LESSON HANDOUT:
Lesson Plan 2 (Friday 11/19/10)
• Morning Drill: make a list, as long as you can, of all the items you saw today from when you woke up to when you came to class.
• Brainstorming workshop Part 1 – Go over the drill
1. Make a class list of these things (white board time)
2. How can we organize that information? (Chronologically, amounts, types)
3. Using elements of design, how could we show this information?
• Homework review/more exemplars
• Introduce Unit
• Unit Packet
• Brainstorming workshop Part 2 – Topic discussion
1. What would you want to research?
What is important to you?
2. How would you go about researching it?
• Assign Homework Due 11/24/10
• Begin your research.
• Extra (not for credit): find another visualization and tell me about it!
Big Idea:
• The exploration of one’s environment through the research and visualization of that environment.
Essential Question/Elegant Problem:
• Create a data visualization using 2D elements of collage and/or drawing that represents quantitative information of your environment.
Key Concepts:
• Visual Communication
• Research
Art/Math Concepts:
• Elements of Design (composition/layout, Chunk, Hierarchy, form).
• Visualized information.
Art/Math Skills (MD state curriculum):
• Art 6.2.3: Classify artworks by selected factors, including subject matter, style, and technique.
• Art 6.2.4: Explain commonalities of content and process among the arts, humanities, and sciences.
• Math 6.7.C.1.b: Express mathematical ideas orally.
• Math 6.7.C.1.c: Explain mathematically ideas in written form.
• Math 6.7.C.1.b: Identify mathematical concepts in relationship to other disciplines.
• Math 6.7.C.1.c: Identify mathematical concepts in relationship to life.
Guiding/Essential Questions:
• What types of information or data are in our environment?
• How can data be represented?
• What might we learn from looking at data in this way?
• What makes a data visualization?
• Does it need to look a certain way? Can bit be 2d or 3d?
• Does it need a function? What function would that be?
• What do you want to visualize?
• How would you make a visualization of yourself?
• In math graphs are used to organize and display data. How does data visualization similar/different?
• How might mathematical principals be used in data visualization?
Objectives:
Concepts:
• Students will focus on properties of data visualization as a means of communicating their ideas of their environment to others.
• Students will identify aspects of their environment that are important to them, thereby coming to understand the effects their environment have on them and vise versa.
• Students will learn how concepts of one field can be applied to others (ie. math and art).
• Students will be able to apply mathematical concepts to real world solutions.
• In gaining a greater understanding of visualizing information, students will be introduced to basic concepts of visual communication.
Skills:
• Students will learn elements of graphic design, such as composition/layout, hierarchy, form, chucking, color, line, alignment, etc…)
• Students will use data visualization to learn about their environment
• Students will seek out artists who use data visualization as a means of exploring the world they live in.
Dispositions:
• Students will begin to look at information with a new visual yet analytical perspective.
• Students will come to appreciate mathematics as a useful tool both in and outside of the classroom.
Objective:
• Students will know how mathematical principals beyond simple operators can be applied to visual concepts.
• Students will have a greater understanding of the world they live in through the research they conduct.
• Students will be able to collect and organize data.
• Students will be able to make connections between math art and other subjects.
Sequence and Scripting:
8:30 to 9:45 to 10:55am (rough Script)
9:45 – 9:55 – 10min - (Drill)
• Take everything off your desk except a piece of paper
• Make a list of all the objects you remember from when you woke up to when you came to class.
9:55 – 10:00 – 5min - (Go over drill)
• Brainstorming workshop Part 1 – Go over the drill
1. Make a class list of these things (white board time)
2. How can we organize that information? (Chronologically, amounts, types)
3. Using elements of design, how could we show this information?
10:00 – 10:15 – 15min - (Go over homework)
• Homework review/more exemplars
10:15 – 10:30 – 15min - (Introduce Unit)
• Unit Packet
• Expectations
• Rubric
• Timeline
10:30 – 10:45 – 15min - (Walkthrough of Exemplars - Part 2)
• Topic discussion
1. What would you want to research?
What is important to you?
2. How would you go about researching it?
10:45 – 10:50 – 5mm(Explain Homework)
• Assign Homework Due 11/24/10
• Begin your research.
• Extra (not for credit): find another visualization and tell me about it!