Students will be able to:
- use a net to build a box;
- create a textured surface on the box;
- create a personal decoration on the box;
- use the box as a prop for storytelling;
- demonstrate technical accomplishment and creativity.
A BOX FULL OF LUCK – Geometry, Colour, Storytelling
Steps
Step One
- Copy the net on cardstock paper.
- Follow the instructions to make the net.
- CUT along all solid lines.
- FOLD on all dotted lines.
- TAPE the hexahedron together leaving the top open.
- FOLD the top corners in and fasten them to make the lid.
Step Two
- Cover the entire box with small pieces of masking tape.
- Overlap the pieces and make sure they stick down flat and smooth.
Step Three
- Choose two colours of paint – one light and the other dark.
- mix white with your main colour to make it lighter - Paint the entire cube with the light colour.
- Allow it to dry completely.
Step Four
- Put very little paint on your brush.
- Dry Brush – lightly paint the darker colour into the creases left by the tape.
- Allow it to dry completely.
Step Five
- Apply a coat of Crayola Washable glue straight from the bottle.
- Allow it to dry completely.
- Decorate the box with glitter glue.
Step Six
- Find or create an amulet to place inside your box.
Learning Goals
Extensions
Have students:
- organize and participate in a storytelling event;
- write out their stories in a decorative way and display them along with the boxes and amulets;
- video each other telling their stories;
- create flat animations of their stories using iMovie or a similar app and the Flat Animation Puppets, or Cut-Out Paper Animation lessons available on this website.
Prepare
- Prior to this lesson have students explore geometric solids and folk tales that involve luck.
- Gather books about luck. For example, Good Luck, Bad Luck, Rick Brown; Judy Moody and the Bad Luck Charm, by Megan McDonald; Fiona's Luck, by Teresa Bateman; Good Luck!: A St. Patrick's Day Story (Ant Hill), by Joan Holub; Chancer The Leprechaun, by Scott A. Coleman; Lucky Tucker, by Leslie McGuirk; What good luck! What bad luck! by Remy Charlip.
- Share the vocabulary words 'amulet' and 'talisman', and discuss the differences in their meanings.
- An amulet is believed to have magic powers to ward off evil and protect.
- A talisman is believed to have magic powers to bring good luck.
- A good luck charm is believed to have magic powers to bring good luck. - Have students explore storytelling. Ask them to imagine that they have a box that holds a magic object.
- WHEN does this story take place?
- WHAT is special about the box?
- WHAT is the object in the box?
- WHERE did it come from?
- WHO wants it?
- WHY is it in the box? - Have students write and then learn their stories so they can tell (not read) them.
- Learn the Good Luck Bad Luck story so you can tell it – not read it to your students.
- Photocopy hexahedron net on cardstock paper – one for each student. (Downloads - HexahedronBoxNet.pdf)
Introduction
- Tell (or read) the short story, Good Luck Bad Luck, A Chinese Parable – (Downloads– GoodLuckBadLuck.pdf)
- Discuss the idea of luck and 'good luck charms'. For example,
- Crickets, Lady Bugs, Dragon Flies
- Horseshoes
- Acorns
- 4 Leaf Clover
- Lucky Penny
- Rabbit's Foot
- Key - Explain that students will be making a small, special box that they will use as a prop when they tell their tale.
- Introduce the challenge.
Activities
The Challenge
- Use a net to build a box.
- Create a textured surface on the box.
- Create a personal decoration on the box.
- Use the box as a prop for storytelling.
- Demonstrate technical accomplishment and creativity.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have:
- constructed the net carefully
- used colour effectively
- created effective texture with tape
- created a design that reflects something about me
- created a box that is sturdy and in good condition - Guide students through the steps outlined in this lesson plan.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Place students in small groups and have them share thoughts about the work.
- During the discussion include references to:
- texture - how colour combinations and shading create the illusion of texture
- design - How does the design reflect the person who created it?
- technical accomplishment – How does careful construction contribute to the overall effectiveness of the box? - Ask students what they found satisfying about doing this project and why.
- Ask them what was difficult about doing this project and why.
- Provide time for students to find or make a special object to support their story, and to use the box and object as props to tell their story.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss their artwork – speaks with a clear voice, looks at audience while speaking, holds box to the side, provides accurate information, answers questions from the audience effectively.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Downloads - Luck_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads - Luck_self-assessment.pdf)
