Beacon Lesson Plan Library
Geo-Town
Kathy Peters
Bay District Schools
Description
Students use a checklist to construct a Geo-Town map including a compass rose, a map key, and a paragraph about a walk around Geo-Town, using appropriate geometric and directional vocabulary to identify the two-dimensional figures encountered on the walk.
Standards
Florida Sunshine State Standards
LA.B.2.2.3
The student writes for a variety of occasions, audiences, and purposes.
MA.C.1.2.1
The student given a verbal description, draws and/or models two- and three-dimensional shapes and uses appropriate geometric vocabulary to write a description of a figure or a picture composed of geometric figures.
SS.B.1.1.2
The student uses simple maps, globes, and other three-dimensional models to identify and locate places.
Florida Process Standards
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.
Numeric Problem Solvers
03 Florida students use numeric operations and concepts to describe, analyze, communicate, synthesize numeric data, and to identify and solve problems.
Critical and Creative Thinkers
04 Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Materials
-Computer with Internet access
-Geo-Town Grade Checklist (See Attached Files)
-Colored 12x18 construction paper
-Rulers
-Colored pencils or crayons
-Math text (any publisher) or Geo-Folder for reference
-Practice with Plane Figures Student Web Lesson (See Web Links)
Preparations
1. Make sure students have completed Practice with Plane Figures student web lesson. (See Web Links)
2. Complete a unit on geometry which will provide students with the necessary knowledge and skills for this lesson. Participating in the lesson, Geo-Folder (See Web Links), also provides the students with an excellent resource. (The Geo-Folder is a ten page notebook the student assembles as we learn geometric terms and vocabulary. The student defines and illustrates the following terms: point, line, line segment, ray, angle, right angle, acute angle, obtuse angle, horizontal, vertical, diagonal, perpendicular, parallel, polygon, pentagon, hexagon, octagon, etc.)
3. Download Geo-Town Grade Checklist and copy for each student. (See Attached Files)
4. Gather needed materials for project, such as the construction paper, rulers, colored pencils or crayons, and a math text or the Geo-Folder.
Procedures
1. Gain attention:
Today, we are going to create a Geo-Town map. We will use the skills learned through the Student Web Lesson (See Web Linds) and our Geo-Folder (See Preparation and Web Links). You will have the opportunity to unleash your creativity while meeting the requirements of the Geo-Town Grade Checklist (See Attached Files).
2. Relate to Present Knowledge and Present Objectives:
First, let's review the checklist of required geometric figures and concepts. (Discuss terms and meanings: parallel, perpendicular, intersect, square, pentagon.) Let's also discuss the importance of the map key and compass rose, as you will be creating and using these elements to write a paragraph to describe a walk through your geo-town. The paragraph and the compass rose/map key represent 20 of the total points possible on your Geo-Town, and you are required to use directional words and geometric terms in describing your walk through your Geo-Town.
3. Engage in Learning:
So, now, let's get started. Remember, all of the geometric concepts you are applying in designing the Geo-Town we have explored through creating the Geo-Folder. (See Web Links for Geo-Folder lesson) Refer to your folder or text if needed. You need construction paper, colored pencils or crayons, rulers, and your checklist to get you mapping. First, design the desired look of your town. You can either cut and paste or draw to construct your Geo-Town map. Remember, to use the knowledge you have acquired through your Geo-Folder and Student Web Lesson (See Web Links) to neatly map out your town. After completion of your map, you need to write a one-paragraph description of a walk through your Geo-Town. Within your paragraph, you need to use geometric and directional vocabulary to identify sites you encounter on your walk (for example, starting at Wilson Boulevard, walk north three blocks, and turn right at Penny's Seafood, a five-sided building known as a pentagon).
4. Provide Opportunity for Feedback:
You have the remainder of the period to work on this project. We will finish and showcase our Geo-Towns tomorrow by displaying our towns and sharing the street names, buildings, and reading our descriptive paragraphs. You may choose a partner to move through your town as you read the paragraph to us tomorrow. (As students work independently on the Geo-Town, the teacher will serve as a consultant in clarifying individual concerns and directing student performance.)
Assessments
The assessment, creating the Geo-Town map, is embedded in the activity. Students are assessed according to the criteria in the Geo-Town Grade Checklist included with this lesson. (See Attached Files) Mastery level is a minimum of 80 of the 100 points possible on the Geo-Town Grade Checklist.
Extensions
The lesson Geo-Folder (See Web Links) is an excellent prerequisite to this lesson, as the Geo-Town represents a culminating activity to a Geometry Unit for Learner Level 2.
Web Links
Visit Geo Folder before teaching this lesson. Geo Folder
Student Web Lesson Practice with Plane Figures
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