Beacon Lesson Plan Library
Geo Jammin'  Day 4, Lesson 12: Geo GeeHawin'
Katie Koehnemann Bay District Schools
Description
In order to review unit content, with specific focus on geometric vocabulary students are expected to understand and use effectively, Geo George plays a Math Mouth word game with the class giving them an opportunity to demonstrate their knowledge with geoboards.
Objectives
The student uses volume, phrasing, and intonation appropriate for different situations (for example, large or small group settings, sharing oral stories, dramatic activities).
The student speaks for different purposes (for example, informing, entertaining, expressing ideas).
The student describes attributes of twodimensional shapes using mathematical language (for example, curves, edges, vertices, angles).
The student describes attributes of threedimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles).
The student sorts two and threedimensional figures according to their attributes.
The student knows the names of twodimensional and threedimensional figures presented in various orientations in the environment.
Materials
Geo George puppet
Geoboards and rubber bands
Two Geo GeeHawin’ GeoDots worksheets per group (See Associated File)
Colored pencils
Words from the Math Mouth word board in hand (not displayed on the board)
Geo GeeHawin’ Task Sheet (See Associated File)
Chalkboard and chalk
Quality Speaking poster
Literacy Link parent page (See Associated File)
Set of two GeeHawin’ GeoDots worksheets (See Associated File) for each student to take home
An Assessment Management Tool for each student (See Associated Files in the Unit Plan)
Preparations
1. Get the Geo George puppet ready.
2. Set up the overhead projector with projection surface.
3. Establish a procedure for getting students into groups.
4. Gather geoboard, rubber bands, GeeHawin' GeoDots paper, and colored pencils for each group.
5. If Math Mouth vocabulary is removable from the Math Mouth word board, take words down and use as flashcards. If words are not removable from the word board, make word cards for the game. Words should include: point, line segment, square, rectangle, triangle, diagonal (line segment), vertex, vertices, cube, rectangular solid, pyramid, edge, face, surface, cylinder, polygon, polyhedron.
6. Make a color transparency of the Geo GeeHawin' Task Sheet. (See Associated File)
7. Prepare board space for keeping score.
8. Make sure the Quality Speaking poster is on display. (Lesson 2, Math Mouth)
9. Print copies of Literacy Link parent page (See Associated File) and a set of two GeeHawin’ GeoDots worksheets (See Associated File) for each student to take home.
10. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
11. Associated File contains:
Geo GeeHawin’ Task Sheet
GeeHawin’ GeoDots worksheet
Literacy Link parent page
Procedures
1. Easily, conveniently, and without a lot of disruption, students get into groups of three or four. Each group chooses a shape as the group’s name. (For example, The Triangles, The Cubes, etc.)
2. Record each group’s name on the chalkboard.
3. Hand out to each group a geoboard, rubber bands, two GeeHawin’ GeoDots worksheets (See Associated File) and colored pencils.
4. Explain to students the object is to be the fastest and most accurate. One word card from the Math Mouth word board is shown. They work as a team.
*First, make the item on the geoboard.
*Second, transfer it to GeeHawin' GeoDots worksheet.
*Third, use the pencils to colorcode the components.
*Next, think of an example of that shape in the environment.
*Last, raise their GeeHawin’ GeoDots worksheet in the air.
*TIP: Doing the geodot paper first or simultaneously with the geoboard, disqualifies them for that word.
5. The first group finished stands and shares their complete answer. If the class unanimously gives “thumbsup,” they get a point, if they get a “fixit” response, the group who finished second gets the chance to earn the point. And so forth. Keep tally marks on the board to record points earned by each group.
6. Display Geo GeeHawin’ Task Sheet (See Associated File) on overhead. Review steps with students, making certain everyone understands what is expected.
7. Show the first word card to the class. Groups race to complete the task. As students work, move around the room checking for students’ procedures, being sure they are creating the object on the geoboard as well as the geodot paper.
8. Formative Assessment: As winning groups share answers, listen for correct and accurate attributes and illustrations. If group response is correct, peers give “thumbsup.” If group’s response is correct, but there is more that could be said about the shape or the geometric element, ask another group to add. If pertinent information has been omitted, and no other group can add anything, encourage critical thinking by asking higherorder questions to probe for correct answers.
*For example, hold up the word cube. The first group responds with a cube correctly made on the geoboard, correctly transferred onto geodot paper, and states that this is a cube because it has edges, faces, and the edges are all the same size, and an example is a block. Encourage a more complete answer; ask if any group can add anything. One group adds that the cube is threedimensional. Another group adds it can be measured for height, length, and depth. Give all three groups a point. State: “We agree this figure is a cube. If the cube asked, ‘What am I?’, what would we say?” (Polyhedron)
9. Give students positive and corrective feedback on content and speaking qualities, such as volume, phrasing, and intonation. (See Quality Speaking Poster)
10. Continue with words from the word board. As each word is demonstrated and discussed, place it back up on the Math Mouth word board. The group with the most points has braggin’ rights.
11. Share with students the Literacy Link game directions and GeeHawin' GeoDots paper. Challenge them to beat their mom and dad.
Assessments
Formative assessment of student understanding and use of unit content and information with regards to mathematical language, the ability to identify and sort figures according to their attributes, the ability to describe the attributes of two and threedimensional figures, and the ability to give examples of the shapes in various orientations in the environment, occurs as students compete for correctness of response, give accurate peer feedback, and give correct response to thinking questions that delve into their awareness to establish a deeper level of understanding. As students give oral responses and participate in reciprocal teaching, formatively assess for good speaking qualities (clear, audible, intonation (rhythm or speed), and phrasing).
Extensions
* 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.
1. This is Lesson 12 – Geo GeeHawin’; a Working With Words lesson
Lessons 1 – 3 are for Day 1 of the unit Geo Jammin’
Lessons 4 – 7 are for Day 2 of the unit Geo Jammin’
Lessons 8 – 11 are for Day 3 of the unit Geo Jammin’
Lessons 12 – 15 are for Day 4 of the unit Geo Jammin’
Lessons 16 – 19 are for Day 5 of the unit Geo Jammin’
Lesson 20 is for Day 6 of the unit Geo Jammin’
Lesson 21 is for Day 7 of the unit Geo Jammin’
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=2959. 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. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
4. The Facts Please, Mr. Mumble is an interactive Student Web Lesson that addresses the standard: the student describes attributes of twodimensional shapes using mathematical language (for example, curves, edges, vertices, angles). Students should visit the lesson regularly for optimal practice in describing twodimensional attributes. The Facts Please, Mr. Mumble can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3161
5. Geo Cleo and the Shape Caper is an interactive Student Web Lesson that addresses the standard: the student describes attributes of threedimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles). Students should visit the lesson regularly for optimal practice in describing threedimensional attributes. Geo Cleo and the Shape Caper can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3160
6. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.
Web Links
This is an interactive Student Web Lesson that addresses the standard: the student describes attributes of twodimensional shapes using mathematical language (for example, curves, edges, vertices, angles). The Facts Please, Mr. MumbleThis is an interactive Student Web Lesson that addresses the standard: the student describes attributes of threedimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles). Geo Cleo and the Shape Caper
