Unlike with the Line lessons, grade levels travel to different imaginary locations to learn about shapes.
K4 finds a strange abstract forest populated by abstract animals. They are challenged to use a group of pre-cut shapes to create an image of an animal (their pet, if they have one, is a suggestion because they will be more familiar with how that animal looks).
K5 comes across strange shapes on the ground far below. Further inspection reveals that the shapes are actually creatures that communicate by using shapes on their bellies. We talk about abstract art and how images can illicit an emotional response. We look at and discuss the works of Wassily Kandinsky, and produce our own abstract compositions.
Examples: 01, 02, 03
Grade 01 finds an abstract forest based on a painting by Jane Heath. Within the abstract forest, they come across an abstract dragon. He seems upset at their intrusion at first, but soon warms up to them and offers them a snack of abstract cookies and milk. The dragon is made up of triangles only. The students use cut paper triangles to create images of what they think the abstract beast might look like.
Grade 02 runs into a problem. They find that so much flying over desert regions has resulted in sand damaging the engines. The Linean people try to help with replacement parts made of lines, but they are not strong enough. They tell us of some ruins that they have heard contain the remains of a large machine from which we might procure spare parts. We arrive at the ruins, only to find that the ship is now damaged so badly that we cannot take off. We find strange hexagonal tiles among the ruins that look like they have been intentionally moved. Replacing them in the right way forms a tessellation with a pattern, and reveals a secret passage. After exploring the passage, we find the machine, which used to be an excavator of some kind. After repairing our ship, we return to the ruins and discover that not only the floors, but nearly every surface of the ancient structures are covered in intricate tessellations. As a team, we use a computer to design several tessellating shapes. Students then choose their favorites and modify them on the computer. After printing, we cut them out and work in groups to fit the shapes together.
Examples: 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Grade 03 discovers an old stone tower. Inspection reveals a sign on the door welcoming explorers. The interior of the tower is a spiral staircase leading to a single room at the top. Within, they find a treasure box with the words, "Welcome, explorers. Take, that you may see." inscribed on the lid. Inside, a strange pair of brass goggles is found. Donning them, we see things reduced to simple colors and shapes with all detail removed. We talk about abstract art and discuss the works of Wassily Kandinsky. Using a computer graphics program, students change a photograph into an abstract image.
Examples: 01, 02, 03, 04, 05
Grade 04 runs into the same problem as Grade 02. The difference is that the students use the computer to design their own tessellating shapes and tessellate them digitally.
Examples: 01, 02, 03, 04, 05, 06, 07, 08, 09, 10
Shape
Unlike with the Line lessons, grade levels travel to different imaginary locations to learn about shapes.
K4 finds a strange abstract forest populated by abstract animals. They are challenged to use a group of pre-cut shapes to create an image of an animal (their pet, if they have one, is a suggestion because they will be more familiar with how that animal looks).
K5 comes across strange shapes on the ground far below. Further inspection reveals that the shapes are actually creatures that communicate by using shapes on their bellies. We talk about abstract art and how images can illicit an emotional response. We look at and discuss the works of Wassily Kandinsky, and produce our own abstract compositions.
Examples: 01, 02, 03
Grade 01 finds an abstract forest based on a painting by Jane Heath. Within the abstract forest, they come across an abstract dragon. He seems upset at their intrusion at first, but soon warms up to them and offers them a snack of abstract cookies and milk. The dragon is made up of triangles only. The students use cut paper triangles to create images of what they think the abstract beast might look like.
Grade 02 runs into a problem. They find that so much flying over desert regions has resulted in sand damaging the engines. The Linean people try to help with replacement parts made of lines, but they are not strong enough. They tell us of some ruins that they have heard contain the remains of a large machine from which we might procure spare parts. We arrive at the ruins, only to find that the ship is now damaged so badly that we cannot take off. We find strange hexagonal tiles among the ruins that look like they have been intentionally moved. Replacing them in the right way forms a tessellation with a pattern, and reveals a secret passage. After exploring the passage, we find the machine, which used to be an excavator of some kind. After repairing our ship, we return to the ruins and discover that not only the floors, but nearly every surface of the ancient structures are covered in intricate tessellations. As a team, we use a computer to design several tessellating shapes. Students then choose their favorites and modify them on the computer. After printing, we cut them out and work in groups to fit the shapes together.
Examples: 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
Grade 03 discovers an old stone tower. Inspection reveals a sign on the door welcoming explorers. The interior of the tower is a spiral staircase leading to a single room at the top. Within, they find a treasure box with the words, "Welcome, explorers. Take, that you may see." inscribed on the lid. Inside, a strange pair of brass goggles is found. Donning them, we see things reduced to simple colors and shapes with all detail removed. We talk about abstract art and discuss the works of Wassily Kandinsky. Using a computer graphics program, students change a photograph into an abstract image.
Examples: 01, 02, 03, 04, 05
Grade 04 runs into the same problem as Grade 02. The difference is that the students use the computer to design their own tessellating shapes and tessellate them digitally.
Examples: 01, 02, 03, 04, 05, 06, 07, 08, 09, 10