**Lesson 1: Who is Leonardo? What is a Ratio?**

Students will begin their investigation of ratios. We will be using a K-W-L Chart and a gallery walk to gauge student's prior knowledge about Leonardo Da Vinci, the Renaissance, and ratios and to find out what they are interested in knowing. Students will be assigned to small expert groups to learn more about the three subject areas. Then students will then share out what each of their groups discovered.

Ms. Drake will then read the Time Travel Adventure story to the students. Students will be expected to complete the 9 questions on the Lesson 1.1 Handout. If they do not finish during class, they are expected to complete the handout at home before the next meeting.

Below you will find a culmination of notes taken by the students using our K-W-L graphic organizer.

Ms. Drake will then read the Time Travel Adventure story to the students. Students will be expected to complete the 9 questions on the Lesson 1.1 Handout. If they do not finish during class, they are expected to complete the handout at home before the next meeting.

Below you will find a culmination of notes taken by the students using our K-W-L graphic organizer.

What we KNOW about:Leonardo Da Vinci:*painted the Mona Lisa*He was a famous artist, inventor, and scientist. *Many people have wanted to steal the Mona Lisa. *He had a beard. *He lived a long time ago. *He was really famous. Ratios:*Ratio is a symbol with two dots like this ":"*Ratio compares two things. Renaissance:It was a time period.* *It was a long time ago. |
What we WANT to know about:Leonardo Da Vinci:*Who is Leonardo Da Vinci? Ratios:*What is a ratio?*What do ratios do? *When can we find ratios? Renaissance:*What is the renaissance?*What years were the Renaissance? |
What we LEARNED about:Leonardo Da Vinci:*He created drawings for inventions like the machine gun, diving suits, armored tanks, self proplled carts, robot vehicles, modern helicopters (the "aerial screw"), robotic knights*He had very little technology. *He drew sketches and diagrams of his inventions. *He never published his diagrams. *Designs were spectacularly ahead of his time. *His inventions were impossible to build with the tools available in the 15th and 16th centuries. *Leo always carried a notebook with him everwhere he went. He sketched many, many things on the pages. *He was a Christian. *It wasn't until 1495 that he started to paint. *He was interested in birds. *He lived during the Renaissance. *He was a thinker. *He put a lot of ideas down in his notebook. *He wrote letters backwards. *He was born April 15, 1452. *His name means Leonardo from Vinci. Ratios:*There are different ways to write ratios but they all mean the same thing. (1:3; 1 to 3; 1/3)*Ratios have antecedent terms and consequent terms. *Compare things of the same type *When writing ratios, write your first number first. *Things in ratios are called terms. Renaissance:*The Renaissance began around 1350 AD in Italy and continued until about 1600 AD. *During the Renaisance people began to rediscover the arts and technologies of the Romans and Greeks making their lives easier. *During the Middle Ages, advancements were made by the Greeks and Romans and were forgotten, so the life for people became horrible. *The Dark Ages preceded the Renaissance and lasted for hundreds of years. *People went from living comfortable lives with good jobs and educations to living in very poor conditions where there were onstant turmoil, poverty, war, and hunger. This was the Dark Ages *The Renaissance was the great era of exploration as well as of the arts. |

## Lesson 2: Measurement and Investigation to Determine Ratios Between Body Parts

Students will investigate rules of ratios in order to discover how you can use a knowledge of proportions and ratios

## Lesson 3: Using Data, Average, and Mean to Determine General Ratios

Students will use the data collected in the previous class investigation to develop a general rule for the ratio between body parts.

## Lesson 4: Using Ratios in the Real World

Students will pretend they are an interior designer for Leonardo's drawing of the woman (Maria). The teacher will model how to use ratio to determine how to draw a desk that would be the proper size for Maria based on comparing the desk to the teacher, and then the students will select another object from the classroom to practice what they've learned about ratio. Then they will use what they have learned about ratio to figure out the height of a giant who has left a 14 ft. long footprint.

## Lesson 5: Drawing Proportions

Materials Needed: graph paper, small objects to resize, large butcher paper

Students will identify an object that they want to resize for the giant. They will begin to determine how to create a scale drawing of the object thinking about it's multiple dimensions and what measurements they will need to take to make it look the most accurate. They will use graph paper and then large paper that will be blocked off to create a scale drawing of the object, and they will begin brainstorming a plan for materials they might need to make this object 3-D.

Students will identify an object that they want to resize for the giant. They will begin to determine how to create a scale drawing of the object thinking about it's multiple dimensions and what measurements they will need to take to make it look the most accurate. They will use graph paper and then large paper that will be blocked off to create a scale drawing of the object, and they will begin brainstorming a plan for materials they might need to make this object 3-D.

## Lessons 6-8: Making a Giant Object Group Project

Students will find a small object that they would like to make large enough so that the giant from lesson 4 can use it. The object can be a pencil, a coin, an iPod, a ruler, a Coca Cola can, or any other small, simple object. The group will brainstorm a list of objects that are not too complicated, but not too simple either, that a giant might need.

The teacher will narrow the group's list down to objects that seem possible to make. Then the group will vote on which object to build for the giant.

The team will create a full-size scale drawing of the object with all of the measurements labeled.

The group will brainstorm the materials they will need to bring in to complete the project. They will be expected to bring those materials to school to work on the project in AIG. They are expected to complete the project prior to their last group meeting.

The teacher will narrow the group's list down to objects that seem possible to make. Then the group will vote on which object to build for the giant.

The team will create a full-size scale drawing of the object with all of the measurements labeled.

The group will brainstorm the materials they will need to bring in to complete the project. They will be expected to bring those materials to school to work on the project in AIG. They are expected to complete the project prior to their last group meeting.

## Lesson 9: Sharing Projects and Group Discussion/Seminar

Groups will have their projects and be prepared to discuss the process they went through and what they learned from this unit.

1. Rate your overall performance on this project: Outstanding Satisfactory Needs Practice

2. Rate your overall understanding of ratios and using fractions and multiplication to make objects proportional: Outstanding Satisfactory Needs Practice

3. Describe your part in your group's effort to create your giant sized object.

4. Describe the other members' of your group efforts to create your project.

5. What was the easiest part of this assignment for you?

6. What was the most difficult part of this assignment for you?

7. If you were asked to do a similar project again, what might you have changed?

8. In what ways could your teacher have supported you to make this project a better experience?

9. Other Comments:

2. Rate your overall understanding of ratios and using fractions and multiplication to make objects proportional: Outstanding Satisfactory Needs Practice

3. Describe your part in your group's effort to create your giant sized object.

4. Describe the other members' of your group efforts to create your project.

5. What was the easiest part of this assignment for you?

6. What was the most difficult part of this assignment for you?

7. If you were asked to do a similar project again, what might you have changed?

8. In what ways could your teacher have supported you to make this project a better experience?

9. Other Comments: