Beacon Lesson Plan Library
Geo Jammin' By Design - Day 3, Lesson 16: The ABC of Symmetry
Bay District Schools
Steps for an art project are used for guided reading. The activity develops a deeper understanding of how to read informational text, symmetry as it pertains to all elements of design, and art as part of history that reflects aspects of daily life.
The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).
The student determines lines of symmetry of two-dimensional shapes by using concrete materials.
The student knows congruent shapes.
The student predicts the reflection of a given two-dimensional shape.
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
The student combines two attributes in creating a pattern (for example, size and color).
The student transfers patterns from one medium to another (for example, pictorial to symbolic).
The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).
-A copy of ABC of Symmetry for each child (See Associated File)
-The letter B made into sturdy patterns (See Associated File)
-Enough art supplies for all students, to include: Large sized construction paper in a variety of colors, colored tissue paper, scissors, pipe cleaners, tape, glue, and any baubles, bangles or beads that you may want students to use for decorating their butterflies.
-Individual mirrors available (For students to assess their decision with regards to adding color to the design.)
-Copy of the Literacy Link page for each child
-OPTIONAL: Website Just Read Now (See Weblinks)
-OPTIONAL: [Guided Reading] by Irene C. Fountas and Gay Su Pinnell
ISBN 0 - 435-08863 – 7 (One source for this book is I.E.S.S. Inc. 1- 800- 644 –5280)
1) Prepare Bs from sturdy stock for use as patterns. Decide how many you will need. (See Associated File) (You may want to get a volunteer to do this for you.)
2) Print a copy of ABC of Symmetry for each student. (See Associated File)
OPTION: If you do this lesson in small groups only print as many as you need for the largest group. Slide the directions into plastic sleeves and reuse with each group.
3) Print a copy of Literacy Link for each student.
4) Gather art supplies. Large size construction paper in a variety of colors, colored tissue paper cut to size, scissors, pipe cleaners, tape, glue, and any other baubles such as sequins, self-stick felt circles.
5) Cut the tissue paper into squares large enough to cover the openings on the B.
6) Have individual mirrors available.
7) OPTIONAL: [Guided Reading] by Irene C. Fountas and Gay Su Pinnell
*NOTE: One purpose of this lesson is to instruct students in reading informational texts for a specific purpose. Use as a Guided Reading lesson incorporating appropriate research based strategies. For more information on guided reading, visit Just Read Now (See Weblinks) and/or the suggested book in the Materials section of this lesson.
*Choose to do as a whole or small group Guided Reading lesson. Apply the following procedure to whichever size group is chosen.
1) Have necessary art materials easily accessible for students.
2) Distribute to each student a copy of ABC of Symmetry. (See Associated File) (Do not reveal to students they are making a butterfly. They are simply to follow the written directions and see where it leads them.)
3) Students read and follow directions as a structured guided reading lesson. Direct students to read numbered steps one at a time, following directions of each. Formative assessment occurs as students’ reactions to text are observed. Watch for individual student’s demonstration of comprehension as they respond correctly or incorrectly to the directions of the text. Monitor and observe student actions for accuracy in: tending to mathematical language, such as flipping the letter B, making a line of symmetry, checking for symmetry in the way they lay the tissue paper and key words of the informational text, such as press lightly when tracing the design.
4) Note where the instructions tell the reader to stop and have their work checked by the teacher. At this point, students are to combine two attributes in creating a pattern. First is combining the B shape by flipping, to create a symmetrical design. The second attribute, color, is added to the design.
Formative assessment occurs as individual students respond to probing questions posed to them at this checkpoint of the directions.
For example: You have chosen four beautiful colors. I want you to think and predict: What would I see if I held a mirror at the line of symmetry? Is your design symmetrical in color?
Through questioning strategies guide students into thinking about the placement of the tissue colors. In order for the design to remain symmetrical, colors must be symmetrically aligned. The expected outcome is for students to develop a deeper understanding of symmetry as it pertains to all elements of a design.
5) Students fill in the word butterfly in the appropriate blanks at the bottom of the directions.
6) Suggested culminating thought questions to use after the project is complete:
*What kind of activity would you say we just completed? (Art)
*Is your butterfly a piece of history? (A mother might save this and in years to come you will look at it and remember this time in your life.)
*Is the butterfly you made reflective of you? (It identifies what you were studying in second grade in the year 2002. It shows what your favorite colors were. It shows your ability to work with the materials.)
*If we had made the butterfly with cloth instead of paper, could it be a pattern for a quilt square? (Yes)
*Is your butterfly a piece of art that reflects some part of your daily life at this time in history? (Yes)
*Are quilt designs works of art that reflect the cultural heritage of the person who made them? (Yes)
7) With butterflies mounted to the windows, direct students to study the completed designs. Formative assessment occurs as the class assesses each butterfly, offering peer feedback with regard to:
*Was the student able to successfully interact with the informational text?
*Is the product a symmetrical butterfly?
Use data gleaned to drive further instruction.
8) Send home with each child a copy of the Literacy Link ABC of Symmetry page.
Formative assessment occurs as students’ reactions to text are observed. As students read the informational text watch for individual student’s demonstration of comprehension as they respond correctly or incorrectly to the directions given in the text. Observe them tending to mathematical language, such as flipping the letter B, making a line of symmetry, and checking for symmetry in the way they lay the tissue paper and key words of the informational text, such as press lightly when tracing the design. Further individual assessment occurs as students respond to questions posed by the teacher at the checkpoint and at the end of the lesson.
1) This is Lesson 16 – The ABC of Symmetry; Component – Guided Reading
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.
1) 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=3004. 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).
2) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. See Weblinks.
3) Before the lesson gather books, periodicals, or photos of butterflies. Have students recognize and identify symmetry in nature.
4) If a journal is kept for this unit, allow students time to reflect on this activity.
For reading strategies go to Just Read Now.Just Read Now
See Extensions for suggested use.Ask Hannah
File Extension: pdf