Plastic Sheet ProtectorsCardstock Paper - 13.9 cm x 21.6 cm (5.5" x 9") - 2 per student Cardstock Paper - 21.6 cm x 27.9 cm (8.5" x 11") - 1 per studentRulersPencilsScissorsGlue SticksNewsprint Paper 21.6 cm x 30.4 cm (9" x 12") - 1 per student
create a game consisting of different sized boxes and the challenge of finding such things as: - the surface area of the smallest box - the total surface area of all the boxes - the volume of the biggest box - the volume of the smallest box
Pre-cut the cardstock paper 13.9 cm x 21.6 cm (5.5” x 8.5”) - 2 pieces per student.
You may want to photocopy the printing plate template on sheets of cardstock paper 21.6 cm x 27.9 (8.5” x 11”) - 1 per student and place them into plastic sheet protectors. (Downloads - MonoprintTemplate.pdf)
You may want to photocopy the How to Make a Small Box instruction sheet for students. (Downloads – SmallBox.pdf)
Place students into groups of about 6 so they can share markers and spray bottles.
Download and display the Colourposter available on this website.
Introduce or review characteristics of cuboids. - has 6 flat faces - all angles are right angles - is also a rectangular prism
Ask what types of prints students might know about.
Explain that there are many different ways to make prints including monoprints, which are unique because they only produce one image of the print, rather then many.
Discuss the element of colour and characteristics of colours, for example, warm and cool colours, bright and dull colours, light and dark colours.
Discuss how colours can be used expressively to communicate different feelings, such as calm, happiness, excitement. (Downloads – CulturalColour.pdf)
Show and discuss your sample.
Consider what a small box with a lid (a cuboid) might be useful for.
Introduce the challenge.
Create a monoprint.
Create a small box with a lid.
Use colour expressively.
Demonstrate technical accomplishment.
Support your ideas with evidence found in the works.
Make sure everyone understands the challenge.
Establish success criteria with your students, for example, I know I am successful when I have: - measured accurately - cut and folded the paper accurately - created a small box with a lid that fits - used colour to express a feeling - created decorations that match the feelings expressed - created a monoprint with marker and water - created a box that is in good condition
Guide students through the steps outlined in this lesson plan.
Encourage students to think of how they can use contrast to create areas of emphasis.
Observe students as they work.
Provide individual assistance and encouragement.
Place students into small groups.
Ask them to: - Share their boxes and take turns discussing the things that are especially effective and why. - Talk about how the colours and decoration express a feeling. - Talk about what the box might be useful for, and why. - Talk about what they found satisfying about making the box.
Share ideas with the whole class.
Ask students to tell how they felt about doing this project.
Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds box to the side, provides accurate information, answers questions from the audience effectively.
Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
Use a checklist to track progress. (Downloads - SmallBox_tracking.pdf)
Have students use the self-assessment form to evaluate their work. (Downloads - SmallBox_self-assessment.pdf, or SmallBoxPrimary_self-assessment.pdf)