Beacon Lesson Plan Library
Geo Jammin' By Design - Day 4, Lesson 21: The Important Thing
Bay District Schools
Criteria are presented for designing a quilt block design. Students demonstrate their depth of understanding of math content by using their knowledge of the concepts and transferring it into a literary pattern to write a class big book.
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 describes symmetry in two-dimensional shapes.
The student determines lines of symmetry of two-dimensional shapes by using concrete materials.
The student knows congruent shapes.
The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).
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 transfers patterns from one medium to another (for example, pictorial to symbolic).
The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
-Charted repeat verse from [The Important Book], completed in Lesson 20, Listening for Patterns
- Option I: Nine individual dry erase boards
- Option II: Chalkboard (or white board)
-Large pieces of construction paper to use for making a class big book
-Geometric manipulatives available for student use
-Transparency copy of The Important Thing About a Quilt Design (See Associated File)
-Overhead projector with viewing surface
-Eight groups of students (Depending on class size, this will be three to four per group.)
-A procedure for putting students into small groups easily and with as little movement as possible
1) Hang in clear view the repeat verse from [The Important Book] charted in Lesson 20, Listening for Patterns.
2) Chalkboard or nine individual dry erase boards
3) Marker or chalk to write on board.
4) Transparency copy of The Important Thing About a Quilt Design. (See Associated File)
5) Overhead projector with viewing surface.
6) Eight large pieces of construction paper.
7) Adhesive to secure pages to the board text is dictated.
8) Geometric manipulatives for each group of students.
9) Create a procedure for placing students into small groups easily and with as little movement as possible.
1) Arrange the class into eight groups (three students per group.) Place an assortment of geometric manipulatives at each group that students use in brainstorming the important things about geometric terms.
2) Present criteria for the quilt block design (See Associated File) by placing the transparency on the overhead projector. Read the criteria orally for students, one line at a time. After each item is read, ask students to retell in their own words what is to be included in their design. Formative assessment occurs as students listen to and interpret the text with the purpose of completing the task. Listen for accuracy of interpretation and understanding of each criterion. Positive and corrective feedback should be given in the form of critical thinking questions to guide students to thorough responses. (For example: If color symmetrically is interpreted and retold correctly, reinforce by saying, correct the design will be the same on both sides. Explain what the design might look using red and purple.)
3) As students identify each element of the criteria, list it on the chalkboard. These items will be included in the class’ Important Book. (symmetry, slide, flip, turn, line of symmetry, shapes within shapes, repeating, rotational, congruent)
4) Next, students demonstrate depth of understanding by describing each component.
A) List each criterion on one of nine individual dry erase boards.
B) Guide students to brainstorm characteristics of each item. Write the most important thing first and then two minor characteristics under that on each board, for each item.
C) Give each group a dry erase board to copy onto their large construction page.
A) Do each listed item one at a time. Go through the following process (Steps 5 – 7) before moving to the next listed criteria item. (symmetry, slide, flip, turn, line of symmetry, shapes within shapes, repeating, rotational, congruent)
B) For example, in groups, students use manipulatives and discussion, to generate a list of important characteristics of symmetry. (Students may not need the manipulatives in some instances.) Observe students explore and/or discuss to formatively assess understanding and accuracy of characteristics of the identified criteria.
C) Each group shares one thing they know about symmetry. Record each characteristic on the chalkboard next to symmetry. Formative assessment occurs, as students correctly name different characteristics, qualities, and/or examples of the various components by identifying the important things about each. Suggestions by students should reflect a factual and clear understanding. Critical questioning can provide hints to help guide students in their inquires. Note individuals who answer incorrectly. These students may need additional instruction.
D) Guide the class to prioritize the characteristics by writing a number next to each item, one being the most important thing to remember about symmetry.
After option, continue:
5) Secure a large piece of construction paper to the chalkboard. As students read the repeat verse from Lesson 20, Listening for Patterns, aloud, use a marker to write it on the construction paper page, having students fill in the important things about symmetry. (An example might be, The important thing about symmetry is that it is the exactly opposite on both sides. It is like a reflection in a mirror; Symmetry is everywhere; Leaves can be symmetrical; You see it in quilt designs; It can be created using shapes and it makes the design looked balanced. But the important thing about symmetry is that it is the exactly same on both sides.)
6) Follow the same procedure for each item. Use a new sheet of construction paper for each item.
7) Give each group one construction paper page with text.
8) Each group illustrates the verse written on their page. Groups may use the math manipulatives as a pattern to assist them in their illustrations. Monitor group illustrations formatively assessing their accuracy.
9) When complete, each group stands to share their illustrations and read their verse aloud.
10) Collect all pages. Students arrange the pages in the order in which they want them to appear in the book.
11) Later in the day, join the pages together in book fashion. (If possible laminate the pages before joining pages together.)
Students’ ability to read and interpret informational text with the intent to complete a task is formatively assessed as students correctly retell, in their own words, what criteria is to be included in their quilt block design. Deeper and more complex understanding of mathematical content is formatively assessed, as students describe by creating a list of qualities and characteristics of each of component. Formative assessment is also occurring as students are observed using manipulatives to assist in describing details. Detailed examples can be found within the procedures of this lesson. During the illustration time, visit those students who seem confused. Work with these students individually; asking guiding questions, allowing them the opportunity to respond independent of others and receive individualized instruction.
1) Use the same procedure to write a class Important Book on Social Studies concepts covered. Items to be included could be: quilt, conserve resources, trade, basic needs, work of art, cultural heritage)
2) OPTION: Demonstrate for the class how to write the pages of the book by doing the first two objects together following the procedures as described in Procedures above. Then allow each group of students to write the page for each of the remaining six objects. Each group will illustrate their own page.
3) This is Lesson 21 – The Important Thing; 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.
4) 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).
5) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use it as a learning center.
6) If a journal is kept for this unit, allow students time to reflect on this activity.
File Extension: pdf