Beacon Lesson Plan Library
Geo Jammin' By Design - Day 7, Lesson 33: Unpack My Mind to Make a Design
Bay District Schools
Design pumps are primed and creative juices start to flow as students view various quilt pattern designs to identify and label components of each. Students then work independently on creating a quilt block design. (Summative Assessment A)
The student describes symmetry in two-dimensional shapes.
The student determines lines of symmetry of two-dimensional 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 identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
The student combines two attributes in creating a pattern (for example, size and color).
The student transfers patterns from one medium to another (for example, pictorial to symbolic).
The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).
-Summative Assessment A (See Extensions)
-Copy of coordinate grid with letters for each child (See Lesson 27, DeSigning Coordinates, Associated File)
-Computer hooked to large screen monitor
-Transparency copy of Unpack My Mind To Make a Design Student Checklist (See Summative Assessment A)
-Suggested Website book marked, and Flying Geese pattern minimized
-Large supply of sticky notes
-Dry erase marker or Vis’a vis
-Transparency of Unpack My Mind to Make a Design Student Checklist (Lesson 21, The Important Thing)
-7 X 7* inch newsprint squares (See size comment on the Summative Assessment A)
-7 X 7* inch copy paper squares (or some other paper which is of higher quality than newsprint) (See size comment on the Summative Assessment A)
-Large wall area to display quilt block designs together in quilt fashion
-For each student: Tangram puzzle, pencil, crayons
1) Refer to Summative Assessment A. (See Extensions)
2) Copy of coordinate grid with letters for each child. (See Lesson 27, DeSigning Coordinates, Associated File)
3) Hook computer to large screen monitor.
4) Locate Website, bookmark, go to Flying Geese pattern and minimize. (NOTE: If the computer is slow and there are concerns with the amount of time it may take, the day before print out transparency copies of the pattern designs and do the lesson using an overhead projector instead of live on the computer.)
5) Transparency copy of Unpack My Mind to Make a Design Student Checklist. (See Summative Assessment A)
6) Large supply of sticky notes
7) Dry erase marker or Vis a vis
8) Cut 7 X 7* inch squares of newsprint. (Recycle old copy paper, have students practice on the back.)
9) Cut a supply of 7 X 7 inch squares of quality paper. (Copy paper or whatever is on hand.)
10) Copy Literacy Link pages and cut in half as needed.
11) Enter student names on each Literacy Link sheet.
12) Copy Product Summative Assessment A Record Sheet.
13) Enter student names in the Record Sheet.
14) Large wall area to display quilt block designs in quilt fashion.
15) For each student: Tangram puzzle, pencil, crayons
1) Ask students what pattern Sam Johnson’s men’s club used (Lesson 31, Ge-Oh Boy, Oh Boy) to make their quilt for the County Fair? (Flying Geese)
2) Show on monitor the Flying Geese Pattern. Display Unpack My Mind to Make a Design Student Checklist on the overhead. (Lesson 21, The Important Thing) Use checklist to identify parts of the Flying Geese pattern. Ask: Does this design have all required parts? (No. Ask students to justify. Listen for: There is no turn and no shape within a shape.)
3) Click back button to view list of various patterns. Visit a number of these different patterns and use the Student Checklist on each. Formative assessment occurs as students identify and name each criterion that is included on the checklist and that must be included in the design they will make. (Summative Assessment A)
4) Model for students how to label each component of the checklist. Use sticky notes to write the name of the part (i.e. Congruent triangles), stick it to the monitor next to the pattern being viewed and draw a line to the congruent triangles in the design with a dry erase marker or Vis’a Vis. If the design is symmetrical call on various students to explain why and describe symmetry. Write their definition on a sticky note and place on the screen.
5) Repeat this procedure with other patterns presented on this site. Students should demonstrate a clear understanding of how to label pattern components.
6) Explain they will do the same on the summative assessment. They label each part of their design the same way as demonstrated on the monitor.
7) Steps 7 – 20 are in Summative Assessment A. (See Extensions)
OPTION I: Students complete the assessment during this lesson time. Make time adjustments as needed.
OPTION II: Students begin designs. When lesson time is up, collect work. Allow time to complete later on in the day or the following day.
This is a summative assessment. See Summative Assessment A.
1) This is Lesson 33 – Unpack My Mind to Make a Design; a Math lesson and Summative Assessment
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ II By De’Sign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ II By De’Sign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ II By De’Sign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ II By De’Sign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ II By De’Sign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ II By De’Sign.
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ II by De’Sign
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) See OPTIONS I and II, #7 of Procedures.
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) A Five Star site! It is incredible! A must do! Visit Women and Geometry, An Archive of American Patchwork Quilt Designs (See Web links). Quilt patterns are in alphabetical order as well as there being a designation for themes of motion quilts. Click on a quilt block design title. A colored sample of the design appears and in most cases a motion sample of how the block is fitted together is continuously shown either below or to the right of the color design. In some cases, you can scroll down to see the pattern as it is seen as an entire quilt.
5) Identify various quilt designs can be identified at DawnPages – Easy Patterns (See Web links section). Print out to practice coloring symmetrically.
6) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center.
7) If a journal is kept for this unit, allow students time to reflect on this activity.
This is a Five Star site. It is incredible. A must do. Quilt patterns are in alphabetical order as well as there being a designation for themes of motion quilts. Click on a quilt block design title. A colored sample of the design appears and in most cases a motion sample of how the block is fitted together is continuously shown either below or to the right of the color design. In some cases, you can scroll down to see the pattern as it is seen as an entire quilt.Women and Geometry, An Archive of American Patchwork Quilt Designs
DawnPages Easy PatternsDawnPages – Easy Patterns