Your Name(s): Andrea, Christa, Danielle

DAILY PLAN
Lesson Title: Symmetry Grade Level: Pre-K

S & S Statements:
Students will be introduced to the concept of symmetry. They will begin by folding pre-printed images
and be asked if after being folded, the image is the same on both sides.
They will then be given their own images and draw a line through the
middle. They will go around the table and describe how the sides of the
image are the same, or different. The students will be given “bleeding”
tissue paper, and watercolor paper and fold the watercolor paper in half,
hamburger way. They will arrange the tissue paper to their liking on one
side of the paper, and spray that side, with teacher assistance to help
control water. The students will fold the paper in half at the crease they
made before, and rub all around the paper. They will open the paper and
see how the tissue paper colors transferred to the other side of the paper.
The students will then decide if the image they just produced is
symmetrical, or not.

Concepts and Skills

Symmetry is when an object or picture is the same on both sides.
Paper can be folded to produce symmetry.

Academic Language:
Symmetry

Purpose of Lesson:
Students will be able to understand what it means when something is symmetrical.
Students will be able to make a symmetrical color pattern using bleeding tissue paper.

Learning Objectives:
Conceptual:
Given pre-printed images, students will successfully explain why said image is symmetrical or not.

Given bleeding tissue paper and watercolor paper, students will creatively place the tissue on one
side of the paper to create an abstract pattern that will transfer to
the other side when wet and folded

Technical:
Given a sheet of watercolor paper, students will accurately be able to fold it evenly.

Assessment Criteria:
Successful understanding of symmetry
Creative use of tissue placement (color patterns, ripping)
Accurate folding of paper
Teaching Resources Needed to Support the Lesson:
Picture examples
Pictures for students to practice
Art Materials Necessary for the Lesson:
Intro images
Students practice images
Spray bottles (1 per student in small class, 2 per table in large class)
Watercolor paper
“Bleeding” tissue paper
Paper towel
Teacher Directed Activities
(What you will do)
Introduction:
Beginning the lesson, the students will be shown
an image, and be asked if they know what the word
“symmetry” means. They will watch the teacher fold
the image in half, and be asked if they think the
image looks the same on both sides.
Development:
With the students seated at their spots, each
student will get a basic shape given to them printed
on paper, either a symmetrical or asymmetrical
shape. The teacher will demonstrate drawing a line
through the middle and folding it and lead the
students in a discussion on if the image they
received is the same. Watercolor paper will then be
passed out, along with an assortment of bleeding
tissue paper. The students will be asked to arrange
the paper however they like, encouraged to rip it,
fold it, layer it. Teacher will NOT pass out spray
bottles until students are ready, and then guide
students to spray the tissue paper side of their
paper. The students will be guided to fold the
paper, and rub it (to transfer the paper colors) and
then unfold it and see how the color for the tissue
transferred.
Student Activities
(What the students will do)
Introduction:
Students will answer if they know of any
shape that looks the same on both sides.
They will then watch the teacher fold an
irregular shape, and be asked if said shape is
the same on both sides.
Development
Students will carefully draw a line through the
middle of their assigned shape. They will
briefly discuss what makes their shape
symmetrical or not. They will be given
watercolor paper and bleeding tissue paper.
Folding the watercolor paper, hamburger way,
they will make a crease down the middle.
They will place, not using glue, the bleeding
tissue paper on one side of the crease they
created. They can place it however they would
like. The teacher will then guide and supervise
the use of the spray bottles, to dampen the
tissue. The students will fold their paper at the
crease they made previously and rub. They
will unfold the paper and see how the color is
now on both sides of the paper.
Conclusion:
Students will be asked if it looks like the colors are
the same on both sides or not. They will be asked
to point out similarities they see in both sides of
their pieces.
Conclusion: Students will look at their final
product and one at a time, discuss and show
the group what is the same or different on
both sides of the paper.

Critical Comments and Reflections:

(Write this after teaching is done: Problems, successes, differentiated learners, and what to think
about for next lesson)

The lesson was fairly successful overall, but after executing it there are a few things I would adjust a little. With
the smaller class, I demonstrated drawing a line of symmetry on the worksheets I provided, but for some
reason at my table in the larger class, I did not I simply told them to draw a line down the shape to show the
symmetry. This lead to the students simply coloring in the shape, or in some cases, breaking the crayon in
half. Since the smaller class had a lot of success with this, I suppose that is why I did not demonstrate it at my
big class table, but I honestly cannot say for sure why exactly I decided not to do my own sheet. The larger
class, even after splitting into tables, has always been a lot harder for me to handle. In the main project, both
classes went fairly well, including asking the students where they see the symmetry on both sides of the
paper. A major thing I would change about the main project is some students wanted to use only blue or only
green. I think I would add that they have to choose at least 3 colors to use in order to make their final piece
more visually interesting. The use of a monochromatic color scheme some students used was interesting to a
trained eye, for someone who can appreciate the aspect of monochrome, but it made it a little difficult for the
students who are being introduced to the concept of symmetry for the first time, to be clearly able to see the
colors they produced by folding the paper. To make that point clear, the use of three or more colors would help
the students see the placement of the same colors on both sides better.

Another major thing was the activity the students did while their pieces were drying. I had them fold paper and
cut so they could unfold it and see what they made, but I did not give them an exact prompt. I used a heart in
my example, but I feel if I made it clear, “draw half of a triangle and cut along the line” or if I specifically
instructed them to make a heart. A lot of students were just sporadically cutting strips and basic lines.

I was trying to be inclusive of ELL students, those of which are Spanish speakers, by being really
demonstration heavy and sitting by them briefly to show them one-on-one, but there may have been more of
an issue with the hyperactive differentiated learners. Perhaps having them stand up to work, or moving to
different “stations” would help them focus. For example, with this lesson, I could have had a folding station
where the students fold the paper, ripping station where they are free to rip the tissue paper, and a spraying
station where they finally get to spray their art with the water to make it “bleed”. Having this movement may
help the hyperactive students burn energy, and be able to focus on the tasks they are presented.