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Miss Ducommun |
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Lesson
Plan: Geometry All Around Us Nicole
Ducommun BDMS December
2005 Grade: 4 Title of the Lesson:
Geometry All Around Us From a
unit on geometric figures and 3-dimensional objects Overview: The
main content presented in this lesson is on geometric terminology that can be
found around us at any time. Some of the
geometric terminologies that I will have the students locate using the Internet
and digital photography include: triangles, quadrilaterals, octagons, lines,
line segments, ray, parallel lines, perpendicular lines, congruent shapes,
similar shapes, tessellations, acute angles, right angles, and obtuse
angles. This lesson will occur after all
of the definitions and explanations of these geometric terminologies that has
been taught and practiced. I will teach
this lesson by allowing the students to search the Internet for pictures of the
above geometry terms and by using the class’ digital camera to explore the
classroom and the surrounding environment outside the school building to locate
pictures of these geometric terminologies.
After locating pictures, digitally and by the Internet students will
create a PowerPoint Presentation including the pictures and a brief caption beneath
each picture that includes an explanation of the geometry term is pictured and
a definition of the term. I am teaching
this lesson so that my students will be engaged and motivated in their learning
of the geometry material. I also think teaching
this lesson in this manner will bring a real-life learning experience to my
students; they will see how geometry is all around them and how it is
incorporated into their lives. Goal: The
students will become active participants in demonstrating an understanding of
geometric terminology in relation to real-world objects. Objectives: Given
five photos on the topic of geometry, students will prove by explanation that
each photo represents a specific geometry term, the students will complete this
activity successfully by proving four out of five photos are geometry terms
correctly. Given a
Webquest experience and the Webquest and PowerPoint Presentation rubric, the
students will design a PowerPoint Presentation on the topic of Geometry All
Around Us and present it using an oral presentation to the class following the
criteria of the rubric (attached) while scoring at a level of at least 3 in
each criterion. Standards: MST: Students will use visualization and spatial
reasoning to analysis characteristics and properties of geometric shapes.
MST: Students will identify and justify geometric
relationships, formally and informally.
English/Language
Arts: Students will listen, speak, read,
and write for information and understanding.
National
Standards: Math: Students will be able to analyze
characteristics and properties of two- and three-dimensional geometric shapes
and develop mathematical arguments about geometric relationships.
Math: Students will use visualization, spatial
reasoning, and geometric modeling to solve problems.
English/Language
Arts: Students use a variety of
technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and
communicate knowledge. English/Language
Arts: Students use spoken, written, and
visual language to accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information). Technology
Standards: 1: Basic operations and concepts.
2: Social, ethical, and human issues.
3: Technology productivity tools.
5: Technology research tools.
Prior Teaching Preparation: To
prepare to teach this lesson, I had to research websites and search engines
where students could locate pictures of geometric terminology. I also had to make sure the entire set of computer
lab computers have Internet connections, PowerPoint software, and software so
students can upload their digital pictures they took. Prior to teaching this technology-enhanced
lesson I had to ensure that all students had a complete understanding of the
AUP they (and their parents) signed, an understanding of how to use all of the
equipment required to compete this project, and a complete understanding of the
geometry terminology they will be searching for in this project. Materials/Resources:
Technology Used in Lesson: The
students are expected to use Internet resources, the webquest Geometry All Around Us (located at:
http://teacherweb.com/NY/BishopDunnMemorialSchool
/GeometryAllAroundUs/index.htm, digital camera, PowerPoint software, and software to upload the
digital pictures in order to complete their “Geometry All Around Us”
project. Introduction (Anticipatory Set): Using
the projection screen and the computer, the teacher will upload a picture of a
stop sign onto the screen. The teacher
will ask the students where they have seen one of these before. The students will respond by stating things
such as: on the road, in the parking lot, or by my house. The
teacher will then ask the students to think back to yesterday when they were
discussing geometry vocabulary. The
teacher will ask the students to think about what geometry word describes this
stop sign. The students will response:
octagon or two-dimensional shape. The
teacher will ask the students why they think she has put up a stop sign as an
example of a geometric word. The
students should respond with some prompting that it is something they all have seen
and know what it is. The
teacher will tell them they are correct and that math specifically geometry is
all around them. Development: Interactive:
Project-Based Learning: The
teacher will tell the students that they are going to be working on a project
over the next few days, entitled: “Geometry All Around
Us”. The
students will be informed that they are going to be using the Internet, a
webquest with all information needed to complete the project, PowerPoint
Software, digital cameras, and software to upload photographs. The
webquest will be introduced to the students at this time. The webquest includes all of the necessary
information about this project. The
webquest will inform the student of the task they are required to complete
(create a PowerPoint presentation including pictures of geometry vocabulary
with captions that explain the definition of the geometry word). The webquest will tell the students all of
the steps they are going to take to complete the project. (Locate pictures on the Internet and take
pictures using the digital camera, upload pictures to a PowerPoint
presentation, create captions, and finally present the PowerPoint in an oral
presentation to the class.) The webquest
will also provide students will all the resources they will need to complete
this project. The webquest will include
a rubric, which is how the students will be graded on this technology
project. For
other teachers who want to incorporate this webquest into their classroom,
there will be a teacher page on the webquest that informs the teacher of the
goals, objectives, resources, tasks, process, evaluation rubric, and standards
used in the webquest. The
webquest can be located at http://teacherweb.com/NY/BishopDunnMemorialSchool/GeometryAllAroundUs/index.html or it can located as a link on
my webpage located at: http://teacherweb.com/NY/BishopDunnMemorialSchool/NicoleDucommun/index.html Guided Practice: Prior
to allowing students to work on the webquest activity students will work in
combination with the teacher to complete a learning activity to ensure they can
identify which geometry term can be associated with a given picture. The
teacher will upload five pictures onto the projection screen and inform the
students to explain using definitions why each picture is a specific geometry
term. The students can use their math
notebooks if they need to. Also the
teacher will review the answers to guided practice questions. To ensure the student is ready to complete
this project, the students to need correctly explain four out of the five pictures. The
pictures that will be used are a table top (quadrilateral), a brick wall
(congruency), two solid lines in the road (parallel lines), the corner of a
soccer goal post (right angle), and the sidewalk (perpendicular lines). Accommodations and Modifications
for Learners with Special Needs: More
prompting will be given if needed. I will
rephrase the directions and questions if the directions need to be made easier
to understand for students. I will
re-teach the geometry vocabulary lesson and give students extra time if needed. If
extra time is needed for a student I will make the time either during recess,
lunch, study hall, after school, or another free period. If
students show early mastery during the guided practice of the lesson, the
students can assist members of his or her class in understanding the major
concepts of the lesson and the major concepts to be demonstrated during their
presentation. For
gifted students I will allow them to use different geometry vocabulary that is
on a sixth grade level or higher, such as tessellation, transformation, or symmetry. Independent Practice: Students
will conclude this project, with a follow up activity. Students will write up a reflection to be
handed in to the teacher at the end of the webquest and PowerPoint
presentation. Students will include in
their reflection of this technology-rich project, what they did, what they
learned, and how will they use what they learned. Students will also include how this project
is relevant to their lives and how this project can be extended to other areas
of math or their lives. The reflection
will be graded using a rubric (it is attached).
Closure: At the
end of completing this project students will present their PowerPoint
Presentations to the class in the form of an oral presentation with a visual
aid component following the criteria of the Webquest and PowerPoint
Presentation Rubric while scoring at a level of at least 3 in each
criterion. At the end of their
presentation the students will share some of their metacognitive reflections
that they wrote up in their journal reflection which follows the criteria of
the Reflective Rubric while scoring at a level of at least 3 in each
criterion. Methods of Evaluation: Students
will be evaluated on the guided practice activity that was completed in class
on the first day of this lesson.
Students will explain the geometry term correctly in four out of five pictures
shown on the projection screen.
(Diagnostic) Students
will be evaluated on their webquest completion and PowerPoint Presentation
using the rubric located in the webquest (it is also attached). (Summative) Students
will be evaluated on completeness of their reflection of this technology-rich
project. To receive full credit students
must include the following pieces of information: what they did, what they
learned, how they will use it, how this project was relevant to their lives,
and how this project can be extended to other areas of math or their lives. The
reflection will be graded using a rubric (see attached) (Formative) Teacher Reflection: Did I
achieve the goal and objectives of my lesson? Was I
able to engage and motivate my students throughout the entire lesson? How can
I improve this lesson the next time I use it? Could
any other teacher use this lesson? Were
the visual presentations used appropriate for the lesson? Was the
webquest that I created effective and easy for the students to use? Was the
technology I incorporated into this lesson sufficient? How
could I have used more technology in this lesson? Webquest and PowerPoint Presentation Name: _______________________________________ Date of Presentation: ____________________________ Project Title: __________________________________ Webquest and PowerPoint Presentation
Rubric
Teacher Comments: Journal Reflection Student’s name: _____________________________________ Date of presentation: _________________________________ Project Title: _______________________________________ Assignment: Write up a reflection to be handed in to the teacher at the end of the webquest and PowerPoint presentation. Be sure to include what you did, what you learned, and how you will use what you learned. Also include how this project is relevant to your life and how this project can be extended to other areas of math or your life. The reflection will be graded using a rubric (it is below). Reflection Rubric
Teacher Comments: |
