Date submitted: 7/9/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Understand the form of pyramids and their use in visual arts	Pyramids are constructed correctly
Accurately measure edges of pyramids	Identifies lengths of edges
Accurately calculate surface area and volume	Determines areas and volume for each constructed pyramid

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What shapes are used in the Egyptian pyramids?	How will you construct a pyramid?
What one thing is the most difficult in your construction?	Is your work a good representation of a pyramid?
What lines do you see in pyramids?	What are some different types of pyramids?
3. Interpret	4. Evaluate
What shape do all pyramids have?	Does your pyramid look like others in the room?
Where does M.C. Escher use pyramids in his work?	What shapes can you use in pyramids?
are there other pyramids you could construct?	Did you measure your pyramids?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Using a powerpoint the teacher will show the pyramids in Egypt and discuss their form. Class discussion on other places they have seen similar pyramids. Look at some of M.C. Escher,s works and other art work which includes pyramids. Use guiding questions to lead discussion.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Working with a partner, students will use spaghetti and clay to create at least 4 different pyramids.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will take measurements of their pyramids and calculate the surface area and volume of each one.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will display their models and then walk around and look at each others to see similarities and differences. Students will pick one pyramid that another student created to find surface area and volume of it.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Did you create at least 4 pyramids? Were you able to measure them and determine the area and volume? Do any of yours look like those in Egypt or in any of the art we looked at? Students will be given a rubric to assess themselves. Additional assessment by the teacher on accuracy of measurements and calculations of area and volume.