Beacon Lesson Plan Library
Geo Jammin' By Design - Day 1, Lesson 4: Transformation Station
Bay District Schools
Students predict the outcome of the slide, flip, and turn of a triangle by transforming their thoughts and ideas into informational text. The recorded text is tested for accuracy and through peer feedback is written to perfection.
The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).
The student knows congruent shapes.
The student predicts the reflection of a given two-dimensional shape.
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
The student transfers patterns from one medium to another (for example, pictorial to symbolic).
-Chart paper titled Transformation Station
-The meaning of trans written on sentence strip (See #2 of Procedures)
-The meaning of formation written on sentence strip (See #2 of Procedures)
-A Transformation Station work page transparency
For each student:
-Transformation Station work page (See Associated File)
-Isosceles triangle manipulative
1) Prepare a piece of chart paper by titling it Transformation Station.
2) Write on a piece of sentence strip the meaning of trans.
3) Write on a piece of sentence strip the meaning of formation.
4) Copy a Transformation Station work page for each student.
5) Obtain an isosceles triangle manipulative for each student.
6) Make a transparency of the Transformation Station work page.
7) Ready an overhead projector with large viewing screen.
8) Gather needed materials.
Formative assessment is ongoing throughout the entire activity. Check students’ handouts to offer individualized feedback based on the current activity.
1) To gain students’ attention, hang on the wall or chart stand a large piece of chart paper with the heading Transformation Station.
2) Investigate the word transformation
*Prefix trans means across; on the other side of; so or such as to change or transfer. Hang the sentence strip with the meaning written on it at the top of the chart, or nearby.
*Formation means taking form; an arrangement for a certain purpose.
Hang the sentence strip with the meaning written on it at the top of the chart, or nearby.
3) Formative Assessment occurs as students analyze and synthesize these meanings and apply them to the questions:
*How is paper a Transformation Station? (Thoughts and ideas from our minds make a transformation onto paper by becoming written word. Thoughts take on a new form.)
* What do you predict we will be doing? (Writing)
*How does the word transformation refer to geometry? (Facilitate student thinking to conclude that a slide, a flip, and a turn are called transformations.) Write transformation onto the Quilt Word Board.
4) Hand out to each student a Transformation Station work page and an isosceles triangle math manipulative. Ask students to draw a vertical line on their work pages.
5) Direct students’ attention to the overhead projector to a blank transparency. Call on a student to draw a vertical line on the transparency using a Vis-ŕ-vis. Formative assessment occurs as peer students give positive and/or corrective feedback to the student.
6) Place on the overhead and to the left of the vertical line, an isosceles triangle. Have students do the same on their work pages.
7) Give students several seconds to study the triangle. Student task: Use what you have learned about a slide transformation. Without touching the triangle, predict what this triangle will be like after performing a slide transformation.
8) Option I - Call on a student to give the prediction. Record it on the chart paper. The student must read and accept what you have written. (Is this what you said?) Use the triangle on the overhead to test the prediction by doing exactly what was written. If the prediction is not correct, call on another student to give a further suggestion, and so on until the correct prediction is reached. Guide students to use the lyrics of the song or even to stand and slide to help them in wording the correct informational text.
*For example: A student might say “move it over.” Write this down on the chart and move the triangle down and make it face the other direction. Students should say, “No! Not like that!” Call on another student who might say, “Move it over but do not make it go upside down.” Put the triangle to its original starting position and move it down without putting it upside down. Students may say, “Yeah, like that.” Direct students’ attention to what ‘trans’ means (to the other side of). They should say, “Move the triangle over to the other side of the vertical line without changing anything about it.”
Option II – Have each child write one sentence describing each before checking orally on the overhead.
9) Formative assessment occurs as students give and modify predictions. There should be strong peer feedback, both positive and corrective, as you call on other students to fix the informational words in the prediction. Ask students which words in the prediction are key to correctly performing the task, and circle those key words.
10) Using the triangle manipulative, students are to trace the triangle, then slide their triangles on their work pages and trace, showing the transformation.
Lead students further by asking which other word from the word board describes the two triangles. They should say the triangles are congruent. Label these two tracings, Slide
11) Follow this procedure for the words flip and turn.
12) Ask students to draw a horizontal line on their work pages. (This may be done on the back of the page if it seems confusing to add a horizontal line on the front.)
13) Call on a student to draw a horizontal line on the transparency using a Vis-ŕ-vis.
14) Students are to explore a slide and a flip over a horizontal line. Monitor students as they experiment on their work page and trace examples of each. Call on individual students to come to the overhead and demonstrate a slide and a flip over the horizontal line.
15) Collect the manipulatives and student work pages. Individually assess students’ work at the end of the day.
16) Close with complimenting students on how well they did at writing informational text, (Directions for slide, flip, and turn), and challenge with seeing how good they are at following informational text! This transitions into Lesson 5.
Formative assessment occurs as students’ descriptive informational language is recorded on chart paper, and then followed, as written, using manipulatives to check for accuracy. Students offer positive and corrective feedback as the written directions are demonstrated. Individual assessment occurs as students are observed using manipulatives. Responses are checked for accuracy as they practice and explore slides, flips, and turns and as they trace their discoveries onto the work page.
1) This is Lesson 4 – Transformation Station; Component – Writing
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ By DeSign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ By DeSign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ By DeSign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ By DeSign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ By DeSign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ By DeSign
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ By DeSign
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.
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=3004. 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) As you introduce new vocabulary to students, it may be fun, helpful, and a great learning experience for students to have a word puzzle to put together that allows them an opportunity to work with the new words and their meaning. These can be done automatically for you at the suggested Website (see WebLinks). Several options are offered, but I think the best puzzle for this use would be the Letter Tiles. For this puzzle, you type in a phrase, choose how many spaces you want per box (for second grade, I would do four), and it will automatically create the boxes. Students cut them out and rearrange the boxes so the phrase makes sense. Students could work in small groups to create the correct phrase/word meaning. The delta here is that even in its printable form, the puzzles are small. You may want to use the site to create the puzzle, then using it as a guide, hand print the letters onto larger rectangles of paper or sentence strip.
4) Understanding Congruence and Symmetry offers virtual shapes for exploring slides, flips, and turns (reflection, translation, rotation). See Weblinks section for link.
File Extension: pdf