Beacon Lesson Plan Library
Geo Jammin' By DeSign - Day 6, Lesson 29: Geo Jabber
Katie Koehnemann
Bay District Schools
Description
Given a vocabulary word by the teacher, students show what they know by jabbering on their geoboard. Students silently present created illustrations or demonstrations for each word by holding up individual geoboards.
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.2.1.1.2.3
The student knows congruent shapes.
MA.C.2.1.1.2.4
The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).
MA.C.2.1.1.2.5
The student predicts the reflection of a given two-dimensional shape.
MA.C.2.1.2.2.1
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
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
-Geoboard for each student
-Four brown and one red rubber band for each student
-Overhead projector with viewing screen
-Geoboard made for use with overhead projector
-Copy of sample illustrations (See Attached Files)
Preparations
1) Have a geoboard for each student. (Check that the permanent dot in the corner is visible.) (See # 4 in Procedures)
2) Count out four brown and one red rubber bands for each student.
3) Check the overhead projector with viewing surface.
4) Check the geoboard made for use with an overhead projector.
5) OPTIONAL: Duplicate a copy of sample answers. (See Attached Files)
Procedures
1) To gain students' attention, do not say a word; simply hand out to each child a geoboard. Then hand out the designated rubber bands to each student.
2) Give no directions. Simply say each vocabulary word along with a number of rubber bands. Watch students, saying nothing else. The response to watch for is them demonstrating (or illustrating) the word using the geoboard and rubber bands.
3) After each word is illustrated students hold up their geoboard to show their answers. Once they get the nod from the teacher, they clear their boards and wait for the next word.
*For example: The first word is horizontal. Say, four rubber bands; horizontal. Students should use four rubber bands to make four horizontal lines on the geoboard. The lines can be different lengths, they can be all the same length, but there must be four horizontal lines. When they have made the example on their geoboards they hold it up for you to see. They must continue to hold it up until it is approved.
4) It may take a minute or so for them to start thinking and experimenting, but alas the thinkers will figure out what to do and others will follow suite. Note if any are forgetting to place the geoboards correctly to start with. As students hold up their geoboards check for accuracy. Some will be held correctly and look horizontal, while other students hold the geoboard incorrectly, making the rubber bands appear vertical or diagonal. Do not give the nod of approval to these. Be prepared for confusion and unrest!
5) Give the hint that the origin must not be in the right place. Allow time for students to think through the hint and hold up the board correctly. (The clue is that each geoboard has been marked with a permanent marker dot. This is the point of origin and should always be in the bottom left corner. When a geoboard is held up to be checked, place the right pointer finger over the dot and hold it facing the checker. (See Day 4, Lesson 19, Geo Junction).
6) After individual students have their illustrations checked, demonstrate the correct answer on the overhead geoboard. In some instances, there will be more than one way to illustrate a word. (See Attached Files for sample answers.)
7) Continue the lesson with remaining vocabulary words. (Sample possible answers in Attached Files.)
Suggested order:
Horizontal Four rubber bands
Vertical Four rubber bands
Line of Symmetry Make a shape; use the red rubber band to show the line of symmetry
Congruent Two rubber bands
Shape within a Shape Two rubber bands
Slide Two rubber bands
Flip Two rubber bands
Turn Four rubber bands
Predict reflection Make a shape on the overhead geoboard. Students show their prediction of the reflection of the shape. (See Attached Files for sample.)
Symmetrical Design Make a symmetrical design. Students show design and explain why it is symmetrical.
8) Individualized formative assessment occurs as students hold up their geoboards for teacher approval. Take note of individual students who struggle to find the correct answer. Optional: Partner these students with a child who does well to assure peer guidance. Group formative assessment occurs as the correct answer is demonstrated on the overhead projector and students self assess.
9) Collect geoboards and rubber bands.
Assessments
Formative assessment occurs as students hold up individual responses for approval of accuracy, and as they self-assess and make adjustments using the demonstrated model on the overhead projector. (See Associated File for sample answers.) Watch for students who do not understand the vocabulary. Partner these students with a child who does well so peer guidance and further instruction can be given.
Extensions
1) This is Lesson 29, Geo Jabber; Component: Working With Words
Lessons 1-6 are for Day 1 of the unit Geo Jammin' By De'Sign
Lessons 7-11 are for Day 2 of the unit Geo Jammin' By De'Sign
Lessons 12-17 are for Day 3 of the unit Geo Jammin' By De'Sign
Lessons 18-23 are for Day 4 of the unit Geo Jammin' By De'Sign
Lessons 24-28 are for Day 5 of the unit Geo Jammin' By De'Sign
Lessons 29-32 are for Day 6 of the unit Geo Jammin' By De'Sign
Lessons 33-38 are for Day 7 of the unit Geo Jammin' By De'Sign
There is no Guided Reading lesson for this day. Since students read and follow stitching directions and other lessons for the day are involved and time consuming, it is the judgment of the developer that Guided Reading not be included on this day.
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) Ask Hannah (Interactive Student Web Lesson) (See Web Links) teaches and reviews symmetry concepts. Use as a learning center.
4) If a journal is kept for this unit, allow students time to reflect on this activity.
Web Links
Student Web Lesson Ask Hannah
Attached Files
Jabber Board File Extension: pdf
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