Perspective+Lesson

__Mobile Me Perspective Fabrication Lesson__


 * __Lesson Designer:__** Phil Woodson, Paula White


 * __Title:__** Mobile Me

Students will use perspective to gain a better understanding of the properties of 2 and 3 dimensional figures.
 * __Description:__**


 * __Grade Level/Content Area:__** 5th Grade Math/Art

2 dimensional and 3 dimensional figures Measurement Form and Function Scale Properties
 * __Concepts__**

♦Find perimeter, area, and volume in standard units of measure; ♦Use plane figures (square, rectangle, triangle, parallelogram, rhombus and trapezoid) to develop definitions of these plane figures ♦Investigate and describe the results of combining and subdividing plane figures. ♦Identify and explore congruent, non-congruent, and similar figures; ♦Recognize the images of figures resulting from geometric transformations such as translation (slide), reflection (flip), or rotation (turn); ♦Identify, compare and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism**.**
 * __Learning Targets:__**

- Engagement - Students will categorize pictures of flowers, buildings, sculptures, mobiles, blocks, pop-ups, etc as something created by an artist or mathematician. Kids can respond in writing about what they assume each one does and identify what they perceive as differences or similarities - they can use charts and diagrams to explain and categorize this information. - Shape Creation - Students are introduced to basic shape creation - How to turn a 2D figure into a 3D figure. Using specific vocabulary (similarity, same, congruency,especially of angles in the triangle work, non-congruent, measuring angles,etc) and dot paper the students will create simple 3D figures on their paper. - Perspective - Students connect similar figures of varying or equal sizes to each other and discuss how the total surface area and volume may change. Then discuss how even though the figure is different it may still look the same based on one's perspective. Have the students explore various perpectives (top/side/bottom) cubes and pyramid to discover similarities and differences between volume and shape. - Technology - Allow students to create Cubes and Pyramids on the FabLab software to better the understanding of perspective. Students can then explore using different shapes and then calculate the area of all new shapes. - Conceptual Connections - Then using the concepts of area, size, and shape the students should draw different 3D shapes on dot paper that, even though they may be a different shape or size, are equal in their surface area (i.e. a pyramid that has the same area as a cube or two smaller cubes would have the same area as one larger cube). - Putting it Together - Introduce the students to the work of Alexander Calder (http://www.calder.org / http://www.florentinefilms.com/sherman/?page_id=45) and explain that they will be making a personal mobile using multiple figures of varying size and shape. Students should plan out a balanced (equal surface area) mobile. (Details in the assessment)
 * __Process and Procedures:__**

//See the corresponding category//
 * __Materials:__**

__Process/Procedures__ Engagement - Pictures Shape Creation - Dot Paper Perspective - Dot Paper, Connecting Cubes, other 3D Connecting Figures (Cubes/Pyramids) Technology - Computers/FabLab Conceptual Connections - Dot Paper Putting it Together - Information/Pictures on Alexander Calder

__Assessment__ 1) Copies of the Pre-Assesment 2) Assessments of your own creation (Simple 1-2 page activities) 3) Dowel Rods (Bamboo Skewers), String/Wire, Card Stock, Glue/tape, Scissors, Die Cutter

__**Assessment**:__ 1) Pre-Assessment - USE VISUALIZATION, SPATIAL REASONING, AND GEOMETRIC MODELING TO SOLVE PROBLEMS http://engineeringart.wikispaces.com/preassessment

2) Ongoing written assessments can be done as students are asked to create 3D shapes, use measurement tools, and create their shapes on dot paper. these assesments can be short a simple to identify if students are on track and understanding the concepts.

__3) Final Project and Assessment:__ //The Basics// - Students will create a mobile that must contain 4 arms. - Each arm will contain 2 - 5 three dimensional figures. - No directly opposing arms may have two figures that are the same size. (trying to avoid students being lazy) - Each arm must contain at least 2 different shapes (i.e. pyramid and cube, not all cubes). - The arms of the mobile must remain fairly balanced and horizontal (this is accomplished because each arm, though they contain different shapes, will contain an equal amount of surface area). //Creating the 3D Figures// - The students will create their shapes using the FabLab ModelMaker. - The figures will contain pictures of people, places, thing, or items that important to the students (the more important the item, activity, etc. then the bigger the figure should be, etc). - Students can place pictures on the figures in the FabLab program or can color them on after the figure has been printed. //Closure// - Students will be provided with a checklist to follow - Students will create a written explanation and oral report of their individual mobiles and the importance of each figure. - Other students give the orating students feedback about the accuracy of their description.