1. TPSP Project

2. Ask questions and explore theories Develop logical thinking, problem solving, and communication skills Explore mathematical patterns in nature Understand the details of how and why patterns are constructed Understand and explain the mathematical concept behind this pattern

3. Introduction: Patterns in Nature Project Goals Explore Symmetry Line Symmetry Rotational Symmetry Point Symmetry Tessellations Fibonacci Forms Now what? Anytime that you want to return to this page, click the seashell in the corner.

4. Look at the pumpkin in front of you. Are there any patterns you notice? If so, what are they? Where else do you see patterns in nature? Really think about these questions and respond in your project notebook.

5. You need to choose a topic or a question that really interests you and makes you wonder. We will work together to find resources for you to research to learn more about this question. You will create a product that you can share with others to demonstrate what you have learned and to teach others about your topic. The next slides have some sites you can explore to help you decide what your research area will be.

6. Math is more than adding, subtraction, multiplying, and dividing. Mathematicians investigate patterns. One pattern to explore is symmetry. There are three types of symmetry: Line Rotational Point

7. Line symmetry occurs when a figure can be folded so that each half is identical to the other.

8. http://www.origami-resource-center.com/paper- dolls.html http://www.origami-resource-center.com/paper- dolls.html

9. Click this sentence to visit NCTM Illuminations where you can explore rotational symmetry. Click this sentence to visit NCTM Illuminations where you can explore rotational symmetry. Click this link to visit Math Is Fun to explore more. Click this link to visit Math Is Fun to explore more

10. This site makes understanding Point Symmetry really easy and fun. Think about where you see point symmetry at school, at home, and in the world. Click here to explore and research… Click here to explore and research Click here to explore another site… Remember to record what you learn in your research notebook. Always cite the source of your information so you give credit to the source and so you know where to go back to find more.

11. A tessellation is created when a shape is repeated over and over again covering a plane without any gaps or overlaps. http://mathforum.org/sum95/suzanne/wha ttess.html

12. Click the link below to explore tessellations with triangles, rectangles, and hexagons. Click the link below to explore tessellations with triangles, rectangles, and hexagons. http://shodor.org/interactivate/activities/Tessellate/ Your assignment: Using pattern blocks from the math station, create and illustrate a Tessellation of your own. Remember the definition of a Tessellation: A tessellation is created when a shape is repeated over and over again covering a plane without any gaps or overlaps.

13. By now, you are probably noticing that patterns are everywhere in nature. Pinecones grow in spirals. Sunflowers grow their seeds in spirals. Seashells grow in spirals. Click the sunflower to learn more about Fibonacci in nature. Click here to explore more. Click here to explore more Click here for some Fibonacci Fun. Click here for some Fibonacci Fun

14. Now comes the really intriguing part! You get to propose a project to your teacher. You can create something that shows what you have learned. Something that puts this all together and answers your burning question about Patterns in Nature. You get to share this project with your teacher, your parents, your friends in class, and our school. The next slide has a form for you to use to complete your project proposal.

15. Citing My Research Research Rubric Presentation Rubric Reflection & Assessment My Project Proposal

16. I have been learning about patterns in nature. I would like to create _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _______________________.

21. The following form will allow both the teacher and the student to reflect on the project and the learning that occurred.