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# Stem Lesson Plan

Maggie Estabrooks

## Elementary Math Methods

Shaunda Wood
March 2nd 2017
STEM Lesson Plan

Subject: Math and Art (will span over two Date: March 2nd 2017
classes)

## Next Generation Math Standards

Recognize attributes of length, volume, weight, area and time.
develop understanding of fractions as parts of unit wholes, as parts of a
collection, as locations on number lines, and as divisions of whole numbers;

## New Brunswick Math Curriculum

GCO: Shape & Space
SCO: SS5: Demonstrate an understanding of perimeter of regular and irregular shapes by:
estimating perimeter using referents for centimetre or metre
measuring and recording perimeter (cm, m)
constructing different shapes for a given perimeter (cm, m) to demonstrate that
many shapes are possible for a perimeter.
GCO: Number (N): Develop number sense
SCO: N13: Demonstrate an understanding of fractions by:
explaining that a fraction represents a part of a whole
describing situations in which fractions are used
comparing fractions of the same whole with like denominators

## New Brunswick Art Curriculum

GCO 4: Students will be expected to respect the contribution to the arts of individuals and
cultural groups in local and global contexts, and value the arts as a record of human experience
and expression.
SCO:
3.4.2 examine artworks from past and present cultures for various purposes
(e.g. storytelling and documenting history and traditions)
3.4.3 recognize and investigate how art is a human activity that can emerge
from personal experiences

Lesson Rationale:
Students will learn about mosaic artwork and apply mathematical concepts to their creation.
They will observe fraction, measurement and geometric concepts during the lesson.

## Materials & Resources Technology Used

-Construction paper cut into roughly 1cm x -Smartboard
1cm squares in various colours.
-Plain white paper
-Glue sticks
-pencil
-graph paper

Prior Knowledge: Students will have already done fraction unit in math. They are currently in
the middle of working on measurement/shapes (perimeter).

## Engaging Questions (Motivator, Review, Warm-up) 10 minutes

-Teacher will begin the lesson by showing examples of Mosaic art. (in smartboard file mosaic)

ex:
squares).
-Give definition of mosaic: Mosaic is the art of creating images with an assemblage of small
pieces of colored glass, stone, or other materials
-Describe to students that this type of art was found in Ancient Greece and Ancient Rome.
Over the year it has grown to be used by different religions and artist all over the world.
-Show them that this type of art is still being discovered with news article.
http://www.bbc.com/news/world-europe-29589427

## What is the teacher doing? What are the students doing?

-Providing students with basic information -Looking through examples of mosaic art
-Prompting students to question and analyze -Describing what the art looks like to them.
the art.

## Exploration (Modeling) 30 minutes

-Explain to students that they will be creating a mosaic for their class art gallery. Students
can create a mosaic of whatever they want but they should use shapes that we have been
looking at in math. But like some art galleries this one has qualifications. Their mosaic must
use at least 3 colors but no more than 6. It has to have a perimeter of at least 70 cm but less
than 150 cm. These instructions will be left on the board during the creation process.
*Students who are able can calculate the area of their creation as well.
-Students must first create a plan for their creation using graph paper (it will help them to
create an image using small squares).
-Teacher will model and explain the process of creating a draft.
1. Think of what you would like to draw.
2. Color in squares on graph paper as if it were the color tiles in your mosaic.
3. Bring it to the teacher for a check before next step (to see if it is an image that students
can calculate the perimeter)

## What is the teacher doing? What are the students doing?

-Giving instructions and making sure students -Listen to the teacher explain instruction.
are clear on what they will be doing. -Ask questions if they are not clear on
-Modeling the process of creating a draft so something.
students can see what they will be doing. -Watch as teacher models the process of
-Walking around to observe students work as creating a draft.
they create their draft. -Think of an idea they want to do for their
-Checking students completed drafts to make mosaic.
sure they are able to calculate the perimeter. -Color the graph squares to represent how
If so then students can proceed to their their mosaic will look.
mosaic. If not discuss ways to change the -Check to make sure they are following the
draft with students. requirements (perimeter and color).

## Explanation (Knowledge Content, Supporting Learning) 30-40 minutes

-Students will work on their final mosaic product.
-They will follow their plan and make sure they meet the requirements of the assignment.
-They will glue the pieces of construction paper to the white paper to create a mosaic.

## What is the teacher doing? What are the students doing?

-Teacher will observe, take anecdotal notes -Students will follow their plan to create their
and help out students that need assistance. mosaic
-They must be sure to follow their plan and
meet the requirements.

## Expansion (Thinking Activities, Engage Students in Higher Order Tasks) 20 minutes

-Teacher will give students a sheet to fill out that goes along with their mosaic.
-Students will calculate the perimeter of their mosaic. They will also calculate the fraction of
each color they used (ex: of my mosaic is red).
-Manipulatives can be used for students who need them.
-Teacher will be around to pick up finished work and answer questions if students have them.
-Teacher can also assist students who are having issues.

## Accommodation(s) for Diverse Learner(s): Evaluation/Assessment of Student

Progress:

-Instructions are always left up during the -Anecdotal notes: Teacher will walk around
project. They are said orally and then and take anecdotal notes on students
modeled. progress/struggles/and improvements.
-Manipulatives will be around for students to
use if they need to. -Checklist: Teacher will assess students final
-Students who are more advanced can do mosaic based on a checklist. Main
tougher calculation such as the area of their components of the checklist were given to
mosaic. If they get done before then they can students at the start of the assignment.
also do research on mosaics. Ex: Perimeter is at least 70cm. Used more
-For students who have some fine motor skill than 3 colors but less than 6. Students were
trouble they can use graph paper for their able to calculate final perimeter/factions
final product as well. involved in their mosaic. Checklist will also
look at how well students followed plan.

References

http://www.bbc.com/news/world-europe-29589427
Ministry Document: NB department of Education, Mathematics Grade 3 Curriculum.