ET503- Come hang out with Mrs. Petit and Mrs. VanOrnum Deyden!

Thematic Unit

2010-01-11T17:26:00.000-08:00

Three-Week Unit Plan Submitted by Kelli Petit

Subject Area: Math Unit Topic: Geometry Grade Level: 4th

Guiding Questions:
• What is Geometry?
• Why is Geometry important?
• What are polygons?
• What is the difference between equilateral, isosceles and scalene triangles?
• What are angles and how do we classify triangles by them?
• What does congruent mean?
• What are congruent and similar figures?
• What is the difference between perpendicular, parallel and intersecting lines?
• What is a quadrilateral?
• What is line symmetry?
• What is perimeter and how do I find it?
• What is area and how do I find it?
• What is volume and how do I find it?

Unit Rationales/Instructional Goals:

By the end of this unit students will understand:

•What geometry is and why it is important.

By the end of this unit students will be able to:
•Define polygons by number of sides, length of sides, angles, and determine if they have parallel or perpendicular sides.
•Describe the similarities and differences between various polygon forms, using the terms introduced in the unit.
•Define and find perimeter of all polygons; find the area and volume of rectangles and rectangular prisms; and approximate the area and volume of other shapes.

Unit Assessment and Evaluation Method:
• Worksheets
• Observations
• Group Activities
• Quizzes
• End of Unit Test
Week 1
Monday and Tuesday

Lesson Topic: Introduction to Geometry

Student Aim/Guiding Question: What is Geometry?

Materials/Resource:

•Promethean Board Flip Chart with two columns of shapes (polygons and shapes that are not polygons)
•Index cards(4 per student).
•Glue
•5 sheets of poster-board or other large paper, labeled Triangles, Quadrilaterals, Pentagons, Hexagons and Octagons.
•Index cards with irregular polygons drawn on them (1 per student).
•Worksheet activities - Polygons are Everywhere, Polygon Word Problems, Polygon Root Words
Opening Activity:
Introduce by explaining to students what the two columns represent. Have students break up into groups of three and discuss what the differences and similarities between the two columns are. Give students about two to three minutes. Have groups volunteer what differences and similarities they found. Introduce the terms plane figure and polygon and have students copy definitions for these terms in their math dictionary. Make sure students know the word polygon actually means “many-angles.” (Root words will be emphasized throughout the unit). Introduce the concept of an angle as what is formed when two straight lines meet. Question students to see if they know the names for some types of polygons. As students give names of shapes, write their names up on the Promethean Board and define them. By the end of the lesson, these terms should be defined and written in their math dictionary– triangle, quadrilateral, pentagon, hexagon, and octagon.

Instructional Activity:
Pass out four index cards to each student. Have the students draw a polygon on each of these cards. Make sure that students only draw one of the specific types of polygons that were talked about earlier.
When the students are finished, take up the cards from the students and pass them back out to other students, so that each student has cards that other students drew. In this mix, also add the pictures of more irregular polygons that the teacher has drawn. Each student should get five cards in all. Have students work with the students in their desk groups to label each card with the correct polygon name. Then students should place the shapes, by category, on the appropriate poster-board hung up in the classroom.

Practice Activity:
Introduce each of the three worksheet activities and have students work on the activities independently.
One activity asks students to search the room for polygons.
The second activity asks students to think of non-mathematical words that begin with the roots tri-, quad-, pent-, hex-, and oct-.
The third activity asks students to solve word problems using the properties of different polygons.
Assessment Activity:
Students participation and progress throughout activities Wednesday Thursday

Lesson Topic:
The Three types of Triangles

Student Aim/Guiding Question:
What are the 3 types of Polygons?

Materials/Resources:
• Straws cut in different lengths.
• Construction Paper
• Rulers
• Exploration worksheet
• Triangle Fun and What Triangle Am I? worksheets
Opening Activity:
Ask “what is the least number of sides a polygon can have?” Have students work in groups of 3 or by themselves to figure this out. After a couple of minutes, ask students to give their answers. Tell students they must defend their answer, either with words, or by drawing a picture on the board.
We will be learning about the triangle, a polygon today.

Instructional Activity:
Provide each student with a ruler and a worksheet with pictures of three different triangles (one equilateral, one isosceles, one scalene). Students will measure the sides of each triangle, labeling each picture with lengths. Students will write down observations they have about the differences between the triangles.
After students have a few minutes to work on measuring, talk about their findings as a class. Define scalene, isosceles and equilateral, pointing to which of the triangles fits each label. Have students write definitions for these in their “geometry dictionaries.”
Practice Activity:
Have students break-up into two groups. Each group will work at one of two stations for 10 minutes. After about 10 minutes, they switch stations.
Station 1: Students will make an equilateral, isosceles and scalene triangle using pieces of straw already cut for them. Students will tape these to pieces of construction paper, labeling the type of triangle they made.
Station 2: Students will work on two word problem worksheets: The What Triangle am I? sheet gives students the lengths of the sides of triangles and asks students to classify these triangles. The Triangle Fun sheet has students solve word problems based on the properties of the three triangle types.
Assessment Activity:
• Work on word problem worksheets, straw constructions and homework, which is a worksheet that goes with the textbook.
Lesson Topic:
Angles of Triangles

Student Aim/Guiding Question:
How do we classify triangles by their angles?

Materials/Resources:
• Geo-boards(1 per student)
• Rubber bands
Opening Activity:
Say, “Yesterday, we sorted triangles by the number of equal sides they have. Can you think of another way to sort triangles?” Remind students that polygons have both angles and sides if they get stuck.

Instructional Activity:
Have students brainstorm what they know about triangles. Write student comments on the promethean board. Come to an agreement on a definition of angle and have students write this down in their “geometry dictionaries.”
Draw two different angles on the promethean board. Ask students if they think that these angles are the same. Talk about ways to measure the size of angles and classify angles. Show the students a right angle by drawing one on the promethean board. Ask students what in the classroom has the same shape (notebook paper, etc). Define this angle as a right angle. Tell students that 90 degrees makes a right angle. Show students an acute and an obtuse angle. For each angle, ask students if the angle is bigger or smaller than a right angle. Show students hand motions and voice changes to help them remember acute and obtuse. Have students record all three angle types in their “geometry dictionaries.”
Finally, show a straight angle, and define this for students. Have students’ record straight angle in their “geometry dictionaries.”Tell students that there are 180 degrees in a straight angle. Ask students if they have ever heard the phrase “Do a one-eighty”? Have a student demonstrate this to the class.
Practice Activity:
Have students use geo-boards to demonstrate that they can create each of the following with rubber bands: acute, obtuse, right and straight angles. Students may have trouble making an obtuse angle at first, by making a right angle. Show students that they can check for a right angle by holding a corner of a piece of notebook paper up to an angle. If they match up, the angle is a right angle. Have students make right, acute and obtuse triangles on geo-boards

Assessment Activity: Students will be assessed based on their ability to make triangles and angles on the geo-board and tell their teacher what angles and triangles they have created. Students will also complete: Tetrominoes! worksheet

Week 2
Monday Tuesday/Wednesday

Lesson Topic:
Quadrilaterals

Student Aim/Guiding Question:
What is a quadrilateral?

Materials/Resources:
• 5 geo-boards with 3 examples of a quadrilateral (rhombus, square, rectangle, trapezoid, or parallelogram)
• Rubber bands
• Tangram sets
• Computers with Internet access
• Copies of worksheets
Opening Activity/ Instructional Activity:
Have students in four groups and assign each group a quadrilateral: parallelogram, square, rectangle, trapezoid. Hand out the geo-board with their groups shape. Ask groups to find what is special about their quadrilateral. Have them pay attention to side length, parallel sides and anything special about the angles. Have students create a list of characteristics about their shape to present to the class.
As the groups present, write up the characteristics of each quadrilateral on the promethean board, having students copy these into their math dictionaries. Then go over the relationships between the various shapes (i.e., a square is a special kind of parallelogram, and a special type of rhombus). Draw a Venn Diagram showing the “world of quadrilaterals” to show the students how they are all related.
Finally, introduce the rhombus to the whole class. Have students generate where this shape fits in on the Venn Diagram, then redraw this. Make sure to mention that there are quadrilaterals that are not special types. Have students draw some examples and tell where these would fit in.
Practice Activity:
Have students work on the following three activities independently.
Worksheet in which students must fill in the blank with the name of a quadrilateral to make sentences true (i.e. All rectangles are ________.)
Worksheet which asks students to build various quadrilaterals from tangram sets.
Students may also use an Internet-based tangram simulation and attempt the puzzles in which they build a square and parallelogram out of all seven pieces.
Assessment Activity:
Bring the students together and do a quick spot check of whether or not they can classify quadrilaterals, by giving them various quadrilaterals to classify. Thursday/Friday

Lesson Topic:
Line Symmetry

Student Aim/Guiding Question:
What is line symmetry?

Materials/Resources:
• Precut construction paper quadrilaterals (square, rectangle, rhombus, trapezoid and parallelogram)
• pattern blocks
• Computers set up for students to explore website on Symmetry
Opening Activity:
Using precut construction paper quadrilaterals, ask the students: “If I cut out these shapes on a piece of construction paper, which could I fold in half with no pieces jutting out? Which fold evenly?” Have students predict which will fold evenly, then test their predictions by actually folding the paper. Ask students if there is more than one way to fold these shapes evenly. Finally, introduce the idea of line symmetry, relating it to the folds of the shapes.
Have students think of other things around the room that could show symmetry.
Instructional Activity/Practice Activity:Rotate students between these three activities (allow 5 minutes at an activity)
Activity 1: Have students partner up. Each child will take a turn placing pattern blocks on a table. The first child will place a block. Then the next child will place a block down so that it creates a symmetrical image. Now they should switch roles, so that the first child puts down a block, and the first child finds the symmetrical match. The students will repeat this process until they are satisfied with their design.
Activity 2: Alphabet worksheet: students will look for symmetry in the letters of the alphabet.
Activity 3: Have students get in small groups at the computers and explore images from a website which has complied many different ways to look at symmetry in the world around us. Have each student write 3 things that they learned from the web-site.
Assessment Activity:
Students will be assessed by their performance on worksheets and things learned from website.

Lesson Topic:
Perpendicular, Parallel and Intersecting Lines

Student Aim/Guiding Question:
What are perpendicular, parallel and intersecting lines?

Materials/Resources:
• Geo-boards
• Rubber bands
Opening Activity:
Show students a map of Pickens, which is the city that they live in, on the promethean board. Show students the street that the school is on and draw a dot representing the school. Ask students what corner is the school on. Explain that this is also called an intersection, or where two streets intersect. Using the map, introduce the concept of lines and vertices.

Instructional Activity:
Define parallel, perpendicular and intersecting lines, continuing to use the map as a framework. Ask students to find examples of the lines in the classroom and share their thoughts about them.

Practice Activity:
Have students work with a partner to create a map of the school and ask students to find parallel, perpendicular and intersecting lines. When students are feeling stuck or are finished, go over the answers as a group. Review with students by having groups of students volunteer to act out these terms, by standing in two lines that are parallel, that intersect or that are perpendicular.
Assessment Activity:
Students will be assessed by there ability to recreate the lines discussed in class on the geo-boards.
Week 3
Monday Tuesday Wednesday Thursday

Lesson Topic:
Perimeter

Student Aim/Guiding Question:
What is perimeter?

Materials/Resources:
• Yardstick or other large ruler
Opening Activity:Start off lesson by using a word problem where students will be finding the perimeter of an object. (I have a vegetable garden that is 5 ft by 8 ft. If I wanted to put a white picket fence around my garden, how many feet of fence would I have to have?) Question students by asking how they would f ind the answer to our problem. Define perimeter with the class and add it to the "geometry dictionary."
Instructional Activity:
Using the promethean board, I will draw several examples and talk about the process in which we would find the perimeter. Demonstrate how to find the perimeter by using a students’ desk, classroom door, and whiteboard. Students will tell me how to find perimeter of these objects and we will find the answer together.

Practice Activity:
Have students get in small groups of three and find perimeter of other objects in classroom (Bring in things from home that could be measured, shoebox, cereal box, tissue box, etc.). Once groups have finished, have students tell about what they measured and how they found the perimeter.

Assessment Activity:
Students will demonstrate understanding by measuring objects in classroom and giving answers.
Lesson Topic:
Area of Rectangles

Student Aim/Guiding Question:
How do we find the area of rectangles?

Materials/Resources:
• Graph paper

Opening Activity:
Start off lesson by using the same problem as Thursday, except ask how many square feet are in the vegetable garden. Discuss a definition of area with the students. Have students copy in their “geometry dictionary”.

Instructional Activity/Practice Activity:
Have students trace previously cut out shapes onto their graph paper. Question students on how they could find the area, or how many squares are in the shape they chose. When students say that you could count the squares, model counting the squares with the students. Then have students find another item in their desk and have them trace it and find the area of one of its sides or faces. When students finish, write the item the student chose and the area on the promethean board. Ask students if there is another way to find the area of a rectangle than just adding up the squares?

Assessment Activity:
Have students work on a WB page from workbook on finding area.

Lesson Topic:
Volume

Student Aim/Guiding Question:
What is Volume?

Materials/Resources:

• Notebook Paper
• Geometry Dictionary
• Construction Paper

Opening/Instructional/Practice Activity:
Begin by going back over what has been learned so far. Use a word problem similar to the ones used the last two days. Students will be figuring out how much water would be in a pool by using some dimensions. Using a tissue box as an example, ask students what shape could be used to find the volume of the tissue box. Introduce the definition of Volume to the students have them copy in their “geometry dictionary”. The teacher will then have students create or draw the Gallon Man on a piece of construction paper to help them remember certain measurements.
FINAL REVIEW

Lesson Topic:
Review Geometry

Student Aim/Guiding Question:
What have we learned?

Materials/Resources:
• Geometry Dictionary
• Study Guide
Instructional/Practice Activity
A pre-made study guide will be passed out to students. Students will work in groups of two, using their geometry dictionary to fill in questions and solve problems. This will give students a preview of what the test will be like and show them where they may need to go back and really study.

Assessment Activity:
Students will complete study guides in class and we will go over the answers aloud. Students will turn these in for a daily grade.

Thematic Unit Power Point

2009-12-29T11:14:00.000-08:00

This is the unit we will embark upon after the first of the year.
Continuing Our Travel Through History

Civil War Project Rubric

2009-12-16T12:51:00.000-08:00

Please go to the following site for the evaluation rubric for the Civil War Project.
http://www.scribd.com/doc/24192332 -

[Civil war project rubric]

Gradebook

2009-12-14T17:00:00.001-08:00

Petit VanOrnumDeyden Grades

Colonial Day

2009-12-14T11:15:00.000-08:00

We took a trip back in time to the year 1780 and experienced life as a colonist. These are pictures of some of the colonial wardrobes that was very common to see on men and women back then. We were able to make a leather wristband, candles, homemade apple cider, blockprinting, and played with colonial toys and games.

Playing with Technology

2009-12-13T14:26:00.000-08:00

Aloha all,
I have spent, again, about two and a half hours trying to download an avatar like Kelli added to our blog without success. It was fun and easy, but how easy is it if I cannot put it where I intended. Now I can't even log in to the site to try again.
I hope all is well you you all, and that you are able to spent quality holiday preparation time with your loved ones.
A hui hou (which means until next time) ame Mele Kalikimaka (and Merry Christmas).
Myra

Class Lesson 3 in the Civil War Project

2009-12-09T08:19:00.000-08:00

Welcome back to our blog. Your third step in this project is to make sure you do enough each day to insure you have addressed each of the requirements listed in Step 2, and to have enough time to put on your final finishing touches. Here is a guide to help you. Please print it out so you can easily refer back to it.

Monday, December 14
Research time in the computer lab. This is where we begin. I have supplied you with one website to start your information quest. Use it first. Choose your specific topic there, print out your information. Make sure you find as many artifacts and visuals as you need to make your project interesting. List the site on your "References" list, and go on from there. We will spend only one day finding information.
Remember; Write down each website you visit on your "References" list!

Tuesday, December 15
Read the info you printed out and learn about your topic. Start organizing your information. Make sure you put your information in your own words! This is when you decide how you will present your information, whether you present a creative composition in the form of a poem, a song, a painting, a model, a slide show, or a report. You are responsible to report to us what format you have chosen on this day. Make sure you have thoughtfully decided because changing later will cost you quality of product. If you have any other ideas for your presentation, check with us first.

Wednesday, December 16
Start building your presentation. This will be your main work session to pull your project together. Any supplies you need will be made available to you. Use this time to be productive!

Thursday, December 17
Finalize your project. Proofread and edit any written portion. Finish adding artifacts and visuals. Have a peer check over your project as you check over theirs. Add any "bells and whistles" now. Make sure you have your list of references included and properly formatted. Practice your presentation. Use the rubric from step 2 to help polish it up.

Friday, December 18
Presentation Day! Be ready to present your project to your peers. Also be ready to learn from others. Use the rubric to evaluate yourself and two other presenters. Turn in your project.

Proceding with your Civil War Project

2009-12-08T15:53:00.000-08:00

Now that you have checked out the website and have chosen your topic, decide how you want to present your information. You may chose to write an expository paper, or you may chose to create a poem, a song, a model, or a painting. You may also choose to create a Powerpoint slide show. If you choose a more graphic presentation of your information you need to make sure the facts are easily seen in chronological order. Use the rubric below to help guide your work.

Facts are clearly and accurately presented using age-appropriate vocabulary. 4-5 points

The presentation is neatly and attractively constructed, and is easy to understand and learn from. 4-5 points

Project is thoughtfully and creatively constructed. 4-5 points

All references are listed with proper formatting, and are prominently displayed. 4-5 points.
A superbly done project would earn 18 -20 points. Well done would be 14-17.

Introduction to the Civil War

2009-12-06T19:03:00.000-08:00

After reading Harriet Tubman, Conductor on the Underground Railroad, by Ann Petry, you should be able to make the connection between the perceived necessity for slavery in the southern states and the anti-slavery environment of the northern states, and the tension between the north and south that this caused. You also found tensions building in Congress as laws were passed which promoted the return of runaway slaves once they reached a northern free state. This was a red flag to the northerners, indicating they were not fairly represented in congress, and further widening the gap between north and south.

Check out the link below and choose one of the topics from the left side bar. In your first response entry say why you chose your topic and what you intend to find out.
The site to visit is: http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=5

Middle School Fun

2009-12-06T16:44:00.000-08:00

Though coolness is optimally important to this age of students, we need to remember middle schoolers are still children when they are allowed the safety to express their childhood hearts. This was a simple but appealing opportunity to play act with stick puppets which happened to be candy canes.

Christmas Fun...

2009-12-06T06:53:00.000-08:00

Quizzes by Quibblo.com

Have you ever...

2009-12-06T06:28:00.000-08:00

Have you guys ever used BrainPOP? If so, What are some of your favorites about this software? If not, you should definitely look into it! IT is such a valuable resource for your students to add a little something extra to your lesson!! Go check out the site. The web address is www.brainpop.com Have a great week!

What are your thoughts?

2009-12-02T09:09:00.000-08:00

Hey guys!!

Just wanted to know what your thoughts are...Would you rather take classes in a classroom setting with face to face interaction OR would you prefer online classes to work at your own pace? Any thoughts on the topic would be great! Thanks!

Four Psychological Perspectives on Learning -Kelli

2009-11-28T05:51:00.000-08:00

According to Smaldino, Lowther and Russell, “Learning is the development of new knowledge, skills, or attitudes as an individual interacts with information and the environment, (Smaldino, Lowther and Russell, 2008)”. There are four main components of learning: cognitive, affective, motor skill, and interpersonal. These all lead into the four Psychological Perspectives on Learning, which are the Behaviorist Perspective, Cognitivist Perspective, Constructivist Perspective, and the Social-Psychological Perspective.The Behaviorist Perspective encompasses what psychologist B.F. Skinner was passionate about in the 1950’s. He discovered that reinforcing or rewarding the desired response would lead to positive results. He was very interested in learning new skills, instead of focusing on reflexive behavior. Skinner’s theory was built upon the reinforcement theory, which was a series of tests performed on pigeons. From this, it was gathered that the same type of experiment would work on humans. Behaviorists mainly base all their research on observable behaviors and don’t focus so much on what is going on internally with the subject. The Cognitivist Perspective involved work from the Swiss Psychologist Jean Piaget. These types of psychologists look more at the mental processes that people use in responding to their environment. It looks more in depth at how people process thought, use problem solving skills, and makes decisions. “Cognitivists create a mental model of short-term and long-term memory, (Smaldino, Lowther and Russell, 2008)”. Cognitivists gathered that new information is mostly stored in the short-term memory, where it is rehearsed until it needs to be stored in long-term memory. If teachers use this type of perspective in their classrooms, students become more self-motivated and independent in their learning. The Constructivist Perspective looks at the involvement of students in meaningful experiences. Constructivists feel that the main role of teacher instruction is to provide students with different ways to assemble and organize knowledge. They feel that this type of learning occurs most effectively when students are engaged and involved in unique and authentic tasks that are directly correlated to meaningful contexts. The main goal of a teacher in the aspect is not necessarily to teach the new information, but to create situations that stimulate the students own thought and conclusion on the topic. The Social-Psychological Perspective looks at the effects of the social organization of the classroom on learning. They look at the group structure of the classroom, whether it is more independent study over small group. They look at the authority structure and how much control the students have over their assignments and activities. Lastly, they look at the reward structure of the classroom. They look at how the teacher encourages cooperation from the students or if it is geared more towards competition for any type of rewards. It has been discovered that cooperative learning is more effective and benefits the students more than a competitive and individualistic learning environment. All teachers have their own way of doing things. Whether you use one perspective or all perspectives, that’s what makes us all very different. We have to gear the way we teach toward the types of children that we deal with. That’s what makes us all unique and wonderful in our own way. Our main purpose is to teach and as long as we are doing that in a way that will shape our students futures, that’s all that matters.
Reference:Smaldino, S., Lowther, D., & Russell, J. (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River: Pearson Prentice Hall.

Activities to Motivate and Engage

2009-11-18T21:27:00.000-08:00

We are making cookies as a result of a field trip to a sugar plantation museum where they used a wood stove to cook the sugar cookies served to us. We happened to visit this museum on the last day of operation for the only remaining sugar mill on the island. Thus ended a 120 year old industry, and jobs for many of our students' parents or relatives. The photo on the left is our display of yarn-art Revolutionary flags and where they were designed. We had been reading and learning about the Constitution and other documents of the time.

Technology and Psychological Perspectives on Learning

2009-11-15T12:41:00.000-08:00

Technology has become a highly versatile tool for educators. However educators need to understand that the way they view how learning takes place for the student depends on how effectively technology can be employed.
If an educator understands learning to be a strictly reflexive behavior then higher level thinking tasks are not introduced, taught, or learned. Behaviorists deal with short and long-term memory and provide for practice of skills taught. Constructivists view learning as a process through which the learner builds upon prior experiences and knowledge, constructing their own understandings. Social-Psychology is an understanding that the social settings within the classroom effect the quality and amount of learning, that cooperative learning is more beneficial for the student than competitive and individualistic learning.
It is necessary for educators to draw upon all of these views to use what works for the teaching task. I agree with the authors that creating a student-centered classroom contributes to more student involvement in learning, a higher level of engagement. However, I am finding that, for the middle school level, where socializing is the absolute priority, some kind of system that rewards time focused upon the task is necessary.

Reference
Smaldino, S., Lowther, D., & Russell, J. (2008). Instructional technology and media for learning (9th ed.). Upper Saddle River: Pearson Prentice Hall.