## Geo Jammin' By Design - Day 7, Lesson 35: Scatter Brain

### Katie KoehnemannBay District Schools

#### Description

The word is out! Challenge students to decode the message by locating the given coordinate points of letters scattered on a coordinate grid. Then, using letter coordinates from the grid, students write a coded message to parents.

#### 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 locates and identifies the coordinate points of objects on a coordinate grid (first quadrant).

The student transfers patterns from one medium to another (for example, pictorial to symbolic).

#### Materials

-Copy of coordinate plane with letters for each student (See Lesson 27, DeSigning Coordinates, Associated File, page 2)
-Copy of Scatter Brain – Mission Possible handout for each student (In Associated File)
-Copy of Scatter Brain – Mission Possible MISSION COMPLETED answer sheet. (In Associated File)
-Sufficient individual message cards for each child to have one. (In Associated File)

#### Preparations

1) Copy the coordinate plane with letters for each child. (In Associated File, Lesson 27, DeSigning Coordinates, page 2)
2) Copy Scatter Brain – Mission Possible handout for each child. (In Associated File)
3) Copy MISSION COMPLETED answer sheet. (In Associated File)
4) Copy individual message cards. Make enough for each child to have one. (In Associated File)
5) Cut message card sheets into individual cards for handing out.

#### Procedures

1) To gain students’ attention, announce there is a secret! In order to figure it out, students will decode it by scattering their brains across a coordinate geometry grid to find appropriate letters. Explain students are to work alone and without assistance from others.

2) Distribute coordinate plane with letters. (See Lesson 27, DeSigning Coordinates, Associated File, page 2)

3) Distribute copy of Scatter Brain – Mission Possible. (In Associated File)

4) Direct students to read the message at the top of the page. Ask for questions about the assignment. First decode the message. Next, read the directions at the bottom of the page and do what it says. Students work independently on decoding the secret message.

5) Monitor students as they work to formatively assess. Observe individual performance and understanding of locating coordinates. Students having difficulty need individual assistance at this time. Students adept at locating coordinate points can work as peer mentors with struggling students.

6) Formative assessment also occurs as students read the directions at the bottom of the page. Students should ask for a copy of the secret message they are to write in code for their parents.

7) As students ask for the message, hand them a card with the message, ‘Do not worry. I know what I am doing’.

8) Monitor students as they write this message in code, formatively assessing their ability to locate and identify the correct coordinate points and record them on the lines. Both decoding and coding should be correctly complete by all students.

9) When complete, students turn in Scatter Brain – Mission Possible sheets to the teacher. At this time or sometime before the end of the day, check student work for accuracy. For students unable to decode and/or code the messages, write a note to parents on the Scatter Brain handout. Ask them to work with their child locating coordinates. Explain there is a summative assessment similar to this activity the next day.

10) Students take home corrected Scatter Brain – Mission Possible sheet and the coordinate grid. Parents need the grid to decode the message their child wrote to them.

#### Assessments

Formative assessment occurs as students’ individual work is monitored for understanding and success. Students should be adept at locating all points and decoding the scattered message. Students having difficulty will need individual assistance at this time.

#### Extensions

1) This is Lesson 35 – Scatter Brain; Component – Working With Words
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) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center.
4) If a journal is kept for this unit, allow students time to reflect on this activity.

#### Attached Files

Support Material     File Extension: pdf