## Let the Light Shine Through!

### Kim Auerbach

#### Description

Students design a geometric stained glass window pattern which includes at least one line of symmetry.

#### Objectives

The student solves and explains problems involving perimeter, area, and circumference.

The student describes and applies the properties of parallelism, perpendicularity and symmetry in real-world contexts.

#### Materials

-Black construction paper (9x24) 1 per student
-Colored cellophane paper
-Tape
-Utility knife, linoleum cutter, or scissors
-Pattern blocks or geometric shape patterns cut out of card stock
-Cardboard (enough for each cutting device) to place under construction paper to cut outlined shapes.

#### Preparations

Gather materials listed:
1. Cut large pieces (18x24) of construction paper in half (9x24) 1 per student
2. Purchase different colored cellophane paper
3. Tape-one roll per every 2 students
4. Utility knife, linoleum cutter, or scissors (borrowed from Art teacher)
5. Pattern blocks or geometric shapes cut out of card stock.
6. Cardboard pieces (class set) to place construction paper on in order to cut paper, and not damage desk.

#### Procedures

1. After reviewing over vertical, horizontal, reflectional and rotational symmetry students are shown examples of geometric stained glass patterns using the internet site: http://www.netphase.net/~deskins/stainedglass/Geometric/index.html. Students are to look for different types of symmetry within each pattern shown.
2. Students will be designing a stained glass window panel. They are given one sheet of black construction paper and pattern blocks.
3. Students are to investigate with the blocks until they find a pattern which they would like to duplicate. Pattern must have at least one line of symmetry.
4. Using the dull side of the construction paper, students will trace around blocks to form outlines for cutting purposes.
5. Using a cutting tool, student cuts outlined shapes out, by placing black constuction paper on top of cardboard.
6. Using at least 3 different colored celophanes, student will cut and tape cellophane pieces in each opening. Keeping in mind the line/lines of symmetry when placing colors. (This needs to be done on the dull side of the construction paper.)
7. Student needs to compute the areas of the remaining black construction paper, and the colored cellophane openings.
8. Student must write a descriptive paragraph regarding the pattern constructed and the type of symmetry shown.
9. Laminate each panel and place on a window for the complete visual effect. If you do not have windows, you can place the finsihed panels over the fluorescent light fixtures in your classroom. This makes a great display!

#### Assessments

Students' work is assessed based on the following -Grading Criteria-:
Creativity/Orginality..........................................................20 points
Complexity of pattern........................................................20 points
Compute the total areas for the remaining black construction paper and all cellophane openings..............20 points
Write a pagraph describing the pattern constructed and the type of symmetry shown.............................................20 points
Line of symmetry..............................................................15 points
Use of at least 3 colors of cellophane................................5 points
Total project............................................................................100 points

10 points Extra Credit is given for having 2 lines/types of symmetry.

#### Extensions

Finished panels are placed on any available windows for display purposes. If you do not have windows, you can place the finished panels on the fluorescent light fixtures on your ceiling. They are beautiful!

#### Attached Files

Grading Criteria for Let the Light Shine Through.     File Extension: pdf