Prerequisite Knowledge:
                * Students will be able to define what a pattern is made up of.
                * Students will be able to use this knowledge to create a pattern.

              Objectives:
                * Students will recognize and demonstrate the concept of and the process of making tessellations
                * Students will use the skills they have learned to produce unique tessellations of
                their own

              Materials:
                * Tracing Paper
                * 9x24" black and white construction paper
                * Pencils
                * Scissors
                * Glue
                * GOOD erasers
                * Large white paper

              Procedure:
                   Introduction-
                This activity provides an integrated approach to learning.  It involves blending
                science, art and life itself, recognizing that we are in a constant state of
                change. The teacher will discuss the life stages of the caterpillar, cocoon and butterfly;
                the life stages of the embryo, baby and young person; and the cyclical stages
                of the natural day.  The teacher will incorporate the artwork of M.C. Escher.
 
                  Tesselation Activity-
                1.    Together, the teacher and students will look at slides of Escher's Day and Night,
                Liberation, and Developing  Birds and Fish.
                2.  After discussing what the students notice in Escher's artwork, the students will be told         
                that they will have the opportunity to create artwork using his ideas.
                3.  The students will be provided with pages of scientific drawings on a
                variety of living things.  The students will choose which living thing that would like to use in their
                artwork, this will undergo the "metamorphosis."
                4.  Using the materials provided, the student will draw the organic shape, cut it out, and trace a
                simpler design of this shape onto tracing paper.
                5.  The students will copy this shape onto the black and white construction paper.  Then, they will
                glue the pieces in a pattern on a larger piece of paper.
                6. After the students have finished, they may display their tessellations on their
                desks. The students should be allowed to walk around and admire their
                classmates’ work.

             Adaptations:
                1. By looking at this tessellation, what do you think makes a tessellation? Are there
                specific qualities that a picture must possess?
                2. How can math help you to design a tessellation? .

              Assessment:
                Students work will be evaluated in terms of the qualities of a tessellation. Do the
                students’ tessellations have the correct characteristics of tessellations?