How Can We Use Geometry to Create Unique Designs?

Objective:
Students will create a product demonstrating the use of the basic geometric
concepts discussed in Unit 8 Segments and Angles. Students will create
a geometric artwork or structure. The product will include geometric
elements which demonstrate the students understanding of the objectives
for Unit 8. The product can be one of their choosing; a piece of artwork (2dimensional, 3-dimensional, movie, etc). Students products should include
the geometric elements as well as a defense or explanation of how the
elements are used in the design.

Students began the unit by bringing in photos they felt included geometric
concepts. After initial discussion and introduction to the fundamental
concepts of geometry students were asked to identify where the elements
were found in their photos. Additional examples will be introduced to
students through investigation and discussion.
Students will create an initial design for their product including an
explanation for their use of the geometric concepts of their choice. Initial
designs will be shared with the class and critical friends groups will be used
to critique their designs and explanations.
Elements for their design should include use of a minimum of 15 of the
following:
segments, acute, right, obtuse, and straight angles, rays, adjacent
angles, point, line, plane , vertical angles, complementary angles,
supplementary angles, triangles: equilateral, isosceles, scalene,
quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon,
decagon, dodecagon
Students explanation of their geometric elements should also include
explanation of a minimum of 8 of the following connections between their
design and the following terms:
intersection, vertex, collinear, coplanar, midpoint, bisector,
congruence, linear pair, polygons equilateral, equiangular, regular,
convex, concave

Products will be shared with students in other Geometry classes as well as

included on the class website.

What did we do?

We have just begun work on the unit and students have been initially
introduced to the question.
What went well?
At this time student interest and participation in the introductory activities
has been good.
What have I learned?
I have learned that the planning is so very important. As the unit progresses I
understand that flexibility will become a necessary part of the process.
Having only just started the unit I am not certain the portions that will need
to be adjusted.
Next Steps?
As we progress, I will make changes when they are needed. As the unit is
completed, I will go back and revise the portions that did not work well.