Beacon Lesson Plan Library

Geo Jammin' - Day 5, Lesson 17: Geo Sakes Alive!

Katie Koehnemann
Bay District Schools

Description

Pleased with students' knowledge of two- and three-dimensional attributes, Geo George gives students the opportunity to utilize mathematical language. The challenge is to create a geo puppet by following directions given geometrically.

Objectives

The student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles).

The student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).

The student sorts two- and three-dimensional figures according to their attributes.

The student knows the names of two-dimensional and three-dimensional figures presented in various orientations in the environment.

Materials

-Directions for making a Chatter Box puppet (See Associated File)
-8 ½” square of paper for each student (extras on hand may be a good idea)
-Crayons or markers
-OPTIONAL: Art supplies such as yarn, buttons, eyes, felt, etc. and Elmer's glue
-An Assessment Management Tool for each student (See Associated Files in the Unit Plan)

Preparations

1. Print a copy of the directions for making a Chatter Box puppet. (See Associated File)
2. Familiarize yourself with giving the directions for making the puppet using geometric language.
3. Using 8 ½” x 11” plain white copy paper, cut 2 ½ inches off one end to create an 8 ½” x 8 ½” square. Make enough so there is one per student plus a few extras.
4. Gather crayons or markers
Optional: Art supplies such as yarn, buttons, eyes, felt, etc. and Elmer’s glue
5. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
6. Associated File contains:
It's Alive! Chatter Box directions

Procedures

1. Geo George addresses students with showers of accolades. He is proud of all they have learned about the attributes of two- and three-dimensional figures. He asks what can be done with this information. Give students an opportunity to give suggestions, and then agree these are all good ideas. Geo George has an idea of his own.

2. Hand out to each student one 8½-inch square of paper. As each part of the directions is given, students should readily be able to name, describe, and sort the various geometric components, and should follow along easily, understanding geometric terms used in this particular orientation. Formative assessment occurs as students are called on to identify each shape, attribute, and feature of the form throughout the activity. Listen for accuracy and correctness.

3. As Geo George guides students through the folding procedure, walk around the room monitoring student performance, offering individual guidance through questioning to help students who may be having difficulty transitioning mathematical information to the environmental circumstance.
*For example, a student is lost with one part of the directions because he is not transferring the meaning of SIDE to this particular folding activity. Guide the student by asking, “What shape are you working with? The directions are to have the top and bottom SIDES even. What does the SIDES of the square mean?”

4. Certainly some students will know how to whip these little characters up in a hurry, but instruct them to go through the folding process slowly so they are exposed to and transfer mathematical language to the circumstance. They must be cognizant of geometrical features used to create the puppets.

5. Students who have completed the folding process and demonstrated an understanding of mathematical elements and language, by identifying and describing, can be reciprocal teachers for those who may be struggling.

6. When all are finished, as a review, identify the geometric components of the puppet as a class. Students lead this sorting and describing discussion, the teacher simply facilitates the exchange of ideas.

7. Geo George directs students to make facial features on the Chatter Box to create their character. Students can practice moving the mouth of the puppet, causing it to talk smoothly.

Assessments

Student knowledge of and ability to identify, name, sort, and describe attributes of two- and three-dimensional shapes is formatively assessed as each part of the directions is given and students readily respond to questions, with regards to these components, throughout the folding activity. Students are monitored and formatively assessed on their performance to utilize geometric knowledge and language in various environmental circumstances as they listen to and correctly follow directions that are given in mathematically correct terms. Students successfully transform a two-dimensional square of paper into a three-dimensional puppet.

Extensions

* 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.
1. This is Lesson 17 – Geo Sakes Alive!; a Math lesson
Lessons 1 – 3 are for Day 1 of the unit Geo Jammin’
Lessons 4 – 7 are for Day 2 of the unit Geo Jammin’
Lessons 8 – 11 are for Day 3 of the unit Geo Jammin’
Lessons 12 – 15 are for Day 4 of the unit Geo Jammin’
Lessons 16 – 19 are for Day 5 of the unit Geo Jammin’
Lesson 20 is for Day 6 of the unit Geo Jammin’
Lesson 21 is for Day 7 of the unit Geo Jammin’
2. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2959. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
3. The Facts Please, Mr. Mumble is an interactive Student Web Lesson that addresses the standard: the student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles). Students should visit the lesson regularly for optimal practice in describing two-dimensional attributes. The Facts Please, Mr. Mumble can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3161
4. Geo Cleo and the Shape Caper is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles). Students should visit the lesson regularly for optimal practice in describing three-dimensional attributes. Geo Cleo and the Shape Caper can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3160
5. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
6. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.

Web Links

This is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).
The Facts Please, Mr. Mumble

This is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).
Geo Cleo and the Shape Caper

Attached Files

Chatter Box tips and directions     File Extension: pdf

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