## Geo Jammin' By Design - Day 7, Lesson 34: Flying Geese

### Katie KoehnemannBay District Schools

#### Description

The Flying Geese quilt pattern is used as a graphic organizer for classifying learned concepts. Using student-generated ideas, the teacher models use of the design for organizing knowledge and writing recorded ideas into paragraphs for a report.

#### Objectives

The student describes symmetry in two-dimensional shapes.

The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).

The student identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).

The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).

The student knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter.

The student knows ways people can conserve and replenish natural resources.

#### Materials

-Four pink triangles and four orange triangles (See Teacher Preparation)
-Transparency of a quilt (See Associated File)
-Marker for writing on the triangles
-Transparency of My Quilt Report (In Associated File)
-Vis-à-vis marker
-OPTIONAL: Copy of Flying Geese Graphic Organizer sample and My Quilt Report paragraph sample for personal reference in teaching this lesson. (In Associated File)

#### Preparations

1) Cut pink and orange triangles. (Any two colors, any size.( (Suggestion: Cut an 8-½ inch square on the diagonal to get two triangles. Cut each of those triangles in half again for a total of four equal triangles from an 8½” square.)
2) On the back of each triangle, place adhesive if mounting them to the chalkboard.
3) Make transparency of the quilt to write about. (See Associated File)
4) Make transparency of My Quilt Report. (See Associated File)
5) OPTIONAL: Make a copy of the sample graphic organizer and sample story for personal reference. (See Associated File)
6) Obtain a marker for recording ideas on the triangles.
7) Check the overhead projector with viewing surface.
8) Have a Vis-à-vis to use with transparency My Quilt Report.
9) Write a note to parents.
10) Copy class quilt report with parent note for students to take home.

#### Procedures

1) Attach the eight colored triangles to the chalkboard. (Line up the four pinks in one column and the four orange in another column. This is the Flying Geese pattern mentioned in the story Sam Johnson, Lesson 31, Ge-Oh Boy, Oh Boy. To see an example, go to suggested Website (See Weblinks section) and click on Flying Geese. There are four samples; the one in the upper right-hand corner is suggested.)

2) Ask if students can identify the pattern. Give hints as to where they learned about it. Use marker to write on the top pink triangle ‘Social Studies.’ On the top orange triangle, ‘Math.’

3) Lay transparency of quilt pattern on overhead. (In Associated File) Explain that students will write a report about a quilt/quilt block pattern. The report is a summative assessment. This lesson is to model how to write two paragraphs about a quilt block pattern.

4) Direct their attention to the pink triangles. Point out that pink column of the Flying Geese pattern is for social studies ideas learned. Column of orange triangles is for math/geometry concepts learned. (In Associated File and See Extensions for the Summative Assessment B)

*OPTION I: Model by thinking outloud, talking through student suggested ideas. For example, begin by saying: Let’s see, looking at this quilt, what can we say about it that will show what we have learned about quilts. Let student suggested ideas direct teacher think aloud. Record student ideas on the triangles. To do so, as each idea is presented, ask the student if it is a social studies or math/geometry concept. This makes students categorize their thoughts. The student decides which color triangle to record the idea on.

*OPTION II: If students are reluctant or are experiencing difficulty in getting started, use the think aloud strategy using personal thoughts as a model. Share and think ideas aloud. Record social studies concepts on the pink triangles. For example, include quilting as an art form, ways resources were conserved and replenished), and quilts traded or sold for other goods. Students should now understand what to do. Follow Option I procedure for recording math concepts. (See Associated File for a sample and Extensions for Summative Assessment B).

5) Formative assessment occurs as student ideas and understanding of concepts are shared and recorded. Make positive, supporting comments that restate the students’ knowledge as thoughts are shared.
*For example: “Yes, ‘Triangles holding hands to make a square in the middle’, that is a wonderful way to explain that there are shapes within the shape.”
If there are any misconceptions or if a particular student is having a difficult time stating a concept, call on peers for assistance.
*For example: “You know what you want to say and I think you’ve got the idea, but let’s see if someone else can help you say it in an easy way.”

6) Once ideas are recorded on the triangles, model for students how to write the ideas into a paragraph. (See Associated File for a sample.) Lay the transparency My Quilt Report (In Associated File) on the overhead and, with student assistance, transform the ideas from the triangles to the writing space on the transparency.

7) Congratulate the class on a job well done. Remind them the summative assessment is the next day. They will write a quilt report similar to the one just completed.

8) Before the end of the day, write a note to parents on the My Quilt Report written by the class. Inform them about the summative assessment the next day and of the sample quilt report written in class. Copy.

9) At the end of the day, hand out the class quilt report with note to parents to each child. Students use as reading material to share with parents.

#### Assessments

Formative assessment occurs as student ideas and understandings are record. For details of the criteria see Procedures and samples in the Associated File.

#### Extensions

11) This is Lesson 34 – Flying Geese; 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) Summative Assessment B is located in the unit Associated File.
4) Sample of the Flying Geese pattern used for the graphic organizer go to DawnPages - Selecting an Easy Quilt Block Pattern. (See Weblinks section)
5) Find numerous quilt designs for printing. WWQP Quilt Coloring Book (See Weblinks section) shows individual block design and the quilt pattern created when all blocks are in place. Students pick a design or the educator pre-selects and prints designs for students to choose from.
6) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. If a journal is kept for this unit, allow students time to reflect on this activity.