GeomARTry: Lesson One

Transcription

1 GeomARTry: Lesson One Big idea: Use drawing and art to apply geometry knowledge from past lessons (using a protractor, types of angles, making angles and triangles) in order to solidify mathematical learning. Expectations: [Grade 4] identify benchmark angles, relate a name to benchmark angles, identify and compare different types of quadrilaterals. [Grade 5] identify and classify acute, right, obtuse, and straight angles; measure and construct angles using a protractor. Identify triangles, and construct triangles. Success Criteria: I am successful when I can... Recognize and reproduce each type of angle using its proper name Recognize and make congruent shapes Correctly use a protractor (Grade 5 s) correctly recognize and reproduce each type of triangle using its proper name. Assessment: Observational using the following rubric. Rough Geometry Drawing All angles are accounted for, and angles are correctly labeled All congruent shapes are accounted for uses skills taught in class in a focused way. work is missing required elements shapes are visible in limited and incomplete ways focuses on task only with assistance applies a few or none of the skills, concepts and techniques taught. work is missing one two elements sometimes shapes are produced in complete ways focuses on task with frequent assistance applies some of the skills, concepts and techniques taught. work contains all required elements usually shapes are produced in complete ways focuses on task with only occasional assistance applies most of the skills, concepts and techniques taught. work contains additional elements of information consistently all shapes are produced in well developed ways focuses on task with little or no assistance applies all (or almost all) of the skills, concepts and techniques taught.

2 Materials: Chart paper Smartboard Pencils and Erasers Protractors Rulars Intentions: Give students an opportunity to apply the knowledge they have gained through worksheets and learning in class. Lesson Format 1. Gather everyone onto the carpet and lower the smartboard to their level. Brainstorm together a review on the types of angles we know, and the definition of congruent and similar figures. 2. Show the students Black and Violet by Kandinsky. Invite kids up one at a time to trace or circle angles and triangles in the painting using the smartboard. 3. Next return to our brainstorming page and say something like, I wonder if we could make a Kandinsky drawing? I wonder how many shapes and angles we could fit into our drawing! Then write down the children s suggestions (with in reason.) 4. Together make a Class Goals list for: congruent figures, similar figures, acute, obtuse, straight, right angles as well as 360 degree angles. Agree on our goals! Follow Up: Next lesson in art will bring back the geometry pictures, and students will try to mimic Kandinsky s style of artwork, with a focus on using colour and (different thicknesses of) line. Reflection: This lesson could not have gone better! The students were not used to the smartboard being moved so right away they were oohing and leaning in as I smoothly slid the smartboard down to the carpet with us. When the Kandinsky was unveiled on the board there was a moment of silence then a lot of hushed talking, which was perfect since

3 listening in I knew the students were talking about the painting. Then right on time a student yelled out I see a triangle! That helped segway into part two of having the students trace triangles the angles over top of the painting on the smartboard. Step three was also easy because at this point the students were more than excited to start work. They were a little too excited about making a list of criteria, so to rein them in I had to use a clapping attention technique. I expedited the process by filling in the geometry needed in our work then asking the students how many of each thing they thought was possible to achieve. With our class goals in hand the students set to working on their GeomARTry drawings. This lesson increased my confidence in integrating the arts into other lessons. The students really grasped angles and protractor use after this project. Cross Curricular Links: Math and Art

4 GeomARTry: Lesson Two Big idea: Continue to apply geometry knowledge in order to solidify learning while experimenting with colour. Expectations: Success Criteria: I am successful when I can... Use line to evoke emotion/ mood Use colour to evoke emotion/ mood Correctly use a protractor Assessment: Observational. Watching out for teamwork and productivity. Materials: Chart paper with penciled in geometric shapes and angles Smartboard Art supplies Protractors Rulars Intentions: Give students an opportunity to apply the knowledge they have gained through worksheets and learning in class while introducing colour (primary/secondary) Lesson Format 1. Students are gathered on the carpet and reminded of Black and Violet by Kandinsky. Students who haven t already, copy our class goals onto the back of their sheet. 2. They are released to work on their artwork. Students who complete the goals then add colour to the artwork with the suggestion of using colour to convey information about the

5 angles and shapes we have produced. 3. Students are given the rest of the period to work. On the blackboard is a noise meter. When it is in orange (the middle colour) the students are reminded with a clapping pattern. Goal is to remain in green. 4. If finished early students can play with the Tangram sets or finish incomplete work. Follow Up and Reflection: GeomARTry will be hung up on the wall above the books once completed. Students can talk about how they feel when they look at each piece and write a reflection on that. Cross Curricular Links: Math and Art

6 Mini Lesson on Fractions using Geometry Big idea: Continue to apply geometry knowledge in order to solidify learning while reviewing fractions. Expectations: Success Criteria: I am successful when I can... Recognize and build a whole number using fractions Compare fractions Find fractions in everyday life (concrete materials, such as food or money)

7 Assessment: Observational. Materials: Geometric shape pieces Smartboard Space to work Intentions: Give students an opportunity to apply the knowledge they have gained through worksheets and learning in class while reviewing fractions Lesson Format 1. Students are gathered on the carpet to look at shaped blocks and talk about fractions. 2. Students brainstorm about what they think of when they hear fractions and we write it on the smartboard Guide students towards the knowledge that how ever many pieces are needed to make a whole will be what the fraction is called.* See where they are at. Follow Up and Reflection: * kid friendly terms

8 Geometry Review Test Big idea: Assess where the students are in terms of their knowledge on angles, congruent/similar figures and using protractors. Lesson: Students write a one page test, which is made up entirely of questions from their prior worksheets and textbook assignments. Review tests as the students work on their geomartry drawings. Next Day: Pull students to the back of the class, grouped based on the sections they did poorly on, on the test. Working with 4 6 students at a time review and re teach the area that needs improvement (using protractors, labeling angles, finding congruent figures.) Have students teach each other, only speaking in order to facilitate their learning, and steering them on the correct track. Follow Up and Reflection: The lesson went extremely well, it ran very smoothly and in small groups the students demonstrated an ability to really grasp the concept being taught. Cross Curricular Links: Math