2/26/19 to 2/27/19

SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher Arlan Zelenky Grade 10

Subject Geometry _
Time Needed for Lesson 105 minutes Lesson Concept Section 7.2 Extension: Fractals

PA STANDARD(S) (Write out standards):

None.

.
BIG IDEAS/ESSENTIAL QUESTIONS:

What are fractals?

What are some properties of fractals?

ELIGIBLE CONTENT:

None.

OBJECTIVE(S) (Be sure to include all four parts):

The student will draw a Sierpinski Triangle on the homework assignment with 80% accuracy.
The student will identify basic properties of fractals on the notes sheet with 80% accuracy.

MATERIALS:
Section 7.2 Extension Notes
Pencil
Paper
TI-84 Calculator
ACTIVITIES (There are three sections here):

OPENING (Introduction, purpose, hook)

 The teacher will show a picture of a fractal.
 The teacher will ask students what they see when they look at the fractal.
 The teacher will say that fractals are really cool shapes with even cooler similar patterns.
 The teacher will state the bolded part of the objective to students.

BODY (Bulleted step by step/differentiation must be included)

 The teacher will go the three main properties of fractals: iterations, infinitely many iterations, and self-similarity.
 The teacher will talk about the two pictures of fractals provided in the notes.
 The teacher will explain that self-similarity goes further to other types of polygons.
 The teacher will go through how to draw a fractal tree, Koch Snowflake curve, and eventually a Sierpinski
Triangle
 The teacher will mention the homework assignment listed at the end of the Section 7.2 Notes sheet.

CLOSURE (Wrap up and brief summary): How will you plan to restate the lesson objective?
 The teacher will say that we have talked about what makes two things similar in life and in Geometry.
 The teacher will add that we also talked about some cool geometric figures that take ratios and proportions and
similarity to a new level
 The teacher will say that we will practice this idea further by working on the homework assignment

ACCOMMODATIONS/MODIFICATIONS:
 None

ASSESSMENT: (How you will determine that student has mastered objectives?): Consider formative and summative
assessment measures for all levels of differentiation.
 The student will master the objective of drawing a Sierpinski Triangle through a summative check for
understanding through a homework assignment check the following day.
 The student will master the objective of identifying basic properties of fractals through an informal check for
understanding from the teacher.

SELF-ASSESSMENT/REFLECTION: (Complete this section if you have taught this lesson to peers or in clinical
placement):

Students seemed genuinely interested in the concept of fractals and how they relate to objects that are similar to
each other. Students understood my educational philosophy perspective of the idea that we all want to learn
things as human beings. I also mentioned that not everything you learned will you ever be tested on. Students
accepted the fact that this is an enrichment-type of lesson to inspire their love of learning.
I think that I could have done better at generalizing the concept of fractals because I did have a student who did
not seemed to be very impressed. I could have done better at answering the question: “why do we need to know
this?” I have to remember that some students need to understand the purpose of learning something rather than
just learning for the sake of learning.