Artistic Spiderwebs

Learning Resource Type

Learning Activity

Subject Area

Mathematics
Arts Education

Grade(s)

4

Overview

In this learning activity, students will discover how spider webs are made by watching a short video.  Students will compare photographs of spider webs and look for patterns.  Finally, students will create a 3-dimensional patterned spider web using geometric shapes and lines.

This activity was created as a result of the Arts COS Resource Development Summit.

Phase

After/Explain/Elaborate
Mathematics (2019) Grade(s): 4

MA19.4.5

Generate and analyze a number or shape pattern that follows a given rule.

UP:MA19.4.5

Vocabulary

  • Generate
  • Rule
  • Pattern
  • Sequence
  • Term
  • Continue
  • Identify
  • Explicit

Knowledge

Students know:
  • Strategies for generating and recording number or shape patterns from a given rule.
  • Strategies for identifying and communicating shape and number patterns.

Skills

Students are able to:
  • Generate a number or shape pattern that follows a given a rule.
  • Analyze a number or shape pattern that follows a given rule.

Understanding

Students understand that:
  • A pattern is generated from a given rule.
  • The properties of a rule or pattern can be used to extend a pattern.
  • Some features of a given pattern are not explicit in the pattern's rule.
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.2

Collaboratively design and create artwork that has meaning and purpose.

UP:AE17.VA.4.2

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Learning Objectives

Students will create a 3-dimensional patterned spider web using geometric shapes and lines.

Students will create artwork that has meaning and purpose.

Activity Details

This learning activity is best if used after a lesson on patterns.

Introduce the lesson by showing students the following video:  How Spiders Make Webs.

After the video, lead a discussion about the features of a spider web.  A spider creates its web one string at a time. The shapes and patterns in the spider’s web are used to trap insects that the spider eats.

As a whole group, show the class the website 30 Astonishing Photographs of Spider Webs.  Ask the students to compare the spider webs in the photographs.  Are there similarities?  What shapes and patterns are in the spider webs? (triangles and non-triangles)  How does a web help a spider survive?  (The web helps a spider cover a larger area to trap insects than a spider could cover without it.)  

Distribute the materials (one sheet of black construction paper, white Wikki Stix, scissors).  Have the students create a 3-dimensional patterned spider web using geometric shapes and lines.

Post all completed spider webs on the class bulletin board.  Can the students figure out the pattern in their classmates' spider webs?

Assessment Strategies

Students will be assessed on completion of an exit ticket with the following questions:  

(1) How does a spider's web help it survive?

(2) What shapes can you find in a spider web?

Students will also be assessed on the completion of their spider web.

Variation Tips

The 3-dimensional spider webs can be created individually, in pairs, or in small groups (3 students per group).

Background / Preparation

The teacher will need a projector, Smartboard, and internet connected computer to play the video How Spiders Make Webs and 30 Astonishing Photographs of Spider Webs.

Each student will need one sheet of black construction paper, white Wikki Stix, and scissors.

How Spiders Make Webs
http://viewpure.com/e6Sq7-_G-TA?start=0&end=0

Approved Date

Owner (Author)

mgsaboyd
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