Beacon Lesson Plan Library
Geo Jammin' By DeSign - Day 7, Lesson 33: Unpack My Mind to Make a Design
Katie Koehnemann
Bay District Schools
Description
Design pumps are primed and creative juices start to flow as students view various quilt pattern designs to identify and label components of each. Students then work independently on creating a quilt block design. (Summative Assessment A)
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.2.1.2.2.1
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
MA.D.1.1.2.2.2
The student combines two attributes in creating a pattern (for example, size and color).
MA.D.1.1.2.2.3
The student transfers patterns from one medium to another (for example, pictorial to symbolic).
MA.D.1.1.2.2.5
The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
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
-Summative Assessment A (See Extensions for link to Unit Plan)
-Copy of coordinate grid with letters for each child (See Lesson 27, DeSigning Coordinates, Attached Files)
-Computer hooked to large screen monitor
-Transparency copy of Unpack My Mind To Make a Design Student Checklist (See Extensions for link to Unit Plan, Summative Assessment A)
-Suggested Website bookmarked, and Flying Geese pattern minimized (See Web Link)
-Large supply of sticky notes
-Dry erase marker or Vis á vis
-Transparency of Unpack My Mind to Make a Design Student Checklist (Lesson 21, The Important Thing)
-7 X 7* inch newsprint squares (See size comment on the Summative Assessment A in Unit Plan)
-7 X 7* inch copy paper squares (or some other paper which is of higher quality than newsprint) (See size comment on the Summative Assessment A in Unit Plan)
-Large wall area to display quilt block designs together in quilt fashion
-For each student: Tangram puzzle, pencil, crayons
Preparations
1) Refer to Summative Assessment A. (See Extensions for link to Unit Plan)
2) Copy of coordinate grid with letters for each child. (See Lesson 27, DeSigning Coordinates, Attached Files)
3) Hook computer to large screen monitor.
4) Locate Website (See Web Links), bookmark, go to Flying Geese pattern and minimize. (NOTE: If the computer is slow and there are concerns with the amount of time it may take, the day before print out transparency copies of the pattern designs and do the lesson using an overhead projector instead of live on the computer.)
5) Transparency copy of Unpack My Mind to Make a Design Student Checklist. (See Summative Assessment A in Unit Plan)
6) Large supply of sticky notes
7) Dry erase marker or Vis á vis
8) Cut 7 X 7* inch squares of newsprint. (Recycle old copy paper, have students practice on the back.)
9) Cut a supply of 7 X 7 inch squares of quality paper. (Copy paper or whatever is on hand.)
10) Copy Literacy Link pages and cut in half as needed. (See Extensions for link to Unit Plan)
11) Enter student names on each Literacy Link sheet. (See Extensions for link to Unit Plan)
12) Copy Product Summative Assessment A Record Sheet. (See Extensions for link to Unit Plan)
13) Enter student names in the Record Sheet.
14) Large wall area to display quilt block designs in quilt fashion.
15) For each student: Tangram puzzle, pencil, crayons
Procedures
1) Ask students what pattern Sam Johnson's men's club used (Lesson 31, Ge-Oh Boy, Oh Boy) to make their quilt for the County Fair? (Flying Geese)
2) Show on monitor the Flying Geese Pattern. Display Unpack My Mind to Make a Design Student Checklist on the overhead. (Lesson 21, The Important Thing) Use checklist to identify parts of the Flying Geese pattern. Ask: Does this design have all required parts? (No. Ask students to justify. Listen for: There is no turn and no shape within a shape.)
3) Click back button to view list of various patterns. Visit a number of these different patterns and use the Student Checklist on each. Formative assessment occurs as students identify and name each criterion that is included on the checklist and that must be included in the design they will make. (Summative Assessment A)
4) Model for students how to label each component of the checklist. Write the name of a part on a sticky note, (i.e. Congruent triangles), stick to the monitor next to the pattern being viewed and draw a line to the congruent triangles in the design with a dry erase marker or Vis á Vis. If the design is symmetrical call on various students to explain why and describe symmetry. Write their definition on a sticky note and place on the screen.
5) Repeat this procedure with other patterns presented on this site. Students should demonstrate a clear understanding of how to label pattern components.
6) Explain they will do the same on the summative assessment. They label each part of their design the same way as demonstrated on the monitor.
7) Steps 7 - 20 are in Summative Assessment A. (See Extensions for link to Unit Plan)
OPTION I: Students complete the assessment during this lesson time. Make time adjustments as needed.
OPTION II: Students begin designs. When lesson time is up, collect work. Allow time to complete later on in the day or the following day.
Assessments
This is a summative assessment. See Summative Assessment A. (See Extensions for link to Unit Plan)
Extensions
1) This is Lesson 33, Unpack My Mind to Make a Design; a Math lesson and Summative Assessment
Lessons 1-6 are for Day 1 of the unit Geo Jammin' II By De'Sign
Lessons 7-11 are for Day 2 of the unit Geo Jammin' II By De'Sign
Lessons 12-17 are for Day 3 of the unit Geo Jammin' II By De'Sign
Lessons 18-23 are for Day 4 of the unit Geo Jammin' II By De'Sign
Lessons 24-28 are for Day 5 of the unit Geo Jammin' II By De'Sign
Lessons 29-32 are for Day 6 of the unit Geo Jammin' II By De'Sign
Lessons 33-38 are for Day 7 of the unit Geo Jammin' II by De'Sign
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) See OPTIONS I and II, # 7 of Procedures.
3) 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.
4) A Five Star site! It is incredible! A must do! Visit Women and Geometry, An Archive of American Patchwork Quilt Designs (See Web links). Quilt patterns are in alphabetical order as well as there being a designation for themes of motion quilts. Click on a quilt block design title. A colored sample of the design appears and in most cases a motion sample of how the block is fitted together is continuously shown either below or to the right of the color design. In some cases, you can scroll down to see the pattern as it is seen as an entire quilt. In order to return to the lesson plan after visiting this site, click the back button rapidly and repeatedly until the lesson plan appears.
5) Identify various quilt designs can be identified at DawnPages Easy Patterns (See Web Links section). Print out to practice coloring symmetrically.
6) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. (See Web Links)
7) If a journal is kept for this unit, allow students time to reflect on this activity.
Web Links
This is a Five Star site. It is incredible. A must do. Quilt patterns are in alphabetical order as well as there being a designation for themes of motion quilts. Click on a quilt block design title. A colored sample of the design appears and in most cases a motion sample of how the block is fitted together is continuously shown either below or to the right of the color design. In some cases, you can scroll down to see the pattern as it is seen as an entire quilt. One caution, in order to return to the lesson plan click the back button rapidly and repeatedly until the lesson plan appears. Women and Geometry, An Archive of American Patchwork Quilt Designs DawnPages Easy Patterns DawnPages Easy PatternsStudent Web Lesson Ask Hannah
|