Beacon Lesson Plan Library
Mine Is! Is Yours?
DescriptionThis lesson teaches the concept of symmetry through the use of letters in the child's name.
ObjectivesThe student understands lines of symmetry in two-dimensional shapes (for example, paper folding, ink blot pictures, mirrors).
Materials-Pre-cut capital letters for each child to be able to spell his or her name
-One large sheet of paper for each child
-One six inch piece of yarn for each child
-Glue for each group of students
Preparations1. Cut out or purchase letters for each child's name.
2. Cut one six inch piece of yarn for each child.
3. Obtain pictures of symmetrical objects.
4. Have one sheet of paper ready for each child and glue for each group.
Procedures1. Gain students' attention by writing the word symmetry on the board.
2. Show the students pictures of some common objects that are symmetrical, such as, a butterfly, or a heart.
3. Explain to the students that something that is symmetrical can have a line drawn down the middle of it and the parts will match exactly.
4. Next, draw some shapes on the board with a line drawn down the center of each. Let the students decide whether or not the shapes have a line of symmetry or not. Some examples might be a flower or a Christmas tree. Provide some non-examples as well, such as, a rabbit or a fish.
5. After students seem to have an understanding of the concept, explain to them that they will be deciding which letters, if any, in their name are symmetrical.
6. Model on the board your own name in all capital letters for the students.
7. Show them that by drawing a line down the center of each letter, you can determine whether or not each letter is symmetrical.
8. After modeling the procedure to your class, explain to them that they will be doing a similar activity using their own names. Students will work independently until after papers have been collected.
9. Describe to the class how they will get the letters of their name from the plastic bag and will use a piece of yarn to determine whether or not the name is symmetrical.
10. First, they will look at the first letter of their name and place the piece of yarn down the center of the letter.
11. Next, they will determine whether or not that letter is symmetrical. If it is, they are to glue the letter onto the sheet of paper.
12. Students continue in this manner until they have finished the letters in their name.
13. Collect students' papers for assessment. Remind students to write their names on their papers since they may not have glued on all of the letters. At this point, students will work with a group of four to finish the lesson.
14. After papers have been collected, have students discuss with the members of their group whether or not the letters in their name were symmetrical.
15. As a group, have students decide which capital letters in the alphabet are not symmetrical.
16. Review the concept with the class by asking groups questions about their discussion. Good questions to ask would be: Who had the most symmetrical letters in your group? Who had the least? Which letters are never symmetrical?
17. Write students' responses on the board
AssessmentsStudents will be assessed on the paper that is turned in with their letters glued to it.
E-Student glued all symmetrical letters of the name onto the paper. No letters were missed.
S-Student glued 80% of the symmetrical letters on the paper. Some letters may have been missed.
N-Student glues letters on to the paper that are not symmetrical. Symmetrical letters may be left off also.
U-Student doesn't complete the activity, shows no signs of understanding the concept.
Goal 3 Standard: Cooperative Workers
E- Student engages in discussion with the group and participates in clasroom discussion.
U- Student doe not participate in group or class discussion.
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