on the extremities of the “H”.  Markers and pencil crayons will be provided. Students to cut the slits in their H. Supervision for proper cuts is necessary. 5.  Construct                                                                                                  20 min. Under guidance of the artists and volunteers, students will slide their H together to create the collective sphere. The process of constructing requires insight into constructing a 3-D mathematical puzzle. The slide-together rule that has to be applied is a very simple one.
Assessing Learning
How will you determine whether students have learned the key understandings?  Closure                                                                                              10 min.  Students bring their finished spheres into the hallway and reflect. They can pair with another student and share their reflections. Students are asked to review and observe the form of the sphere; exploration of different shape-options and how it would look. Roberta facilitates this discussion and will offer templates and ideas so students can print off templates at home and experiment with this kind of visual mathematical puzzles. Questions: What shapes do you recognize in the H-sphere and why do they appear? Can you give an example of a geometric shape in your own life – man-made or natural?
Next Steps
What will happen after the lesson? How might learning be extended or connected to the next key outcome? Possible Extension – to relate the spheres to the various cycles. To use the components as manipulatives to assist students in understanding that the basic elements (like Hydrogen) that are present in one cycle are not exclusive to that cycle, but are inter-related. An introduction to polyhedra and the real world applications such as nanotechnology.