Beacon Lesson Plan Library
Geo Jammin' By Design  Day 5, Lesson 25: Geo Jungle
Katie Koehnemann Bay District Schools
Description
Knowledge of geometry is taken to the woods as students walk the school grounds in search of symmetry in nature. Their finds are brought back to the classroom, preserved by pressing, and then used as the focus of a student generated narrative.
Objectives
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 describes symmetry in twodimensional shapes.
The student determines lines of symmetry of twodimensional shapes by using concrete materials.
The student knows congruent shapes.
The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).
The student predicts the reflection of a given twodimensional shape.
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
The student identifies patterns in the realworld (for example, repeating, rotational, tessellating, and patchwork).
Materials
Clear plastic zip bag for each student
Geo Jungle writing page for each student (See Associated File)
Places where students are sure to find items of natural symmetry (leaves, cones, flowers, butterflies, etc.)
Preparations
1) Gather plastic zip bags.
2) Duplicate Geo Jungle handout for each student.
3) Secure pencils for each student.
4) Designate Author’s Chair for students to share their work.
5) Secure a location for hanging students’ sample and written work.
Procedures
Coming directly from Lesson 24, Read All About It, where children were reading The Important Thing . . .
1) Begin by saying, the important thing about symmetry is that it is everywhere in nature. Ask students to think of something in nature that is symmetrical. This may prove to be difficult. Explain that the class is going on a walk. As they walk, be on the look out for symmetry in nature.
2) Lead students to a location where there are leaves, flowers, acorns, nuts, pinecones, etc. Formative assessment occurs as excited students shout out that they have found something that is symmetrical. Allow all to gather around the lucky student and observe the find as questions are asked of the keeper of the treasure. Listen to responses and observations, as symmetry of the found object is made evident. Ask such things as:
Why is this object symmetrical?
Where is the line of symmetry?
Are both sides congruent?
Is one side a flip or reflection of the other side?
If a mirror were held up to it, would the mirrored image match the real image?
Are there any recognizable shapes within shapes?
3) As other students listen to questions, symmetry in nature becomes more evident and students set out to locate a treasure of their own. Each student needs his or her own example of symmetry in nature before returning to the classroom.
4) Carry plastic zip bags. As students find a symmetrical sample, place it in the bag and zip.
5) Returning to the classroom, each student works independently. Give to each student a copy of Geo Jungle (See Associated File) writing page. Students write to tell everything about symmetry they recognize and can identify in the object found.
6) Monitor students as they write. If some lack for words, prod their thinking with questions (as listed in #2 above). Encourage them to write, discover, and write more. This is an opportune time to give special attention and time to individuals struggling with these concepts.
7) Once writing is complete, call on various students to share their samples from nature and to read for the class what they wrote about it.
8) Formative assessment occurs as student observations and descriptions of the various components of symmetry are shared. (Line of symmetry, congruent, shape within a shape, reflection, mirror image, etc.) Students should demonstrate a clear understanding of symmetry through their personal descriptions, explanations, and correct identity of characteristics of symmetry as it occurs in their natural sample. Offer positive reinforcement for correct ideas students present, and call on other students to add other ideas that could have been included.
9) Collect all student work and nature samples and display in the classroom and/or on the bulletin board.
10) Remind students they will have a summative assessment the next day.
Assessments
Formative assessment occurs as students begin to recognize symmetry in nature and questions asked of those finding examples. Listen to responses and observations given as questioning guides students to seeing the symmetry of found objects. (For specific examples see Procedure step #2) As students share their written descriptions of the symmetry of their object, and as peers offer further ideas to include, formatively assess individual students’ understanding of symmetry and their ability to correctly identify characteristics of symmetry by listening for accuracy of their work. Use data gleaned from questioning and written responses to guide further instruction.
Extensions
1) This is Lesson 25 – Geo Jungle; 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) Symmetry occurs naturally in snowflakes. Students can view actual photographs of snowflakes and observe the symmetry of each. Choose the link in the Weblinks section. Click on the first thumbnail photo of a snowflake to enlarge it, then click ‘next’ each time to view each snowflake.
3) 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).
4) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use it as a learning center. If a journal is kept for this unit, allow students time to reflect on this activity.
Attached Files
Attached file. File Extension: pdf
