ALEX Learning Activity


Symmetrical Stained Glass Window

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Stephanie Carver
System:Cullman City
School:Cullman City Board Of Education
  General Activity Information  
Activity ID: 1826
Symmetrical Stained Glass Window
Digital Tool/Resource:
Virtual Manipulatives
Web Address – URL:

This learning activity should be completed at the end of a geometry unit or after a lesson on symmetry. The teacher will pose a real-world problem that requires the students to create a design for a stained glass window. Using virtual manipulatives, students will work collaboratively to design a symmetrical stained glass window that has at least one line of symmetry.

This activity was created as a result of the Arts COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 4
Visual Arts
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
MA2019 (2019)
Grade: 4
29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.
Unpacked Content
Evidence Of Student Attainment:
  • Given a shape, identify a line of symmetry.
  • Given a shape, identify the number of lines of symmetry.
  • Given half of a two-dimensional figure on grid paper, draw the other half so that the two sides are symmetrical and include the line of symmetry that separates the two halves.
  • Justify the existence or non-existence of line symmetry within figures by drawing the lines of symmetry.
Teacher Vocabulary:
  • Symmetry
  • Two dimensional figure
  • Line of symmetry
Students know:
  • Characteristics of lines of symmetry.
Students are able to:
  • Define a line of symmetry for a two-dimensional figure.
  • Identify and draw lines of symmetry for two-dimensional figures.
Students understand that:
  • a line of symmetry divides a shape into two parts such that when folded on the line, the two parts match.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.29.1: Identify line symmetric figures.
M.4.29.2: Draw lines of symmetry on a one-dimensional figure.
M.4.29.3: Recognize lines of symmetry on a one-dimensional figure.

Prior Knowledge Skills:
  • Recognize a fraction as part of a whole.
  • Decompose a large pre-made shape using smaller shapes.
  • Compose a large pre-made shape using smaller shapes.
  • Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them.
  • Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths.
  • Define halves, thirds, fourths, quarters, whole, parts (shares) and equal.
  • Distinguish between equal and non-qual parts.
  • Model partitioning circles and rectangles.
  • Decompose pictures made of simple shapes.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.29 Given a drawing of a shape with a line drawn across the shape, identify if it is divided symmetrically.

Learning Objectives:

Students will work collaboratively to design a symmetrical stained glass window that has at least one line of symmetry.

  Strategies, Preparations and Variations  

This learning activity should be completed at the end of a geometry unit or after a lesson on symmetry.

Pose this real-world problem to the students:

I have decided to renovate my kitchen at home. I love stained glass windows and would like to put a stained glass window above my kitchen sink window.  I need your help in designing my stained glass window. I like things to be symmetrical in my house, so you will need to make sure your design has at least one line of symmetry.

Show the students a few examples of stained glass windows. You can use the following link or provide your own examples: stained glass windows.  

Students will work collaboratively in a small group or with a partner and use the virtual manipulative link to design their symmetrical stained glass window.  They can use any of the manipulatives on this link or you might want to limit them to using the pattern blocks only. Students will print their design on a color printer or print it in black and white and color it. 

Assessment Strategies:

Each stained glass window design must be symmetrical and have at least one line of symmetry. Students should be able to identify the line of symmetry. 

Advanced Preparation:

Teachers will need to visit the virtual manipulative link prior to the lesson to familiarize himself/herself with it.  

Students should already be proficient in finding lines of symmetry.

Each group of students will need access to a device with Internet access. 

Variation Tips (optional):

You can differentiate this activity according to ability level by making higher level students create a design with two or more lines of symmetry.  

Notes or Recommendations (optional):
  Keywords and Search Tags  
Keywords and Search Tags: