I. Curricular Framework
Concept:
Attributes
Essential Question:
What are some uses of geometric shapes in the everyday world?
Bridge:
Shape Search
Content:
Geometric Shapes: Concept and Vocabulary
Outcomes:
II. Standards Aligned
III. Instruction and Assessment
1. Connect: Connecting to the Concept Experientially
Objective: To match shapes and attributes of geometric figures.
Activity: Take class outside to blacktop. Bring one cardboard shape for each child (color coded) and masking tape. Tape the shapes to the blacktop. (Put them on the surface in a square, cakewalk fashion.) Bring wheel or shape cards, and a cassette tape recorder with a music tape. Spin the wheel as children walk around the square to music. When it stops, the children standing on that shape and color must describe an attribute of that figure.
Assessment: Observe variety and knowledge or proper adjectives when describing shapes.
2. Attend: Attending to the Connection
Objective: To have the children realize the need for proper terms to describe geometric shapes.
Activity: Class meeting circle: Discuss the problem of describing shapes without correct vocabulary. Where do we find this information, what kind of books, etc.?
Assessment: Observe participation in class discussion
Assessment, Phase One, Level of Engagement, Fascination:
3. Image: Creating a Mental Picture
Objective: To connect basic geometric knowledge to everyday objects/shapes.
Activity: Classroom Geometry Search: Pass out worksheet with shapes drawn. Students write in everything they see in the room that is the corresponding shape. Bean Bag Toss. Students divide into small groups. Toss geometric shapes into the correct slot of a box. They score another point if they can name the shape and tell something about it.
Assessment: Number of correct responses in both activities.
Assessment, Phase Two, Seeing the Big Picture:
4. Inform: Receiving Facts & Knowledge
Objective: To become knowledgeable concerning geometric attributes and vocabulary describing those attributes.
Activity: Whole group lecture using attribute blocks. Go through each shape and attributes. Discuss similarities and differences in shapes. With some groups, teacher could introduce volume, area, and perimeter.
Assessment: Worksheets on geometric attributes.
Assessment, Phase Three, Success with Acquiring Knowledge:
5. Practice: Developing Skills
Objective: Worksheets on geometric attributes.
Activity: Teacher task cards on volume, area, and perimeter.
Assessment: 85% accuracy on workbook pages and task cards.
Assessment, Phase Four, Success with Acquiring Skills:
6. Extend: Extending Learning to the Outside World
Objective: To construct the frameworks for 2 and 3 dimensional geometric figures.
Activity: "Cardboard Strip Geometry" from Dr. Jim's Math Activities Book. Using cardboard strips and brads to connect them, construct geometric figures. First, use one-dimensional figures, they try to build some 3-D figures. Consider what constructions are stable and unstable.
Assessment: Observation of student participation and uniqueness of shapes.
7. Refine: Refining the Extension
Objective: To show application of geometric knowledge.
Activity: Using teacher-made task cards, showing the outline of several geometric figures, students work in pairs to try to replicate the drawing on the task card. Then, the students must add one detail of their own (make a 3-D construction or alter shape, etc.).
Assessment: Evaluate each pair's construction. Is it formed from the task card? Has it been changed?
8. Perform: Creative Manifestation of Material Learned
Objective: To discover applied use in the everyday world for geometric frameworks.
Activity: In "Science fair fashion," pairs of students display their constructions around the classroom. Each pair must provide an index card, describing method of construction and architectural structures where this shape might be found.
Assessment: Informal student question and answer period during displays.
Assessment, Phase Five,Performance, Creative Use of Material Learned:
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