# Activity 2

 Author: Marie Pollitt Lesson Title: Introduction Activity Title: The Golden Ratio Investigation Lesson Duration: 3 days Activity Duration: 1 day Setting: Classroom (with internet access and 1:1 chromebooks) Date: July 15, 2016
###### Activity Objectives:

Students will learn what the golden ratio is, how it is used in the real world, and how they can implement it in their own design.

###### Activity Guiding Questions:
• What is the golden ratio?
• What is a golden rectangle/spiral?
• What is phi?
• How is the golden ratio use in design?
• How is the golden ratio used in nature, architecture, everyday life?
###### Materials:

Have EDP WS 4.1.01c. printed, CBL Presentation 4.1.01b on smartboard, and post Golden Ratio investigation 4.1.02e. on classroom management site or print it out.

###### Activity Procedures:

Day 3:

• Introduce Official Challenge to Students and give them a copy to put in their design folders – 10 minutes
• Golden Ratio Investigation Jigsaw – 45 minutes
• Students will be given their specific roles for the investigation and then they will have 20 minutes to gather information.
• Students will come back to their design team member and explain their findings
• Students will fill out their EDP WS – Gather Information to document what they learned and how they will used it for their design.
###### Formative Assessments

Golden Ratio Investigation: Students will have to verbally discuss their findings with the teacher and write about them in their EDP WS.

###### Differentiation:
• The Technology video and lesson is at a higher cognitive level than the Creative managers’ videos. If students are at different levels, make sure to give them the Creative Managers tasks for this investigation only.
• Facilitate student’s discovery by asking them questions based on the videos.
• Add questions/quiz items via Play-paus it.
###### Reflection:

Students tended to like to watch the videos instead of read the articles but they were very interested in measuring things that had the golden ratio. One might consider adding a “measurement” part to the research webquest in order for students to SEE and TRUST that the golden ratio is really there.