Falling Into Geometry Through Paper Art

Designed by: Emily Carpenter,   A. C. Moore Elementary

 Subject: Math Lesson      Grade: Kindergarten 

Core Curriculum Objectives:

Recognize geometric figures in a variety of positions and sizes. (KGS1-5)

Copy, extend and/or create geometric designs using manipulatives. (KGS1-6)

State Standards 
Geometry and Spatial Relations
 Connect patterns, relationships and functions with other aspects of mathematics and with other disciplines. (III.E)

 Investigate and predict the results of combining and partitioning geometric shapes. (IV. D)

 Identify and appreciate geometry in the world around then including applications in science , art and architecture. (IV.G)

Overview: 
Geometry helps children to develop awareness of spatial relationships. The geometric concepts help children to recognize and transfer that knowledge to other aspects of everyday life such as applications in science and art. After having learned shapes, the children in this lesson will create a fall quilt consisting of three different paper geometric quilt squares containing various geometric shapes that when assembled will form a scarecrow, pumpkin, and a crow. Assembly will require sorting shapes by color and kind, matching shapes to a pattern, cutting shapes to form an image, and creating a picture using shapes. Some cutting is required and glue will be used. Students will be making geometric quilts through out the year. The students will take a picture of the quilt using a digital camera for a class photo album.

Focus/Essential Questions
What shapes are we using?

Can you make a picture with your shapes?

Can you see a pattern in the quilt?

Can you identify the pattern? (ab,aba)

Can this math activity also be art? Why ?

Time Frame
This lesson will take 4 class sessions of about 30 minutes. Some students will work faster than others so you may want to extend the session for those needing additional time.

Resources
Cooperative Quilts. 

Fearon Teacher Aids, A Division of Frank Shaeffer Publications

Materials/Books: 
Fall Books 
Clifford's First Autumn 
Clifford's First Halloween 
Why Do Leaves Change Colors? 
It's Pumpkin Time 
The Biggest Pumpkin Ever 
Franklin's First Halloween

Quilt Books

Long Live Earth by Meighan Morrison (told through a series of quilt squares) 
The Patchwork Quilt by Valerie Flournoy 
Sweet Clara And the Freedom Quilt by Deborah Hopkinson

Materials
A pumpkin or a picture of a pumpkin, chart paper, marker, orange, green, purple, yellow and black construction paper. Various fall wrapping paper patterns. Scissors , glue, patterns, precut shapes for pumpkin and crow. For the pumpkin you will need to cut according to pattern size two orange squares, two orange trapezoids, and a green triangle. For the crow you will need to have precut (according to pattern size) black circles. For the scarecrow, you may have precut shapes or allow the student to create his/her own unique scarecrow without precut shapes. Suggested colors for the background squares are: purple for the pumpkin, yellow or orange for the crow and yellow, green or orange for the scarecrow. After the decision has been made, all students should use the same background to allow for a nice pattern to appear on the finished quilt. Wiggly eyes may be used and any other decorations are optional.

Technology 
Students can design patterns using: Print Shop Kid Pix

Students can view quilts as an art form on: With Open Eyes-Art Institute of Chicago

Students can visit quilt sites: www.thequiltchannel.com

Students can research books or order: www.amazon.com click on children's book

Culminating Assessment
The assessment will be a rubric of observable skills demonstrated by the students while assembling quilt squares and a cooperatively assembled quilt. The quilt will be placed in the hall outside of the room with the caption "Geometry Is Worth Crowing About", to represent fall and to be shared with all of the students, teachers, parents and visitors in our school.

Lesson One 
Teacher may read a book or show books that relate to fall. The teacher can refer to prior learning that has taken place in the classroom relating to fall. The teacher can introduce a pumpkin into the lesson or a picture of a pumpkin. After introducing the lesson instruct the students to brainstorm for things that are symbols or representations of fall. Pumpkins should be included on the list. If a student does not offer that as a possibility, the teacher should prompt until a student gives the response "pumpkin". After the list of fall symbols are identified, divide the students into groups at tables. Distribute the pattern for the geometric pumpkin. Instruct the students to write his/her name on the back of the pattern. Each student should be given one green pre-cut triangle. Explain to the students that they are to match the shape to the pattern. They may turn or flip the shape until it fits exactly in the correct space. Monitor for understanding before giving out the remainder of the shapes. After an appropriate amount of time, demonstrate how to match the shape for anyone who has not completed the task. Next distribute the two orange trapezoids and two orange squares. Talk about the shapes and identify them before the students resume work. Repeat the procedure for matching the shapes. After each student has successfully matched the shapes they may glue them to the patter. The next step will be for the students to cut around the pattern and glue it onto a 6x6 inch quilt square of construction paper. (Any size quilt square can be used however the more students that you have, the smaller the squares need to be.) After completing the square, the students should put his/her name on the back. Laminate the squares from lesson one. This square is a geometric pumpkin which will serve as the border of the quilt. For a 3-D look after laminating, students can add twisted paper to make a stem. Students finishing early may visit the Institute of Chicago Art Museum on the CD With Open Eyes or www.quiltchannel.com.

Lesson Two
The students will follow the same procedure as the previous lesson to construct the second square for the quilt. The new quilt square is a crow constructed by partitioning a circle. The teacher will give the students a black circle and ask that they fold the circle in half. Demonstrate for them, and monitor for understanding. Give assistance where needed. After everyone has successfully folded the circle, instruct the students to fold it in half again. Instruct the students to open the circle and count the pieces that they see. Explain that to partition means to tale part out. With scissors instruct the students to cut out one portion on the circle. Ask the students if they can think of a picture that they could make with the parts of the circle. Instruct the students to turn the circle exactly like you demonstrate. Next, tell the students that they are making a crow. Ask what the cut out piece might be used for. ( It will be used to form the tail.) Distribute a different color 6x6 construction paper square than was used for the pumpkin, and instruct the students to place the circle on the square the way it was demonstrated. Students may glue the parts to the square. The next step will be independent or cooperative work. Give the students extra pieces of black construction paper and some yellow for a beak. ( They can also use black) The students can make legs, feet, a beak and glue to the paper. When the students are finished, instruct them to place their name on the back of the square. Laminate and then add one wiggly eye. The second quilt square has been completed. Students finishing early may visit the Institute of Chicago Art Museum on the CD With Open Eyes or www.quiltchannel.com.

Lesson Three
The students will be given a third 6x6 construction paper quilt square and their choice of various wrapping paper samples. The teacher will give the directions that they are to construct scarecrows using shapes. Show an example of how one might be constructed with rectangles for arms and legs , a circle for a head and a large rectangle for the body. Encourage originality and creativity as the students construct the body parts. After the students have finished the faces and bodies, the teacher can laminate the squares. To complete the scarecrows, the students can cut yellow paper and add as hands and feet for the 3-D look. The third square has been completed. Students finishing early may visit the Institute of Chicago Art Museum on the CD With Open Eyes or www.quiltchannel.com.

Lesson Four
Place a large piece of butcher paper (your choice of color) on a bulletin board. Discuss with the students how they might construct a quilt to show a pattern. Inform the students that the pumpkins will be used as the border. Call on students to cooperatively come forward to tape or glue the squares on the butcher paper. Complete the top with pumpkins and instruct student to help you decide how to attach the other squares to make a pattern. Alternate the crows and scarecrows to form an AB pattern not using the border as part of the pattern. Make sure that you plan the quilt by counting the number of each square that you have and attach the correct number of pumpkins around the outside. Upon completion of the quilt, ask the students to identify the pattern of the quilt. Hang outside of the classroom to represent geometry and fall. Students, teachers, parents and visitors can view the quilt for fall/geometry. The students will use a digital camera to take pictures to be put into a class photo album.