E X P E R I E N C E
O V E R V I E W
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Name of Project:
Geometric Stained Glass (window art)
Subject/Course:
Math and pre-algebra
Other Subject Areas:
Math, Art, Expository Writing, Technology
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Recognize shapes in art and architecture and use appropriate vocabulary to understand them. Find area
and perimeter of regular and irregular geometric shapes in stained glass. Use scale to enlarge project for a
school window. Recognize supplementary/complementary angles within the stained glass. Identify and use
formulas needed for perimeter, area and circumference.
Enduring
Understanding(s)
Students will see how properties of geometric figures can be used to develop art/architecture that they can
use in career or in home décor and they will learn area, perimeter, and circumference formulas to use in
everyday life, decorating, building, and remodeling.
Essential Question(s)
What process would I use to create stained glass and to measure and identify geometric shapes? How can
I use geometry in art and architecture?
Duration:
Teacher(s): Sheri Turner
6 days
Grade Level: 7th
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
7.8C The student uses geometry to model and describe the physical world. The student is expected to use geometric concepts
and properties to solve problems in fields such as art and architecture.
Other Required Standards 7.9 A The student solves application problems involving estimation and measurement. The student is expected to estimate
to be taught and assessed: measurements and solve application problems involving length (including perimeter and circumference) and area of polygons
(i.e. CCRS, Graduate
and other shapes.
Expectations, Local
Objectives, etc.)
Authentic Learning
Elements to be integrated:
Check all that are targeted
in this unit.
Region 10 ESC
Provide authentic context that
reflects the way the knowledge will
be used in real-life
x
Provide multiple roles and
perspectives
x
Promote articulation
x
Provide authentic activities
x
Support collaborative construction of
knowledge
x
Provide coaching and scaffolding
X
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Provide access to expert
performances and the modeling of
processes
21st Century Skills/NETS
to be taught and assessed:
x
Promote reflection
Assessments
X
X
Information, Media, or ICT Literacy (NETS 3)
X
Communication and Collaboration (NETS 2)
x
Life and Career Skills
X
Critical Thinking/Problem Solving (NETS 4)
x
x
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
X
(STAGE 2)
page 2
Online video of how to design stain glass. – Flipped video
Online video of stain glass used in art and architecture in USA.
Teacher to present the idea of creating a stain glass to be (hypothetically) placed in the entry of our school building. (students can
choose to design one for our school or for the MISD elementary school they attended).
Summative
Assessments:
Major Products
and/or
Performances
-
Test over formulas in these standards. – test grade
Students will write an essay that walks reader through the process they used to create
product and find measurements, calculate area, perimeter, etc. Typed and submitted
through edmodo. Students will tell how they could use this in future and any examples
they have seen before. – Test grade
Formative
Assessments
(During Learning)
-
Stained glass product – art – daily grade
List of shapes and their properties that are included in their product. – daily grade
Calculations of area, perimeter, and circumference of figures in their product – daily
grade.
Resources Needed Materials:
Resources:
Region 10 ESC
Provide for authentic assessment of
learning within the tasks
Creativity and Innovation (NETS 1)
A S S E S S M E N T
Entry Event to
launch inquiry,
engage students:
x
Laptop/projector/internet, art supplies, measurement tools, formula posters, expert video
Online videos of how to design stained glass, expert examples , examples in USA
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Reflection
Methods
(Individual, Group, Whole class – Introduction videos, examples, videos. Voting on school winner through survey, online polls on
and/or Whole Class) favorite part of project and most difficult part of project.
Group – Focus groups on formulas to use to figure out regular and irregular shapes area and perimeter and
present to other students.
Individual – process essay
L E A R N I N G
E X P E R I E N C E S ( S T A G E 3 )
Students will design a stained glass to use in entry to school building. They will use scale to enlarge their design. The creation will be done in groups. Students
will individually calculate perimeter, area, circumference, etc. They will be working with irregular and regular geometric shapes. School will vote on their
favorite product. Students will discuss properties of shapes, triangles, quadrilaterals, circles, angles, and polygons. Students will discuss how to find the
calculations. Students will give a written explanation of the processes used to calculate measurements. When we begin a future unit on surface area, we will
use the products again for calculations.
Day 1: Introduce (one video flipped on previous night)
Day 2: Create stained glass and discuss properties in focus groups. Day 2 and 3 focus groups will be based on the stained glass groups. (Groups will be
assigned via edmodo and students will receive online directions via a flipped video on the evening of day one so they are ready to work on day 2)
Day 3: Present focus group findings and finish the design. (flipped video to be shown on evening of day 3 for homework – flipped – so students have been
introduced to formulas and how to use them.
Day 4: New focus groups based on student need will be formed and they will discuss formulas needed to calculate perimeter, area and circumference. Groups
may choose how to share their findings, orally, on edmodo, on chart paper, graph, etc. (reports from day 4 focus group findings posted on Edmodo for flipped
classroom interpretation).
Day 5: Calculations of area, perimeter, circumference (Individual) Students can use findings from day 4 focus groups.
Day 6: Student will write about the process they went through in all levels of project (differentiate essays). Students will vote on their favorite product. Online
edmodo polls posted for flipped homework.
Pre AP will scan all products and create a web site with student work upon completion of project.
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION