You are on page 1of 3

Reesha Grosso Art: Science & Theory Unit Symmetry & the Golden Section

Lesson Plan Two

Goals/objectives: Students will be able to generate the Fibonacci sequence. Students will be able to explain the Fibonacci sequences relation to the golden section. Students will explore the types of symmetry in natural forms and in pattern and art. Standards:
CC.2.1.6.D.1: Understand ratio concepts and use ratio reasoning to solve problems. CC.2.3.7.A.2: Visualize and represent geometric figures and describe the relationships between them. 3.2.6-8.B7: Understand how theories are developed. Identify questions that can be answered through scientific investigations
and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

Materials and Preparation: Pineapples, bananas, apples, grapes, and oranges Golden Ratio homework collage handout Graph paper Lab sketchbooks Classroom Arrangement and Management Issues: The classroom will be arranged in a horseshoe shape to allow for conversation and idea sharing and to leave room for students to gather materials and easily see one anothers fruit during Fibonacci Fruit Salad. Materials will be stationed on a table in front of the room so that I can easily pass them out. They will be covered with a red sheet which will be dramatically removed before the experimentation begins. The room has a sink and a SMARTboard. This lab does not contain any dangerous materials, so students will not need goggles or gloves, but there will be eating involved so they will be asked to wash their hands before handling fruit. The class is made up of 6th, 7th, and 8th graders, so I will make an effort to differentiate instructions for 6th graders and to invite them into conversation. Class size will be small (~15 students) and the lesson will be dynamic, so I am not anticipating many management issues. Plan (45 minutes): Fibonacci Fruit Salad (10 min) The concept of symmetry in animal body plan (asymmetry, bilateral symmetry, radial symmetry) will be introduced. Students will be assessed for prior knowledge of terms and concepts, which I will then review and support via discussion and images.

Reesha Grosso

Lesson Plan Two

Students will be paired in mixed-age groupings for support and to facilitate communication across grade barriers. Students will be presented with fruits (after dramatic reveal by removing red tablecloth) and asked to explore the symmetry of the body plan. Students will be encouraged to draw their fruit and label the symmetry. Some fruits may need to be cut into half way through the exploration to facilitate discovery, apples halved laterally, pineapple diagonals pointed out, banana naturally separates into 3. Students will share their findings (what type of symmetry was observed and what numbers emerged from this exploration) while I cut up the fruit for later consumption.

Generate Fibonacci Sequence (10 min) Numbers discovered in the Fruit Salad will be recorded (grapes:1, bananas:3, apples: 5, oranges: 8, pineapples: 8, 13, 21). The numbers will be listed in order so they match the Fibonacci Sequence: 1,1,2,3,5,8,13,21 (the 2 is for bilateral symmetry) Students will be asked to find a pattern in the numbers (each two add up to the next one) and asked to generate the next few numbers The history of the Fibonacci Sequence will be explained and students will generate it in their lab sketchbooks. Video clip of Vi Hart explaining Fibonacci numbers in nature will be shown from the class website. Explore the Golden Ratio (15 min) Point out that the students discovered these numbers themselves though their examination of the symmetries in fruit Announce dramatically that they have discovered one of the secrets of the universe Explain how using graph paper and the Fibonacci sequence, students can create a golden spiral. Show animations and hand out graph paper for individual exploration. Mini-lesson on the psychological appeal of the golden section in art and nature, and in the human body, and how humans are naturally drawn to this proportion. Cleanup and Closure (5 min) Homework: students will make a collage using the golden ratio Optional/awesome homework: students should watch the remaining Vi Hart videos Instruct students to place all materials on the tray on the front desk. Assessment of Goals/Objectives Listed Above: Students will generate the Fibonacci sequence in their lab sketchbooks. Students will explore the types of symmetry in natural forms during the Fruit Salad lab and I will observe their understandings during class discussion and notes in their lab sketchbooks. For homework students will make an effortlessly attractive collage using the golden proportion which we will share and critique with a gallery walk in the next class.

Reesha Grosso

Lesson Plan Two

Anticipating students responses and your possible responses: If students are not listening to one another, I will remind them to listen respectfully and to encourage one another to share ideas and opinions. If the noise level in the room increases during the lab, I will ask students to bring it to a 2 (they are familiar with this code, which means only the person next to you can hear your voice). If students are off task, I will count down from five as their teachers do (all TPS classes use Developmental Designs), then explicitly reminding them of our goals and my expectations. Accommodations: If students finish writing early I will check in with them and give them a higher-level or more thought provoking question. The class is small but diverse; if individuals are struggling I will have the time to work with them while others are completing writing prompts or pair-sharing. Resources: Images of Fibonacci in nature and videos about the sequence and spiral which are on the class website. A copy of the handout is also available there. Students can access the site to help them with homework and to find out more about concepts we explored in class: artofexperimentation.weebly.com