Beacon Lesson Plan Library
Geo Jammin'  Day 5, Lesson 17: Geo Sakes Alive!
Katie Koehnemann Bay District Schools
Description
Pleased with students' knowledge of two and threedimensional attributes, Geo George gives students the opportunity to utilize mathematical language. The challenge is to create a geo puppet by following directions given geometrically.
Objectives
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
Directions for making a Chatter Box puppet (See Associated File)
8 ½” square of paper for each student (extras on hand may be a good idea)
Crayons or markers
OPTIONAL: Art supplies such as yarn, buttons, eyes, felt, etc. and Elmer's glue
An Assessment Management Tool for each student (See Associated Files in the Unit Plan)
Preparations
1. Print a copy of the directions for making a Chatter Box puppet. (See Associated File)
2. Familiarize yourself with giving the directions for making the puppet using geometric language.
3. Using 8 ½” x 11” plain white copy paper, cut 2 ½ inches off one end to create an 8 ½” x 8 ½” square. Make enough so there is one per student plus a few extras.
4. Gather crayons or markers
Optional: Art supplies such as yarn, buttons, eyes, felt, etc. and Elmer’s glue
5. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
6. Associated File contains:
It's Alive! Chatter Box directions
Procedures
1. Geo George addresses students with showers of accolades. He is proud of all they have learned about the attributes of two and threedimensional figures. He asks what can be done with this information. Give students an opportunity to give suggestions, and then agree these are all good ideas. Geo George has an idea of his own.
2. Hand out to each student one 8½inch square of paper. As each part of the directions is given, students should readily be able to name, describe, and sort the various geometric components, and should follow along easily, understanding geometric terms used in this particular orientation. Formative assessment occurs as students are called on to identify each shape, attribute, and feature of the form throughout the activity. Listen for accuracy and correctness.
3. As Geo George guides students through the folding procedure, walk around the room monitoring student performance, offering individual guidance through questioning to help students who may be having difficulty transitioning mathematical information to the environmental circumstance.
*For example, a student is lost with one part of the directions because he is not transferring the meaning of SIDE to this particular folding activity. Guide the student by asking, “What shape are you working with? The directions are to have the top and bottom SIDES even. What does the SIDES of the square mean?”
4. Certainly some students will know how to whip these little characters up in a hurry, but instruct them to go through the folding process slowly so they are exposed to and transfer mathematical language to the circumstance. They must be cognizant of geometrical features used to create the puppets.
5. Students who have completed the folding process and demonstrated an understanding of mathematical elements and language, by identifying and describing, can be reciprocal teachers for those who may be struggling.
6. When all are finished, as a review, identify the geometric components of the puppet as a class. Students lead this sorting and describing discussion, the teacher simply facilitates the exchange of ideas.
7. Geo George directs students to make facial features on the Chatter Box to create their character. Students can practice moving the mouth of the puppet, causing it to talk smoothly.
Assessments
Student knowledge of and ability to identify, name, sort, and describe attributes of two and threedimensional shapes is formatively assessed as each part of the directions is given and students readily respond to questions, with regards to these components, throughout the folding activity. Students are monitored and formatively assessed on their performance to utilize geometric knowledge and language in various environmental circumstances as they listen to and correctly follow directions that are given in mathematically correct terms. Students successfully transform a twodimensional square of paper into a threedimensional puppet.
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 17 – Geo Sakes Alive!; a Math 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. 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
4. 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
5. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
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 threedimensional shapes using mathematical language (for example, curves, vertices, edges, faces, 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
Attached Files
Chatter Box tips and directions File Extension: pdf
