Materials:
Evaluation (4.2.02f.)
Teacher Advance Preparation:
Make copies of the evaluation for local designers and students
Setup classroom in a circle so that designers can walk around freely for the gallery walk.
Activity Procedures:
 Activity 2: Gallery Walk (4.2.02.) – 2 days
 Day 7: Gallery Walk and Presentations using Designer Evaluations (4.2.02f.)
 Students will have their design and description of golden ratio on display for the evaluators (classmates and guest graphic designers).
 Tech Manager will stay by design for 20 minutes and then Creative Manager will stay by design for 20 minutes.
 Both must be prepared to talk with evaluators and answer questions
 Day 8: Students will receive the feedback from the graphic artists, make any changes, and then the top 3 designs will be 3D printed! They will also take the posttest and be involved in a 10 minute reflection of the unit.
 **Includes Select, Implement, Evaluate Solution, Communicate, and Refine Solution of EDP WS/Process
Formative Assessments
 Gallery Walk Evaluations
 EDP WS
Summative Assessments:
PostTest (4.2.02h.)
Differentiation:
Students are allowed to have notecards in order to help them remember discussion points regarding their design.
Reflection:
I LOVED using the gallery walk! Students left comments with postit notes (warm and cool feedback) and actually ended up doing most of the grading for me. Students enjoyed voting for multiple categories and it helped that they could not vote for themselves. Add music in the background to make it feel more like a gallery walk.
Unit Academic Standards  ONLS
Ohio Learning Standards (OLS) – derived from Common Core State Standards (CCSS) for Mathematics:
8.EE.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed.
8.EE.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
8.F.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
Common Core State Standards  Mathematics (CCSS)

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning
