Joe Behnke 6 8 2008 Lesson Plan Title Geoboard Mirror Symmetry Adapted from p 432 chapter 21 of Elementary and Middle School Mathematics Key Concept s in this lesson Mirror Line Symmetry Grade Level 4th grade Section 1 WHAT YOU WANT STUDENTS TO KNOW BE ABLE TO DO OR FEEL UNDERSTAND Standards addressed EALRs GLEs EALR 1 The student understands and applies the concepts and procedures of mathematics Component 1 3 Understand and apply concepts and procedures from geometric sense GLE 1 3 1 Understand the concepts of parallel and perpendicular lines and line symmetry in 2 dimensional shapes and figures Lesson Goals Students will understand the concept of line symmetry and be able to create mirror images using rubber bands and a geoboard Specific Objectives Given teacher demonstration and visual examples of line symmetry the student will be able to use a geoboard to represent 2 dimensional line symmetry and identify the line of symmetry Primary Learning Targets Circle Appropriate Targets Be sure learning activities are congruent with targets chosen a Knowledge Skill d Create a Product e Dispositions b Reasoning Proficiency c Performance Section 2 HOW WILL YOU KNOW THAT THE LEARNING TARGETS WERE MET Preassessments Students will be given a worksheet that has pictures of a dog a bird with wings extendend and a human All the figures will be facing forward Students will be asked to draw the line of symmetry on the figures Summative Assessment Students will show the teacher the mirror image they created on their geoboard and point out the line of symmetry The teacher will document their understanding at that time Section 3 HOW WILL YOU HELP YOUR STUDENTS MEET THE LEARNING TARGETS Materials Needed Geoboards rubber bands preassessment sheets photographs of symmetry in nature Accommodations For Special Needs e g ELL 504 ADA This lesson supports learners that strive on visuals and the use of physical manipulatives Activities Label each step in the process Activating Prior Knowledge Disequilibration Elaboration Crystallization Time What Teacher Does What Students Do e g 5 min or 9 409 45 Time Time Introductory Activity Teacher shows students some pictures of things in nature that have symmetry The teacher demonstrates their lines of symmetry by laying a string down over the things on their line of symmetry The teacher asks the class Why do you suppose so many things in nature have symmetry The teacher fields some responses and encourages a short discussion Some students might say things like because they need to be balanced to run and fly or they aren t really symmetrical inside Activation of Prior Knowledge The teacher hands out the preassessment worksheet and instructs the class to draw the line of symmetry over the animals and people Disequilibration The teacher demonstrates the use of the geoboard One rubber band must act as a reflection line and divide the geoboard in half The rubber band can go from corner to corner or down the center The teacher will demonstrate using the geoboard and rubber bands to make a design on one side of the line and then reflect it on the other The teacher will tell students that they will need to show him her their symmetrical shape and point out the line of symmetry Elaboration Crystalization Closure Plan Teacher You have created line symmetry in the 2 dimensions tomorrow you will extend your knowledge to create 3dimmensional symmetry What would 3dimensional symmetry look like What have you seen in real life that has 3dimensional symmetry Elaboration Students work individually to draw the lines of symmetry over the front facing animal and human pictures The students will get their geoboards and rubberbands and get to work creating a line of symmetry a design on one side and a mirror image of the design on the other side Once they are satisfied with their symmetrical design they will raise their hand and the teacher will come to their desk to see if their design reflects the concept of line symmetry and if the student can identify the line of symmetry Students listen and respond orally to teachers questions Evidence Task for Positive Impact on Student Learning Positive impact on student learning will be evidenced through the comparison of students response to the pre and post assessments Learning Goal GLE 1 3 1 Understand the concepts of line symmetry in 2dimensional shapes and figures Beginning Student applies rubber bands to geo board but their design does not represent 2 dimensional line symmetry Developing Student builds design on both sides of midline but their design does not represent 2dimmensional line symmetry or student builds symmetrical design around midline but fails to identify the line of symmetry upon teacher questioning Proficient Students geoboard design represents 2 dimensional line symmetry and student correctly identifies the line of symmetry when reporting out to the teacher Photographs of Symmetry in Nature http asab icapb ed ac uk execises alevel psych images peacock display gif http images google com imgres imgurl http www sbnature org collections maximus img symmetry2 jpg imgrefurl http www sbnature org collections maximus naturalsymmetry php h 251 w 250 sz 55 hl en start 3 tbnid Nh97Cz9Flv lrM tbnh 111 tbnw 111 prev image s 3Fq 3Dnature 2Bsymmetry 26gbv 3D2 26hl 3Den 26sa 3DG http i1 trekearth com photos 59474 nature symmtry s jpg
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