Mosaic Art Work Of A Roller Coaster

The overall presentation of our unit outline and lesson plan went very well. We began our presentation by quickly describing the unit outline, then we started to present our lesson plan. Our unit plan consists of ten lessons, and we presented the introduction lesson, lesson one out of ten lessons. To begin with our lesson, we showed a class a video of a new roller coaster. This video was used a motivational hook, to get the students engaged with the activity presented next. We then provided the materials (glue, scissors and construction paper) for the students to construct their own mosaic art work of a roller coaster or ride. The video and the example of a mosaic art was used to provide students an example of what they could make. This was

When the video was being played, we looked around the class to see their reactions. The students looked like they were very impressed with the video and excited to create their own artwork. They were enthusiastic when talking about shapes that were used for the construction of the roller coaster. The video was intended to get the ball rolling, and it seemed to work! We think the art aspect made it much engaging, interactive and fun. It also gave students the opportunity to show what they know while not being under stress. Students were able to work in groups during this class, which give students the opportunity to learn the teamwork skills and also on self-expression. Originally, we had thought each student (in grade 4) would create their own, but seeing the groups today work together suggests that it would be fun to work in groups of 3 or 4 instead of individually. As well as teamwork skills students were able to express their creativity while constructing their mosaic art work. We were very impressed with the creativity that our class displayed. The class was able to see that you can take an art work and find ways to connect/relate to math. There were, shapes and angles and it could link to many future lessons. In the next lesson, we would get the students to measure and record the different angles of each shapes in their art work. Students could then compare angles of shapes and look for any recurring patterns. Students could also go on a