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Areas of Learning:
Mathematical Development, Creative Development and Knowledge and Understanding
of the World.
Context: The children have been exploring patterns and
symmetry. They had
explored symmetrical patterns in the environment and created symmetrical
patterns together using shapes.
Learning Intentions: To talk about, recognise and create
simple symmetrical patterns (MD).
To use the symmetry tool in a simple paint program (KUW).
To choose colours and tools for a purpose (CD).
Success Criteria: I know/can create a symmetrical pattern.
I know/can use the symmetrical tool.
Key Vocabulary: symmetrical, pattern, repeating, colour,
palette, tool, mouse, arrow, click, paintbrush, size, undo, print.
(teacher directed)
(teacher initiated)
(teacher initiated)
You will
need: simple paint program.
Demonstrate how to
select the symmetry tool in the paint program. Discuss what happens as
you use different tools on each side of the screen.
Top tip: In
RM Colour Magic, the children will need to work at Green Level
and select the "Vertical Symmetry" tool before they can create
their picture.
In talking pairs, ask the
children to plan the tools, tool sizes and colours that they are going
to use:
What colour is your butterfly going to be?
Which tools are you going to use?
How are you going to print your work?
Ask children to print their work using the print icon.
Activity
one:
You will need:
paper, paint.
Encourage the children to create symmetrical patterns by folding their
paper in half, painting on one side of the paper and then folding the
paper back over.
Activity
two:
You will need:
digital camera.
Look for symmetrical patterns in the outdoor environment. Use the digital
camera to record and make a display.
Thinking Questions:
Can you find
a symmetric pattern? Why is the pattern symmetrical?
How are you going to make a symmetrical pattern on your page?
How did you select the symmetry tool?
Where else can you find a symmetrical pattern?
Plenary/Recall:
Share the different symmetrical patterns that the children have created
and observed. Reinforce why the patterns are symmetrical.