Japanese Peace Garden:
with emphasis on perimeter and area Unit Plan
Elizabeth Willet: Kathleen Chapman
Spring 1997
Lesson 1 / Lesson 2/ Lesson 3
I. We will begin by using one inch square units. Show examples of shapes on graph paper that consist of several one inch square units.
A. Area is the number of square units.
B. Perimeter is the number of sides outside of the shape.
C. Show the students several examples and then have them count with you the area and perimeter of each example.
D. Have an example on graph paper on each table and have the students work in groups to find the area and perimeter.
E. Have prizes for the students who finish first and answer correctly the area and perimeter.
F. Then have the students come up with their own shape and put it on graph paper; find the area and perimeter of it.
II. Using one inch square color tiles:
A. review perimeter and area with overhead examples. Explain that each color tile equals one square inch.
B. Have three different color tile shape samples on each table in which the tables will work individually finding the area and perimeter.
C. After each person at the table finishes finding the area and perimeter
of all three examples, then have the tables switch and continue finding the area and perimeter until they have done all the samples.
D. Take four tables out into the hallway. Explain that each construction paper square equals one square foot. Give each table ten square pieces of paper and have them come up with a shape on the floor and have them find the area and perimeter.
E. After each group has found the area and perimeter of their shape have them come up with two more different shapes and they can try to spell words with the other groups; each group doing a different letter.
F. Have the students who are inside the classroom work with the color tiles and find perimeter and area of samples. Then switch groups.
Ill. Outside measuring perimeter:
A. Have students go outside to see the garden site. Measure the garden's perimeter by using a tap measure and chalk, allowing the students to make the chalk marks. Explain that three feet equal one yard and measure the sides in feet and yards.
B. Have students figure out the area by telling them the formula; side times side equals area. The measurements would be 20 X 21 yards. Multiply them together. The area of the garden would be 420 square yards.
C. Divide the students into groups of three or four. Then have each group stand at the corners of the garden, each student standing on a yard mark
instead of the feet marks. Then have balls of string rolled up and give one end to a student and throw the ball to student standing opposite that student. Tell them to hold the strings up so that they can see the grid crossing of the strings. Then have them lay the strings down and go to one corner of the garden.
D. Show them that each square made by the string grid is a square yard which is similar to the one quarter inch graph paper, the one inch square color tiles, and the one square foot construction paper that they used previously. Explain to them that the area of the garden could be found by counting all of the square yards, but they could find the area by multiplying the length times the width instead.
E. Have students go back inside and put the dimensions of the garden on graph paper. (21 yards by 20 yards). Show transparency and have them count out loud with you the length and width. Walk around and check to see that they have the right dimensions.
Suggestions:
Any time students are finished early with their work allow them to work with the color tiles finding area and perimeter. The students get very competitive trying to get the most correct. Have prizes for the ones who answer the most correct. Depending on the class this lesson may move very quickly or slowly. Have things for the ones who finish early to do, and
try not to demonstrate the next step to the class until the majority is finished so that the students who are not finished yet will not rush through their work. Review at the end of class and the beginning of each class so that the students remember what area and perimeter are.
I. Introduce some features that Japanese gardens have in them. Show pictures of the Fort Worth Japanese garden and pictures from books of Japanese garden in Japan.
A. Point out the features that could be put in our garden. Features that could be in the garden are: a rock garden, trees, bushes, boulder formations, a shelter or tea room, pond or stream, waterfall, fountain, stepping stones, statues, fence, gate, potted plants, moon deck, bridge, gravel, fish, and bird bath or houses.
B. Then show examples of maps from a bird's eye or airplane view. Demonstrate looking at the top of a tree would be different than looking at the side of a tree. Discuss what some the features listed above would look like from a bird's eye view.
C. Explain that symbols are simplified pictures that can describe a word and show examples of them. Explain that a key is the box that symbols and the word that describes it goes in.
D. Show transparency of examples of symbols and a map that you designed. Then take transparency down so that the students do not copy it.
E. Have students start coming up with symbols and drawing them on scratch paper.
II. Have students draw their symbols on their graph paper in the key box.
Then have them look at the pictures of the maps and the pictures in books of where they could place their symbols in their garden.
A. Have students draw in pencils their symbols in the rectangle garden on their graph paper.
B. Then have them outline in black marker the symbols and words in the key box and the symbols in the garden.
C. Have students color in symbols in the key box and the garden the same color.
D. Have students talk about their maps in a critique and discuss why they put certain symbols in their map and why they placed them where they did.
Suggestions:
Make sure that students do not copy off of each other when designing their gardens. If students finish their maps early allow them to work on finding perimeter and area for the contest to have the most answers correct. Do not spend more than two and a half days on the maps because students should be finished by then.
I. Introduce the difference between a two-dimensional map and three-dimensional garden. Explain that the students will be taking a small section from their garden map and making three-dimensional or realistic to touch. Take a section of your map to show the students how it would look close up.
A. Triarama: Demonstrate how to fold paper diagonal one way and then diagonal the other way. Then cut a slit along the crease from the corner to the middle of the paper.
B. Then show students how to use water color pencils. Draw the section of your map on the paper. Fold one flap back so that the students realize that they are not suppose to draw on it. Draw the background on the two of the triangles. Then draw the fbreground on the third triangle. See example.
C. Show the students how to glue the triarama like a corner cut out of a box.
D. Allow students to work on backgrounds using pencil first then color them in with either markers or water colored pencils. Make sure that they write their names on them. Have pictures of Japanese gardens and books on each table so that students can have visual resources.
II. Have students glue their triaramas after they are finished with the backgrounds. Then demonstrate with model magic how to make three-
dimensional objects. Remind the students that their hands must be clean before using the model magic. Mold model magic into different shapes such as a bridge, a tree and a rock. Then have students sit down.
A. Lay down the laws: no throwing model magic, no eating it, no stealing it or taking it out of the classroom, and the first time the abuse it, they will not work with it anymore that day. If they steal it, then they will receive a detention.
B. Have students work with model magic for ten minutes. Find someone who has made something recognizable and show it to the class. Praise those students who make anything unique.
C. Pick up all the model magic and put it back in the bucket five minutes before class ends.
II. Have students continue working with model magic. The objects that they made the night before will be dry and some will have broken in two pieces.
A. Have students glue and fix what is broken first before they get more model magic. Pass out smaller portions of model magic today.
B. Remind students that this will be their last day to work with model magic, because they will want to drag it out another day. Unless you see that they are producing good work.
C. Allow students to walk around periodically and look at each others work
to get new ideas, but do not allow them to copy each other.
Ill. Have students glue any model magic that has broken and then they can begin color their model magic.
A. Have students use either the colored pencils and brushes or markers to color their model magic.
B. Have students share water colored pencils and markers and pull one marker or pencil Out at a time and then put it back. This will help save time during clean up.
C. When students are finished coloring their triaramas, they must write a one page story about their Japanese garden. The story must have characters and have a plot. They can not just describe what is in their garden.
IV. Have students finish coloring their triaramas and writing stories about their gardens. All of the students should be finished by the end of the class.
A. Choose several triaramas that are different and display them in the classroom. Have the students talk about some of the features that they like in these examples.
B. Choose three stories of all the students and read them to each class. Have the students try to find which triarama they each story goes with.
V. Have students who are not finished or absent work on triarama. Review area and perimeter. Show transparency examples and have the students tell the answers. Then give prizes for the people in the class who got the most correct answers on their area and perimeter handout.
A. Allow students who are finished to design a gate or fence for their Japanese garden either by drawing it or gluing popsickle stick on paper.
B. Have students color their fences and gates.
Suggestions:
Be very stingy with the model magic; the students will keep asking you for more. Have them make something from the model magic that you give them first before giving them more. Put all of the maps in the hallway for display. Have a showcase of several of the good triaramas. Put the fence and gate designs in the showcase also. If one student does a really good one and finishes everything, have them make one for their teacher. Put as much art work in the hallway as you can.
Good luck and happy gardening!