Notes describing the methods used in the tests that were carried out.Provide warnings on the use of scissors and cutting tools.Check relevant Work, health and safety guidelines.Extra supplies as determined by the product to be made.Thin cardboard in squares to use as a stencil, blank A4 paper, pencils, ruler and erasers.VAS2.2 uses forms to suggest the qualities of subject matter Resources VAS2.1 represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter ST2‑16P describes how products are designed and produced, and the ways people use them ST2‑10LW describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features MA2-16MG identifies, describes, compares and classifies angles MA2‑15MG manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features MA2-2WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas ST2‑5WT applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria ST2‑4WS investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken Students learn about patterns, symmetry and asymmetry, rotation and reflection. This activity could take approximately 90 minutes to: Students are challenged to create a tessellating pattern and use it purposefully in a product, eg a cover for their mathematics book. ![]() There's actually a lesson at Byrdseed.TV that's specifically about this article.Stage 2 – STEM Activity 8 Now you see it Description of activity Give them some Escher exemplars and let your most clever artists go wild: If they see multiple designs, they can create a pattern or otherwise make their tessellation project more complex. Kids can fill in the face or the wings or the fur or whatever details they’d like. Often, the shape looks like an animal or a person. Once the page is filled with outlines of that tessellating shape, students will begin to decorate. I like to angle the paper so the piece moves diagonally across the page. Students will now trace that puzzle piece over and over, fitting it into itself.
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