Resources Needed: Computers with internet access, examples of tessellations and not tessellations, bulletin board with M.C. Escher prints. A method for making tessellations. If you have the following computer programs the students can do the tessellations on the computer: Claris Works, Geometer's Sketchpad, HyperCard, HyperStudio, PC Paintbrush or Paint and LogoWriter. For more information on how to use those programs refer to the website at URL address: < http://www.forum.swarthmore.edu/sum95/suzanne/tess.intro.html. If none of these programs are available, there are various paper and pencil methods also described at that same website.

Exposition:

1. Introduce the idea of tessellations. Show examples of what is a tessellation and examples that are not tessellations. Have students draw conclusions to come up with a definition of tessellations.

2. Brainstorm with the students for ideas of where we could find tessellations "hidden" in the world. (Hidden: such as a tessellation as one part of a piece of art.)

Experience:

3. Introduce briefly three different types of "hidden" tessellations with examples. Show students different examples of tessellations hidden in the world.

4. Give students handouts with the examples and the URL address of each example.

5. On-line art tour of tessellations that have been done by students. Have the students visit the website at URL address: http://forum.swarthmore.edu/sum95/suzanne/tess.intro.html. Use the link student works.

Critical Thinking:

6. Why are tessellations used so widely in art and architecture? Are the patterns eye-pleasing?

Interactive Learning:

7. Students will design their own tessellations by whatever method is available (See resources needed). The students will then explain how they would "hide" the tessellation in the world.

Assignment:

8. In Jigsaw Cooperative groups of four, the students will search the internet for their own examples of hidden tessellations. Each student will share with their group their example and what makes it a hidden tessellation. The group must come to a consensus of one example that it is a hidden tessellation before it can be used to share with the rest of the class.

Resources:

http://forum.swarthmore.edu/sum95/suzanne/tess.intro.html

http://www.WorldOFEscher.com

http://www.sanger.ac.uk/Users/agb/Origami