Given the debate over perception between those who feel that it is largely due to external stimuli and those who feel that it is strongly shaped by prior experience and perception, it is important for a curriculum module such as this one, which deals specifically with the mathematical aspect of perception to address both possibilities.  Perception Theory  In order to due this, we will be borrowing a fundamental concept from the GOMS theory of computer based learning.  While GOMS is intended primarily for adult learners and text editing tasks, we feel that the concept of minimalism  fits well with the heavily visual approach of this unit, which emphasizes discrete tasks (primarily observation) which are meaningful and active. In addition, the final art task is largely self directed, which is the final component of minimalism as a pedagogical technique.

Teacher Instructions:
    1. Teachers may want to familiarize themselves with Fibonacci terms and concepts.  Link Here.
    2. Teachers verify that the students meet the prerequisites outlined in the Prerequisite Skills or Knowledge
    3. If necessary teachers will want to reserve computer time for student Internet access.
    4. Recommended sequence:
            a. mathematics unit
            b. nature unit
            c. art unit
 

Time Estimation:
    1. Mathematics Unit: 3-4 class periods
    2. Nature Unit: 2-3 class periods
    3. Art Unit:  4 periods
    4. Culminating Activity: 1 class period (show and tell)

Modifications:
If the Internet is not available, it would still be possible to use the library for the research necessary to complete this module.

Depending on curriculum requirements and/or time constraints, teachers should be able to eliminate or shorten either the Nature or the Art unit (or both).
For example, teachers doing the art unit may wish to choose only one sub-unit, either architecture or painting; in the math unit, teachers can have students complete either the bee or the rabbit problem, instead of both.  The Art unit could be further expanded by having the students create 3D models of the buildings they have designed. For this activity, as well as more suggestions, see More Fun With Fibonacci.