Watkins 1 Seton Hill University Greensburg, PA 15601 Daily Lesson Plan for Student Teachers

Teacher: Allison Watkins Date: 8 February 2013

Subject: Tessellations Time: 40 minutes MC Escher: Tessellations using Translation

Grade: 5th Plan approved by:

Essential Questions: What is a tessellation? What is the meaning of translation? What sort of shapes can be translated in order to create a tessellation (squares, triangles, etc.) Who is MC Escher, and what type of art did he create? How can you create a shape that tessellates?

Behavioral Objectives: Students will be able to define the term, tessellation Students will be able to differentiate between translations, reflections, rotations, and dilations Students will be able to determine which shapes can be translated in order to create a tessellation Students will be able to recognize art by MC Escher Students will be able to follow directions in order to create an original shape template of their own that can be translated in order to create a tessellation

Pennsylvania State Academic Standards: -9.1.5.A: Know and use the elements and principles of each art form to create works in the arts and humanities -9.1.5.C: Know and use fundamental vocabulary within each of the arts forms Materials and/or Equipment:

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Oaktag or sturdy paper for template (3.5x3.5) Pencils/erasers Scissors Masking tape White paper (14x14) Assortment of cut shapes (some that will tessellate and some that will not tessellate) Colored pencils Markers Watercolors Paintbrushes Water and containers

Modifications for Individual Differences: Students who are struggling with the project will be encouraged to work with their neighbors. One-on-one assistance will be provided to students as needed. Students lacking fine motor skills may be given a larger sheet of oaktag to create their tessellation template in order to reduce the amount of tracing required

Activities and Procedures: Anticipatory Set: Introduction and PowerPoint Presentation Introduction 1. Introduce students to the artist, MC Escher 2. Define tessellation and view tessellations created by Escher Tessellation: identical shapes which fit together exactly to cover an area without any gaps 3. Discuss how Alhambra Palace influenced Eschers tessellations and view some of the tessellations present in the palaces tile work 4. Discuss where we can see tessellations in everyday life (honeycombs, chess boards, tiles, etc.) 5. Discuss different types of mathematical transformations using a diagram Translation: to slide Reflection: to flip Rotation: to spin Dilation: to change in size 6. Show students example project and inform them that they will be making their own tessellation by translating a shape they have created Lesson Sequence: Tessellation Demonstration and Student Work Time Create the Tessellation Shape Template 7. Use a pencil to label the top and the bottom sections of the oaktag with the letter A. Label the left and right sections of the oacktag with the letter B

Watkins 3 8. Use a pencil to draw a freeform shape across the top section of the oakgatg. This section should now contain the letter A 9. Draw a freeform shape across the right side of the oaktag. This section should now contain the letter B 10. Use scissors to cut out both freeform shapes 11. Use masking tape to tape shape A along the bottom straight edge of the shape, also labeled A 12. Use masking tape to tape shape B along the left straight edge of the shape, also labeled B 13. Have students write their names on the back of their shape templates Design Brainstorming 14. Have students write their names on their shape and then write down an image that their shape reminds them of in order to brainstorm for when they draw their images on their tessellations later 15. Have students pass their shapes to the person on their right. Have the next person write down what this shape reminds them of, making sure to list something different than the person before them 16. Continue having students pass the shape around the table while writing what they see in it until it returns to the student who created it Trace and Translate the Shape Template 17. Lay the shape template down on the sheet of white paper facing any way you desire 18. Trace the shape template using a pencil 19. Translate, or slide, the shape template over so that it lines up exactly with the tracing of the first shape. Do not rotate or reflect the shape; only translate the shape. If this is done correctly, you will not need to trace around all sides of the shape template again because at least one line will already be drawn for you 20. Continue translating and tracing the shape template until the entire page is covered with your shape template, creating a full tessellation. Be sure to inform students that they must finish tracing all areas even if the entire shape does not fit entirely on the page Student Clean-Up 21. Have students tape their shape to the back of their papers 22. Have students return all supplies to their proper locations Closure: Closing Activity 1. Have students recall the name of the artist whose tessellations we looked at during the beginning of class (MC Escher) 2. Pass out assortment of cut out shapes to each table, and have the students at each table work together to divide the shapes into two categories: Shapes that will tessellate, and shapes that will not tessellate 3. When each table has correctly sorted their shapes, have them put the shapes back into a pile, and quietly line up to exit DAY TWO AND THREE:

Watkins 4 Draw Image on the Tessellation 4. Have students decide on an image that they want to draw on their tessellating shapes. This image should be repeated and look the same on every other shape. (The image should be drawn in a checkboard composition) Color the Tessellation 5. Allow students to use the colored pencils to color their images in every other shape (or a checkboard composition) 6. Every other shape which does not feature an image should be painted with a light wash using watercolors (checkboard composition) Student Clean-Up 7. Have students return all supplies to their properly locations, use the masking tape to tape their shape template on to their sheets of paper, and stack the papers on the side of the table Closure: Day Two 8. Have students share and discuss their work with the class a. What image did you choose to depict in your tessellation? What were some other possible image ideas you had for your project? b. What image did you choose to depict in your tessellation? Did anyone else choose to create the same image? How do the two depictions of the image compare and contrast with one another? Day Three 9. Have students share and discuss their work with the class a. Did you like creating your tessellation? Did you prefer the mathematical or artistic aspect of the project? b. What was your favorite and least favorite part of creating the tessellation? Evaluation: Students will be graded upon whether or not they followed directions in order to successfully create an original shape capable of tessellating via translation

Assignments: Students will be asked to look for tessellations in their day-to-day lives and share these observations upon their next class meeting Cooperating Teacher Reflection:

Student Teacher Reflection:

Resources: MC Escher Biography and Images: http://www.mcescher.com/

Watkins 5 Various Mathematical Transformations: http://www.mathsisfun.com/geometry/transformations.html Woody Duncan Tessellation Lesson Plan, adapted by Judy Decker