Beacon Lesson Plan Library

Geo Jammin' By Design - Day 7, Lesson 38: Kool Cups

Katie Koehnemann
Bay District Schools

Description

Caution, fun ahead! Students read informational text and use mathematical language for the specific purpose of making geometric cups! Students proceed through the lesson to make cups per direction specifications. To test for accuracy, fill with Kool-Aid.

Objectives

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 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).

Materials

One cup made and ready for demonstration
-Cup directions printed and set at a sight in the classroom (In Associated File)
-Sheets of paper cut into squares. Suggested: No larger than 8 ½ inches square and no smaller than 6 inches square.
-Designated location for the teacher to sit
-Kool-Aid mixed and ready to pour (over a sink)
-Optional: Overhead projector with viewing surface
-Transparency or hard copies of First Steps (In Associated File) (See Options in #3 of Procedures)

Preparations

1) Make a cup following the directions. Test to be sure it holds liquid. Keep the cup and Kool-Aid hidden until it is time to introduce the lesson.
2) Make a transparency OR hard copy of First Steps. (In Associated File and see NOTE II and Options I and II in Step 3 of Procedures)
3) Read over First Steps. Understand the procedures for checking student cups and ‘what if’ it is not made correctly. If necessary, rewrite First Steps to make appropriate for the classroom.
4) Prepare a stack of paper cut into squares for folding into cups.
5) Copy Directions for Making a Kool Cup for each child. (In Associated File)
6) Have a location to sit and be available for students.
7) Have Kool-Aid mixed and ready to pour.
8) Be prepared to administer the summative assessment the following day.
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Procedures

NOTE I: This lesson is listed as the Guided Reading lesson for Day 7. It is designed to give students experience in reading informational text to complete a task. (It is practice for Summative Assessment D, Up, Down, and All Around.) The Procedures are written as a modified approach to Guided Reading to provide maximum, independent practice in preparation for the summative assessment. However, adjustments can be made to accommodate the class. The readability of First Steps is 1.4 and cup directions are 2.7 overall. Students requiring classroom modifications may be assisted with words.

NOTE II: Read over First Steps. (In Associated File) If appropriate, use as written. IF NOT SUITABLE for the physical layout of the classroom, rewrite parts needing change. (To rewrite, use prepared directions in the Associated File as a model. Check for correct readability level.) Write transparency for use on the overhead projector. (See Options I and II in Procedures)

1) To gain students’ attention, stand in front of the class; hold up the prepared paper cup in one hand and a pitcher of Kool-Aid in the other. Pour Kool-Aid into the cup and drink the Kool-Aid.

2) Explain to students they will make a cup of their own. To do so they will read and follow directions without assistance from others.

3) With all students quiet, place First Steps transparency on the overhead.
*Option I: this is a full page of text. To help students keep their place as they read, cover over all the text with a sheet of paper. Move the paper down as each line of text is read. *Option II: Hand out to each student a hard copy of First Steps.

4) Allow students to work. Monitor students as they work. All should be on task and working independently.

5) Place yourself in a location convenient for students to come to receive assistance with reading, and for students who have completed their cups bring them to check for accuracy.

6) Be ready with Kool-Aid to test each cup as students complete the task. Suggestion: Be next to a sink when testing with Kool-Aid. Cups made correctly will hold Kool-Aid as students drink from the cup. Students, whose cups leak, are directed to make another cup. Check each for usability. Allow sufficient opportunity for success.

7) Remind students of the summative assessment the following day. They will read and follow directions to make an object much like they did in this lesson.

Assessments

Formative assessment occurs as students are observed reading and following directions. Watch for correct movement patterns as they locate further directions, find materials, find assistance, have their work checked, and make adjustments to the product. Students should be reading and following directions on their own. Watch for students who seem to be following the crowd rather than reading the directions. Tend to special reading needs. Check for accuracy by filling each cup with Kool-Aid.

Extensions

11) Lesson 38 – Kool Cups, Guided Reading 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) 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).
3) For books on Origami, see Lesson 1, Math in Motion, Extensions and Modifications section. Ask the media specialist for assistance with origami books available.
4) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. If a journal is kept for this unit, allow students time to reflect on this activity.

Attached Files

Attached documents.     File Extension: pdf

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