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:

New York State Standards:

 

MST:  Students will use visualization and spatial reasoning to analysis characteristics and properties of geometric shapes. 

 

      4. G.1:  Identify and name polygons, recognizing that their names are related to the number of sides and angles (triangle, quadrilateral, pentagon, hexagon, and octagon).

      4. G.2:  Identify points and line segments when drawing a plane figure.

 

MST:  Students will identify and justify geometric relationships, formally and informally. 

 

      4. G.6:  Draw and identify intersecting, perpendicular, and parallel lines. 

      4.  G.7:  Identify points and rays when drawing angles. 

      4.  G.8:  Classify angles as acute, obtuse, right, and straight. 

 

English/Language Arts:  Students will listen, speak, read, and write for information and understanding. 

 

      As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. 

      As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. 

 

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.

 

      Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.

      Explore congruence and similarity.

 

Math:  Students will use visualization, spatial reasoning, and geometric modeling to solve problems.

 

      Build and draw geometric objects.

      Recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life.

 

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.

 

      Students demonstrate a sound understanding of the nature and operation of technology systems.

      Students are proficient in the use of technology

 

2:  Social, ethical, and human issues.

 

      Students practice responsible use of technology systems, information, and software.

      Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

 

3:  Technology productivity tools.

 

      Students use technology tools to enhance learning, increase productivity, and promote creativity.

      Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 

 

5:  Technology research tools.

 

      Students use technology to locate, evaluate, and collect information from a variety of sources. 

 

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:

      Computers in the computer lab

      Projection Screen

      PowerPoint Software

      Digital Cameras

      Software to upload digital picture

      Geometry vocabulary in math notebook

      A variety of Internet resources and Internet Search Engines (such as www.google.com, www.altavista.com, www.dogpile.com, and www.yahoo.com)

      Printer (if needed by students)

      Pens/Pencils

      Paper

      Webquest: located 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

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:  __________________________________

Miss. Ducommun

 

Webquest and PowerPoint Presentation Rubric

 

 

Teacher Comments: 

 

Journal Reflection

 

Student’s name: _____________________________________

Date of presentation: _________________________________

Project Title:  _______________________________________

Miss. Ducommun

 

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: