Beacon Lesson Plan Library
Geo Jammin' By Design - Day 4, Lesson 22: Authentic Design
Bay District Schools
Handmade quilts presented by the local Quilters Guild give students the opportunity to view, first-hand, a menagerie of quilt types, patterns, and themed designs. Students experience the actual size and complexity of handmade quilts and their designs.
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 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 identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).
The student knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter.
The student knows ways people can conserve and replenish natural resources.
-Members of the local Quilters Guild with sample quilts
-A place for students to gather on the floor to view quilts and listen to guest speaker
-A list of questions you might want to ask the quilter(s) to clarify concepts students are still having difficult with
1) At least a week in advance, contact the local Quilters Guild and ask to have a guest speaker. Ask them to bring samples of different types of patterns and types of quilts. Possible samples to request would be those with repeating patterns, rotational patterns, shapes within a shape, appliqué quilts, patchwork quilts, vintage patterns that have been handed down and themed quilts.
2) Let children know guests will be sharing handmade quilts. Instruct students on quilt etiquette . . .which, mainly is, Do NOT touch.
3) Create a risk free environment. Encourage children to interact by asking questions.
4) Prepare questions in the event students do not ask questions that clarify concepts. Those concepts needing further clarification are evident through the data collected from formative assessments throughout the unit.
1) Gather children to the listening spot to view quilts.
2) Allow students to ask questions of the guest speaker.
3) Remember to ask questions for student clarification of concepts.
4) Guide student thinking to identify various qualities of quilts discussed and studied.
*Ask students to locate and identify within the quilt: shapes within shapes, congruent shapes, slides, flips, and turns.
*Ask students to describe the symmetry of the quilt, determine the line of symmetry of the pattern, tell about two attributes used to make the pattern symmetrical, such as color and design, identify the pattern in the quilt as repeating, rotational, or patchwork.
*Critical thinking questions such as how was the pattern(s) transferred onto the fabric, help develop understanding of how designs go from idea to reality.
*Lead students to recognize quilts as works of art that reflect the cultural heritage of the person who made it; quilts are sold for great sums of money (trade); quilts provide shelter in cold weather; and how the quilter utilized a variety of recycled resources, replenishing basic need of shelter/clothing/warmth.
5) Formative assessment occurs as students respond to questioning and demonstrate personal insights and understanding as they relate learned information to real-world experiences. Make note of students who do not participate or who wrongly identify/define/explain attributes of the quilt(s), as these students will need further instruction.
Formative assessment occurs throughout the viewing as students search for and correctly identify various qualities and characteristics of quilts as suggested in the procedures, through questions asked and through response to and participation in the discussion.
1) This is Lesson 22 – Authentic Design; Social Studies lesson
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.
2) This lesson addresses only part of MA.C.220.127.116.11.1. Students only identify, not demonstrate slide, flip, and turn.
3) 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).
4) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center.
5) If a journal is kept for this unit, allow students time to reflect on this activity.