Latie Hewat PROF 110 Lesson Plan Example #4705. Transformations and Symmetry Mathematics, level: 3-5 Posted 04/08/2013 by Mrs. Garcia (Mrs. Garcia). Leal Elem. , USA Materials Required: Concepts Taught: Transformations, Symmetry Materials: *Student spirals for notes and WWWA graphic organizer Pattern blocks *Power point about transformations *brain pop video http://www.brainpop.com/math/geometryandmeasurement/transformation/ (optional) *Eiki machine/projector *Pencils Crayons or colored pencils “Graph paper *Book, ” What is Symmetry in Nature?” By Bobbie Kalman. (optional) “construction paper “scissors *stapler (for teacher use only) Time: 4-5 hours (4-5 days) (time, activities, and materials may be modified as needed) ‘hour: Hook (5 minutes): The teacher will relate transformations to the movie transformers or the transformer toy. This will help students build a connection between the transformation and the change that shapes go through Teacher Input (15 minutes): The teacher will introduce the terms transformation and the three different types, translation, rotation, and reflection using a power point with the word, definition, and visual of each. While introducing each transformation the teacher will have students use TPR. For the transformation, translation a gesture of the sliding of a hand in a horizontal, vertical, and diagonal direction will be used. For rotation, another type of» )) transformation, a gesture of turning the index finger in a circular manner will be utilized. For reflection, another type of transformation, a gesture of flipping a hand will be used. Think Pair Share during teacher input (15 minutes): Students will share the learned gestures and what they are learning about the word transformation and the three different types of transformations, translation, rotations, and reflection with a partner. Independent (25 minutes): The student will create a VWWA graphic organizer (Vocabulary word, Visual, and word association) for a transformation and the three different types, translation, rotation, reflection. hour: Hook (5 minutes): The teacher will review transformations concepts using the power point with related definitions and visuals and TPR (learned gestures for each transformation type). Teacher Input (15 minutes): Using the etki machine and projector the teacher will model and draw the actual transformations using pattern blocks of any shape or choice on a piece of graph paper. She will demonstrate the transformation by placing any type of pattern block shape and drawing it on the left side of the y axis line of the graph paper. To demonstrate the transformation of a rotation for instance she will give the pattern block a turn in any direction making sure the shape stays on a given point. After making at least one rotation of the shape she will draw the shape again where the turn left it. The original shape drawing should be traced with a certain color while the new changed shape should be traced with a different color. The same demonstration should be done for the translation and reflection transformations. Think Pair Share during teacher input (15 minutes): ‘After each demonstration students will share with each other what the teacher did and what just happened to each shape after the transformations were done. Cooperative Group Practice: (25 minutes): Students will use different pattern block shapes to demonstrate the three different types of transformations. They will use a graph paper to draw their transformations and to trace and ‘emphasize the original and changed shape crayons or colored pencils should be used. hour: Hook (20 minutes): The teacher will read the book, “ What is Symmetry in Nature?” by Bobbie Kalman and will have a short discussion with students about symmetry and congruent shapes. The teacher will briefly engage students as a whole class in the discussion of how organisms are able to survive in their environment due to their inherited traits, such as the color and patterns> Prof 110 - Lesson Plan Assignment Workshop First and last name: - Be sure to attach your lesson plan to this assignment sheet. Please answer the following questions as they relate to the lesson plan that you have chosen. Please answer all questions thoroughly. Does this lesson have a: Hook? Yes (describe in on the lines provided) transfovmahord they charge shapes No (create one and describe it on the lines provided) Is it engaging and relevant to the learner? Yes (how? Why?) Bu | Cnt i . hy adetshed Leu Teaabann, Cun change ofste sbi he. fs ae then autres fo baa hew tere acl robbs alate © ilkState the Learning Goal(s) for this lesson: To dontly and describe the S types of Traxsfize madions State the corresponding Success Criteria: = Lean Tdedlfy the tram typen of tramaformahions —Tean act out thedhree *yp2r of trancfounlions vole my hand -T com illirtcate examples -T can create a UUWA fin each type of, beansformation Content segment/lesson : el A Does it introduce new ideas/skills in manageable chunks?) Umks to previous kode ud @ 1Startwtapowerpart- that olepinarthe tr anaformptions® 5 pune quicnentoshovsushat tha Amaia tanafoumattons ane, atlurk: pour -shorr bo ceinFong concepts, No (suggest how this could be done) ‘Are the students given an opportunity to be active participants (rather than passive recipients) with the new content/skill? (Yes) No Thene ia «theme /pasr/shane degnatrt aval a tine fpr ancloporotan werk> Learning Activities Does the activity adequately draw puientorcs the material that your students were supposed to learn on the subject? notion intcoduced to ake topic and get develop aa can,cn small fur, iene. Bay het hke kero thoy res Ser défrs dun ¢ dhe ae ype of trans temationa Do the activities acchrately reflect the level of learning of your students? (think about Blooms...is your language consistent with the level of activities?) Thin bron starts of rally well wrth Langue: ene He nentabertg Art undestten Lede anv gt bed fo Lok succosd crilerion muclver crwatng who borg jump up. Do they try it as a large group/smaller groups/combination before being expected to try it on eee teach ond Hu sn YOUPA of 2 Orel Harr a WS ndevidu No (suggest a way to fix this) Assessment Is there a way for the teacher to gauge how well the students understood what was being ‘taught? (assessment of the learning/understanding) Creesthow?) Each maccor criteria wo meaturable. Whee wale ap a clase Ihe Hacher ca call on f the al he Studia oll tuderdd, & Preeti OU the ond rtett a WWWA Graphae o ani sen (V Jecabslony word, Vs oaf Werk Mesoeradr ™ 50 the teacher ull be able’ be 2482 bory myoh. the Shu dork, undershood .5 Is there a way for the students to receive feedback on their understanding of the content? (Assessment as learning or ongoing feedback that supports student learning/understanding) Coheed area tty hacker will immrodialely see who doer vrcleriterd. wher bhe students are dowd Ihek-pain- stant . Durrna, Ares theteachor con provde 12 dudes wl On~AL help Horr, No. Create/add one. Make a T-chart to compare the amount of active/passive time for each: What is the teacher doing? What are the students doing? Are the students given plenty of “doing” time? Oris the teacher engaged in most of the _— “doing”? Suggest a way to fix this if necessary. Udhal is ochor doing? | Whab are stucenbs 2 Hock and teacher dnput | Shudents Les 4o teacher ow (20 mor) clhemplina, the (20 mer) Crrorvalionr(Smimay — [Tink Pain Shane (15 my) Onservabron arel omtsteme [Drtepenctand uxork, owah ee Giaphte agar (a5ebwd) Students spend navel he tam, be deachon Pred sap od Ue Sprott sand a Ate tudes ned ep.