Beacon Lesson Plan Library
Geo Jammin' By DeSign - Day 3, Lesson 13: Reflections
Katie Koehnemann
Bay District Schools
Description
Students write predictions for new word meanings. Through small group and classroom discussions, students forge their way to developing an understanding of the line of symmetry, and gear up for an exploration of symmetry.
Standards
Florida Sunshine State Standards
MA.C.2.1.1.2.1
The student describes symmetry in two-dimensional shapes.
MA.C.2.1.1.2.2
The student determines lines of symmetry of two-dimensional shapes by using concrete materials.
MA.C.2.1.1.2.5
The student predicts the reflection of a given two-dimensional shape.
Florida Process Standards
Information Managers
01 Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
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.
Resource Managers
06 Florida students will appropriately allocate time, money, materials, and other resources.
Materials
-Written for display: Describe a reflection.
-Written for display: What is symmetry?
-Written for display: What is the line of symmetry?
-One sheet of paper for each small group of 3 4 students
-Chart paper to record student responses to the second question
-Student-made glossaries (Lesson 9, Bringing It to a Fine Gloss-ary)
-Pencil for each student
-Process for forming small groups quickly and without a lot of movement
Preparations
1) Prepare display commands/questions. (Letter onto a transparency or sentence strip, etc.)
2) Wall space to display the questions for students to see.
3) Chart paper titled Line of Symmetry to record student responses to questions.
4) Be certain all students have their glossaries. If they do not, be prepared with paper for them to write their responses on.
5) Have a process for forming small groups quickly and without a lot of movement.
6) One sheet of paper for each small group is needed.
Procedures
1) Gain students' attention by displaying: Describe a reflection.
2) Students copy the word into their glossaries. Each student records his or her idea of what a reflection is by writing it next to the word.
3) Call on students to read their predicted description.
Formative assessment occurs as discussion of the responses ensues.
Possible issues for discussion and feedback:
Reflection is when you see yourself in the mirror. When the teacher asks me to write about my thoughts. When I see myself in the still water. When a shape flips.
Ask critical thinking questions such as: What do you know about a reflection?
4) Place students in small groups of three or four per group. (Quickly, easily, without a lot of movement.) Give a sheet of paper to each group.
5) Display: What is the line of symmetry?
Read the question aloud. Students repeat line of symmetry aloud to learn correct pronunciation.
Guide thinking. Lead them to consider what they already know:
They know what a line is.
They know what a reflection is.
They know something about a reflection.
What do you think the line of symmetry is?
Discuss in their group and arrive at a definition for line of symmetry.
Record their definition on the sheet of paper.
6) Call on groups to read their predictions.
Record these on chart paper.
Formative assessment occurs as discussion is given to shared responses.
For example: A group offers the definition that the line of symmetry is the edge of a mirror. Respond with a statement, such as, the edge of a mirror can help us locate the line of symmetry.
7) Display: What is symmetry?
Follow the same procedures as above.
8) Direct students to put away their glossaries. (For the time being)
Explain they will use mirrors to explore and determine what the line of symmetry is.
9) Clearing their desks leads students into Lesson 14, Mirror, Mirror, On the Wall.
Assessments
Formative assessment is given as students share individual attempts at describing reflection based on prior knowledge, and as groups offer their definition of line of symmetry. Listen for understanding of reflection as it pertains to mirror image and as they apply what they know about a line and reflection to determine what the line of symmetry is. (Specific examples available in Procedures)
Extensions
1) This is Lesson 13, Reflections; Component: Writing
Lessons 1-6 are for Day 1 of the unit Geo Jammin' By DeSign
Lessons 7-11 are for Day 2 of the unit Geo Jammin' By DeSign
Lessons 12-17 are for Day 3 of the unit Geo Jammin' By DeSign
Lessons 18-23 are for Day 4 of the unit Geo Jammin' By DeSign
Lessons 24-28 are for Day 5 of the unit Geo Jammin' By DeSign
Lessons 29-32 are for Day 6 of the unit Geo Jammin' By DeSign
Lessons 33-38 are for Day 7 of the unit Geo Jammin' By DeSign
Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom.
2) Click here to view the Beacon Unit Plan associated with this lesson. See Attached Files to download the Unit Plan Overview, Unit Assessments, and other attached files.
3) Learning Center Activity (for use during small group guided reading lessons) Students add new vocabulary words to their Gloss-ary (Lesson 9) drawing illustrations for each new word.
4) If a journal is kept for this unit, allow students time to reflect on this activity.
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