Unit Title: Shape and Space (SS) Lesson Title: OP Art Geometric Shapes

Curriculum Area (s): Art & Mathematics Grade Level: Grade 2 Time Required: 45-50 minutes Standards:

Author: Jason King Author Contact: STU Education Program R.205 Instructional Groupings: individual, pairs

NCTM
Content Standards: Geometry Standard Process Standards: recognize, name, build, draw, compare, and sort two- and three-dimensional shapes; describe attributes and parts of two- and three-dimensional shapes; investigate and predict the results of putting together and taking apart two- and threedimensional shapes.

New Brunswick Mathematics Curriculum Grade 2

Content Strand: Shape and Space (Geometry) GCO: Shape and Space (SS): Describe 3-D objects and 2-D shapes, and analyze the relationships SCO: SS8: Describe, compare and construct 2-D shapes, including: triangles squares rectangles circles

New Brunswick Art Outcome

CGO 1: Students will explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts. explore colour, shape, line, and texture and the principles of pattern and repetition in the visual

GCO 2: Students will be expected to create and/or present, independently and collaboratively, expressive products in the arts for a range of audiences and purposes. create art for a variety of reasons and recognize that there are many kinds of visual arts

environment visually communicate stories, ideas, and experiences, using a variety of materials explore basic art skills, techniques, and vocabulary explore a range of materials, tools, equipment, and processes

Materials: Rulers, shapes, paper, pencils, coloured pencils or markers Overview: Students will create an optical illusion using basic geometric shapes. Students start by placing the ruler on the page and drawing a vertical line down the page on either side of the ruler. This step is repeated several times. The students then draw or trace shapes over those lines. The students then colour in the lines except where a shape crosses over them. The shapes are then coloured the same colour, except where they cross the line. The result is an optical illusion. What will I differentiate? Content Process Product How will I differentiate? For readiness interest learning profile affect/learning environment combination

Students can work in pairs or the teacher can draw the vertical lines if the students need help. Students at or above level can draw their own shapes and students that are struggling can trace shapes provided by the teacher. Students with weaker hand eye coordination may also require some help. Pairing students could alleviate some of the stress incurred by students who are not good at drawing. One student could draw and the other could colour. As a result of this lesson/unit students will Be able to draw two dimensional shapes to create a work of optical art.

Know (facts, vocabulary, how-to's, information that Do(Skills) (thinking skills, skills of the discipline is memorisable) skills you will assess) recognize and sort two- dimensional shapes Name, draw, compare, and sort twodimensional shapes Pre-Assessment (How will you find out about where your students are at for this lesson? What will your pre-assessment look like?) Students will be shown various shapes that will be used as templates for their drawings and be asked to identify the shapes. The students will then be shown a completed product and asked to find and identify as many shapes as they can. Steps in the Lesson: Include ideas for whole-class instructions, if any; differentiated activities; sharing etc.

1. Using the rulers and pencils, have the students trace the width of the ruler creating vertical lines. Start by lining up your ruler along the left edge of the paper. Trace the side of the ruler from the top to the bottom of the paper. Continue this process until the whole paper is covered edge to edge with vertical columns. 2. Have students draw at least five of the following: squares, triangles, rectangles, circles and any other shapes they wish to draw/trace 3. **Be sure to make sure the shapes each cross at least one of the vertical lines.** 4. Pass out the markers or coloured pencils. Each student needs one colour to start with. 5. Color the first column, making sure that all shapes that cross over that column remain white. Students can organize which areas will be coloured and which ones will not by drawing an x in the spaces to be coloured. This will reduce the chance of making an error. 6. The second column is white, with all shapes that cross over that column colored inside. 7. Continue across the paper, until all of the colours/or shapes (depending on the column) are coloured. 8. If time permits, students should select another contrasting colour and shade in the white areas.

Follow-up & Assessment Have some of the students demonstrate their creations to the class and talk about the patterns and illusions they created. Students will then fill out an exit slip explaining their pattern and how they felt they did on the project. Teacher then collects the product and the exit slips. The art can be displayed outside the classroom. References: 1. Education New Brunswick, Mathematics Grade 2 Curriculum (September 2009) 2. Education New Brunswick, Art K-5 Curriculum 3. Dodge, Judith, Differentiation in Action, 2005, Scholastic Inc., New York, NY

What did I learn from this activity?

Circle the number below that indicates your level of understanding (1 is the lowest; 4 is the highest). 1 2 3 4 Circle the number below that indicates your satisfaction with the completed product (1 is the lowest; 4 is the highest). 1 2 3 4