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TOOLS OF GEOMETRY

Joey Petchalonis GRIT 654 Summer, 2012

MINI UNIT LEARNING GOALS


BIG GOAL Students will be able to apply geometric concepts to create a floor plan in Google Sketch Up Individual Goals Students will be able to: Identify points, segments, lines, and rays Identify and classify geometric figures Use proportions to test congruency and similarity in geometric figures

INFORMATION ABOUT OUR LEARNERS


11-13 year old 6th grade students Unit would be implemented in April. 45 minutes for each lesson in the early afternoon. Urban Population of students in Northeastern Philadelphia Primary Puerto Rican Population(75%) and Black Population(25%)

TECHNOLOGY INTEGRATION

Laptops for each student Interactive whiteboard. Dabbleboard Program Google Sketch Up Classroom Wiki (http://petchalonis.wikispaces.com/) Dropbox

LESSON 1

Learning Objectives:

Students will be able to identify and classify different lines, angles, segments, and rays by completing knowledge of each in Dabbleboard.

1. 2.

Step 1. Students will be need prior knowledge on how number lines are used. The lesson will target the basics of a number line to better explain points, lines, and segments. Prior Knowledge activity: How do you use a number line to order numbers? Put the following numbers on a number line: 3, -2, -.5, 1.3, -.05 (5 minutes) ESOL Connection: ESOL students will be presented with the vocabulary definitions beforehand in order to easily complete lesson. Special Education Connection: Prep STS workers on the upcoming lessons and terms.

LESSON 1
Step 2: Teacher will introduce each new concept on an interactive whiteboard program (Dabbleboard) that the students will see on their own screen. The teacher will introduce lines, segments, points, and rays on the screen. The teacher will harken back to number lines as a jumping off point for the new knowledge.
ACTIVITY: 1.Students

will draw in groups examples of parallel, skew, and intersecting lines. Groups will present on main whiteboard. 2.Students will be given a picture of a map. (Insert image function on Dabbleboard.) They will be asked to draw a line from one city to another. A ray from one city to a direction. Finally one segment that goes through three cities.
Closure/assessment:
Students

will fill out an online exit slip and place it on the classroom wiki.

LESSON 2

Learning Objectives: Students will be able to identify and classify polygons. Prior knowledge connection: Students will begin by answering the following questions presented on the whiteboard. 1. Can parallel lines also be skew lines? Why or why not? 2. Draw examples of line, segments, rays, and points. Label each item in Dabbleboard. (5 minutes) Special Education connection: Students will only give examples of skew and parallel lines. Then move onto to number two.

LESSON 2
Step

1: Students first watch Polygons - YourTeacher.com - Geometry Help (http://www.youtube.com/watch?v=TwvDSWfXVpU) (Basics of how to identify a polygon (3 minutes) Step 2. Students watch on dabbleboard examples on polygons and triangles. The teacher will use pictures of real objects for some examples. (810 minutes) Activity 1. Students will work in groups and paste on dabbleboard real life examples of polygons (with sides counted up.) (5-7 minutes)
Step

3: Students will be shown examples of irregular and regular polygons. (5 minutes) Activity 2: Students will take a series of pictures from dropbox, paste them on their dabbleboard, and label each item a regular or irregular polygon.
Closure:

Students will draw 3 examples of polygons, and give one example of a regular and irregular polygon.

LESSON 3

Learning Objectives: Students will be able to use transformations with polygons. Students will also be able to identify symmetry, congruent, and similar polygons. Prior knowledge: Students will draw in Dabbleboard examples of 4 different kinds of polygons. Step 1: Students will watch on the whiteboard examples of transformations with polygons. The teacher will use Google Sketch up to familiarize them with the program. (7 minutes)

LESSON 3

Activity 1: Use a folder found in drop box. The students will use dabbleboard to make transformations to 4 different objects. Students will use a slide(translation), a reflection, and a rotation for 1 of each 4 objects. Students will watch their computers examples of symmetry. Also they will see congruent and similar polygons. Activity 2: Use a folder found in drop box. The students will use dabbleboard to look at flags around the world, and identify if they have symmetry or not. Activity 3: Students will draw examples of the difference between congruent or similar figures in pairs. Closure: Teacher will check activities. Have students give an example from each activity.

LESSON 4

Learning Objective: Students will be able to use geometric figures to create a floor plan in Google sketch up. Prior Knowledge: Students will complete a quick online quiz on their classroom wiki identifying the main concepts of the previous 3 lessons.

Step 1. Once they are finished, the class will watch a introduction to Google Sketch Up. (Teacher created) 5 minutes.

LESSON 4
Floor plan MUST have FIVE different shapes that were used in the chapter. Two rooms that are congruent of each other Two rooms that are translations or rotation of one another. At least 2 regular and 2 irregular polygons.
Teacher

circulates, administers any help

needed.

JUSTIFICATION
Lessons on Tools of Geometry will: 1.Enhance learning by providing stimulation. The lessons will also give students a change to manipulate shapes, and synthesize their own. 2. Allow students to search the interest to find shapes that fit the demand of lesson 2.

3. Give video examples, as well as online collabartion with fellow students.


4. Provide students with opportunities to use Web 2.0 tools to better engage and motivate learning with geometry.

ASSESSMENT OF INSTRUCTIONAL DESIGN


Organization: 2pts Differentiated Learning: 2 pts Clear Objectives: 3pts Technology Integrations: 3pts Prior Knowledge: 3 pts Engaging: 2 pts Mechanics: 2pts Assessment: 3pts

I feel my lesson could benefit from me going once through before it becomes a tightened lesson. I feel I should add more incentives so the students are intrinsically motivated, rather than motivated by simply using technology.