Beacon Lesson Plan Library

Geometry Scavenger Hunt

Sandra Pickard
Santa Rosa District Schools

Description

Students find everyday objects that represent geometric figures. The students must then prove the object is in fact the shape. Students also find the perimeter, area, surface area, volume, circumference of selected objects.

Objectives

Uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two- and three- dimensional shapes including rectangular solids, cylinders, cones and pyramids.

Uses properties and relationships of geometric shapes to construct formal and informal proofs.

Materials

-Scavenger Hunt Check List
- Rulers
- Protractors
- Compasses
- Pencil
- Calculator
-String (for measuring round and/or hard to reach objects)

Preparations

1. Make copies of scavenger hunt check list.
2. Secure rulers, protractors, compasses, and string for the pairs.
3. Obtain permission to go outside.
Walk the area you are going to use to determine if there are adequate representations of the shapes you are going to use.

Procedures

1. Obtain permission to go outside.

2. Notify the front office before you leave your classroom.

3. Review the attributes of the selected shapes.

4. Students fill in that part of the check list.

5. Discuss examples and non-examples of shapes/objects.

6. Review how to determine if two lines are parallel.

7. Put students in pairs or small groups (I put them in pairs)

8. Go outside-stay within eye and ear contact - look for objects.

9. Record the order of the pairs as they report in with their objects.

10. Return to the classroom.

11. Students prove whether or not their obj. = shape.

12. Award points for the pair with the most proofs.

13. Pairs exchange papers and check each other's proofs.

14. Return papers to owners
Students find area, volume etc. of selected objects and turn in for assessment purposes.

Assessments

See attached rubric.
Also for area, volume, etc. I call on pairs randomly, I write the dimensions of their objects on the board and then the students work the various formulas (students do this individually and on their own paper). They turn these in for assessment and I check their answers or we check them in class. Allow students who have great difficulty to redo the area, volume measurement, etc.
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