OBJECTIVES:
The student should be able to:
• Name given geometric shapes. (Knowledge)
• Designs three shapes using elastic and human bodies while incorporating the dance movement flocking. (Synthesis)
• Measure constructed shapes to the nearest inch. (Application)
• Transfers constructed shapes with their measurement onto grid paper (Appendix 1). (Application)
• Find the perimeter of each constructed shape. (Application)
• Find the area of each constructed shape. (Application)
TIME: (2) 45 minute class periods
MATERIALS
Overhead/Transparencies
Elastic
Power point presentation
Graph paper
Pencils
Rulers
Formula sheet (Appendix 2 )
Tape measures
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will review the flocking process taught the day before with the help of a few students. (Demonstrating the flocking process). http://fraser.blogs.com/pcl/files/Starlings_StreamingWeb.mov
smaller view http://fraser.blogs.com/pcl/files/Starlings_CD.mov
large view
ACTIVITY:
Teach / Model: A power point of the shapes and their names will be shown. The power point will have the formulas on it for area and perimeter (The students will also have a copy of formulas to use in the groups). Appendix 2 A short clip on flocking method will be shown to students. A review of the use of the tape measure (to the nearest inch) with take place
Guided Practice: During a power point presentation the teacher will:
(note: these concepts have been presented previously) 1. Have random students name the shapes shown before giving them the names. 2. Will discuss how the shapes will be created through dance movement
using student’s bodies and elastic. 3. Will show how to take the shape’s measurements. 4. Will transfer the measurements to the figure on the board. 5. Will go over finding the perimeter of the shape. 6. Will go over finding the area of the shape.
Independent Practice: 1. Students will get into groups and begin planning the dance creation of their three
shapes. 2 The students will move into the second part of activity and measure the shapes the have created. (three students will make shape and the fourth will measure and write them down) 3. Students will work in groups to transfer shapes. 4. Students will work together to find the perimeter of the shapes. 5. Students will work together to find the area of the shapes
Closure: Students will demonstrate the dance of geometric shapes to class
EVALUATION/ASSESSMENT:
Informal: The Dance of the Geometric shapes that the students will perform. (the
names will be stated while the shapes are being made)
Informal: During the dance the shapes being made must match the names being given.
Informal: The teacher will spot check the groups for correct measuring.
Formal: The worksheet will be used to check for transfer accuracy of shapes and their labeling.
Formal: The worksheet turned in by the group will be used to check the accuracy concerning perimeter.
Formal: The worksheet turned in by the group will be used to check the accuracy
concerning area.
ART CONTENT/CONCEPTS:
Technology: Power point for review of content needed for activity.
Math: Geometric Grade 6
GLEs: 19 Calculate the perimeter and area of triangles, parallelograms, and trapezoids.
Art: Benchmarks
VA-CE-H6 Produce works of art that describe and connect art with other disciplines.
VA-CE-M1 Demonstrate art methods and techniques in visual representations based on research of imagery
VA-CE-M3 use the elements and principles of design and art vocabulary to visually express and describe individual ideas
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Ongoing Process Standards and Benchmarks:
Measurement and solving formulas in math is an ongoing standard that students will use throughout school and life in some cases.
MODIFICATIONS | ACCOMODATIONS:
Suggested: a helper for those in a wheelchair. Pre-sized shapes for lower level students. Grid boards is class does not lend to group work
TEACHER'S REFLECTION:
This plan was fun to do with my classes. The students were very dramatic in their creation of the different shapes. Teachers who want to restrict students to creating shapes through dance only will need to setup the dance element with more visuals of how students will create the shapes through the “dance” methods shown. I found that a freer environment allowed students to interrupt how they could demonstrate the shapes they choose. My students used acting and facial dramatization to get their group members to demonstrate their shapes. The students really enjoyed doing it this way even though it was not part of the requirements. What added to the lesson even more was the requirement that no words could be used to direct the group members into their positions when forming the shapes. This forced the facial expressions and some very dramatic hand movements to be used and made the audience’s experience more fun. When students were asked about their feelings about the experience they all stated they enjoyed the lesson. They also said they would like more time to practice before their performance. I will definitely use this activity as a task focus next time I teach area and perimeter. It will give the students the concrete understanding of the objective before they will have to use an abstract understanding. The student’s concrete understanding is vital for a full understanding of perimeter and area.
RESOURCES:
Curriculum Guide (6th Grade Math)
http://fraser.blogs.com/pcl/files/Starlings_CD.mov
large view
Pre/post assessment method:
Only a post test will be given on finding area and perimeter. ( Appendix 3)
TO DOWNLOAD THE APPENDIX FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD THE POWERPOINT FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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