Geometry is Out of this World Lesson Plan

ETC 447 Lesson Plan
Geometry is Out of this World!

1. Topic: Geometry & Earth in the Solar System
2. Unit of Study: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Identify the known planets in the solar system
3. Grade/Level: 4
4. Time Allotment: 2.5 hours
5. Standards:

• 4.MP.4. Model with mathematics
• 4.MP.6. Attend to precision.
• Concept 3: Earth in the Solar System
• Understand the relationships of the Earth and other objects in the solar system

6. Objectives:

• 4.G.A.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
• 4.G.A.2. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles
• PO 1. Identify the known planets of the solar system
• PO 2. Describe the distinguishing characteristics of the known planets in the solar system

Lesson Context

• This lesson integrates mathematics (geometry), science and literacy
• Previous learning experiences: Students will have experience in the class doing stations, and they will be used to integrated units with the subjects: math, science and literacy being integrated to a learning objective.
• The games might be familiar for the students (ex: Simon Says/Orion Says, Memory flashcards) but regardless the teacher will go over the instruction/directions so no child is confused.
• This lesson will be an introductory unit to geometry as they will learn the target vocabulary and gets hands on practice at the stations. For the science component, students will have some background knowledge of the solar system from previous years’ science content, but this will be their opportunity to research and learn more. This lesson should be reinforced with more units and activities in the following days so students can gain more understanding with Geometry/Earth Science and eventually move on to geometric measurement and data standards and content and more in depth understanding in the relationship with earth and the Solar System.

Anticipatory Set

Time allotted: 10 min

• The teacher will begin the lesson with the lights off in the classroom with pictures of constellations in a powerpoint displayed.
• As the slides progress showing various constellations, the teacher will ask the students through whole group discussion if they have seen constellations, and allow for students to share their stories about any constellations they know about.
• Once students have shared any knowledge they know about constellations, explain to the students that constellations are a group of stars forming a recognizable pattern. People have formed stories about the history of the stars by connecting the imaginary lines to create pictures of animals and characters. This connects to geometry because the stars are like points and they are connected using line segments.
• Once the powerpoint gets to the last constellation picture- Orion- pause and discuss if any students are familiar with this constellation. Give students some background information so they are more familiar with constellations and continue to geometry.

Direct Instruction & Number Talk

Time allotted: 15 min

• Once students have peaked an interest in the math activity for the day, the teacher will turn the lights back on to introduce the topic of geometry.
• The teacher will begin the powerpoint that addresses the target vocabulary. As the teacher goes through the “Vocabulary to know” on slides 2-13, the students will jot down notes in their math journals. With each angle slide, the students will draw and write an example, along with the teacher.
• The teacher will ask questions to the class including:
• What are the differences between a line and a line segment?

• Anticipated student responses: “they’re both straight but one continues on and one ends” “lines go in both directions, line segments have an end point and only go in one direction”

• What are the differences between the three angles?

• Anticipated student responses: “Acute are the smallest angles, right angles are the middle angles that make a corner, obtuse angles are the largest” “Acute angles are less than 90 degrees, right angles are 90 degrees, obtuse angles are more than 90 degrees and less than 180 degrees)

• Once the class gets to the powerpoint slide 14 with “Let’s Get up and Practice!” the teacher will introduce the game Orion Says which is adapted from the traditional Simon Says Game.

Game: Orion Says

Time allotted: 10 min

• The teacher will go over the motions that represent the angles (line: arms straight out extended and open; line segment: arms straight out, one extended open, one clenched in a fist; point: both arms crossed in front, hands clenched in fists; ray: both arms extended, hands clenched in fists; right angle: arms extended in 90 degrees; acute angle: arms extended in less than 90 degrees; obtuse angle: arms extended in more than 90 degrees.)
• The teacher will lead the directions with students performing the command only when “Orion Says” is stated. The students will play until there is one winner remaining.
• Multiple rounds can be played, depending on time, which can be determined by the teacher.

Math Investigation: Math Stations

Time Allotted: 40 min (10 min each station)

• After the students have played the game and gained more understanding of what the target vocabulary is, the teacher will regroup the students to go over the expectations and directions for the math stations.
• Once the teacher has answered all questions from the students about what they will be doing in math stations, the teacher will divide the class into four small groups and disperse them into the stations which they will rotate through.

1. STATION 1: Geo-memory

• Students will play this memory game to match angles and the target vocabulary to their written form. Each student will take turns flipping over two cards, if they are a match they keep the pair, if they aren’t a match, they will flip them back over. The game continues until all of the matches have been found. The students can play a few rounds of the game, depending on time.

2. STATION 2: Orion in your words

• Students will read in pairs the science integrated worksheet that discusses the history of Orion. Once they finish the passage with their partner, they will write to continue the creative writing prompt passage. Differentiation: for students who are more creative thinkers than critical thinkers, they can choose to continue writing Orion’s story with a different creative ending.

3. STATION 3: Shape Search

• Students will search throughout the classroom to find objects that meet the scavenger hunt description. They can choose to work either individually or in pairs. Once they find an object, they will write what the math term is, and in the last column they can choose between writing what the object is, or for differentiation, they can draw the object (example: “Find a shape that has 4 congruent sides” → square → desk.)

4. STATION 4: What’s Your Angle?

• Students will fold and create a visual poster from construction paper  to have 8 boxes where they will label the target vocabulary: right angle, acute angle, obtuse angle, parallel line, perpendicular line, point, line, line segment.
• Students will represent the target vocabulary with pretzel sticks and mini marshmallows.
• Once the student has represented all the math terms with the edible manipulatives, they will draw on the construction paper visual foldable with pencil, and have the teacher check their work before they can eat the pretzels and marshmallows.
• This is an individual project and will also be used for their check for understanding assessment.
• Once the students have rotated through all four math stations, the students will go back to their individual desks/tables for the formal assessment quiz.

Science Investigation: Solar System Research Diagram

Time Allotted: 30 min

1. The teacher will transition the students back to whole group to play the music video about the planets in the solar system
2. Afterwards, the teacher will have a discussion about what the students know about the planets, or the order of the planets in our Solar System.
3. After class discussion, the teacher will go over the diagram procedure/criteria.  
4. The teacher will demonstrate their example of how to navigate the Inspiration software to create a solar system diagram consisting of angles, lines, and information about each planet.
5. The teacher will let the students work individually on researching the planets, and creating their diagram.

Assessment

Time allotted: 5 min for exit card

• Students will turn in their completed work from the integrated science and
• The teacher will also pass out index cards to each student to answer the following questions:

1. What did you learn about geometry today?
2. How do we use/see geometry in our everyday lives?
3. Are there an concepts that you want more instruction to reinforce your understanding?

• Assessment Plan:
• Pre-Assessment: prior to starting this lesson, I would have students fill out learning profiles about their interests and hobbies. This lesson plan would focus on creating multiple intelligences and learning styles to fit their learning profiles. For students who excel in science or literacy rather than math, they find curriculum that connects to them.
• Formative Assessment: The Solar System diagram is a visual representation of where the students are at in their understanding of the planets in our solar system. The stations activities and handouts/posters will aide the assessment during the lesson. Students will turn in their work to the teacher at the end of stations so the teacher can assess their work tied to the learning objective.
• Summative Assessment: The exit cards are the form of summative assessment that allows the teacher to see where students excelled and where they need more instruction or practice.

Solar System Rubric:

POINTS	4	3	2	1
Order of planets in solar system	Zero errors	One error	Two errors	Three or more errors
Facts about each planet	Knows more than two facts per planet	Knows two facts about each planet	Knows two facts about most planets	Knows one fact per planet
Grammar/ Spelling	No grammatical or spelling errors	1-2 grammatical and/or spelling errors	3-4 grammatical and/or spelling errors	More than 4 grammatical and/or spelling errors

Differentiated Instruction

• This lesson covers various forms of multiple intelligences and also integrates literacy and science. From the reading passages and writing prompts, literacy is provided which also aids the at risk students. Two writing prompts also allows for differentiation to what will best meet the needs of the student.
• The reading passage is a visual prompt which helps the visual learners.
• Auditory learners also have their needs accommodated with the video discussing Orion’s history.
• Kinesthetic learners also find their representation of learning through the Orion Says Game which is an interactive game to learn math in a hands on approach.
• Utilizing the math edible manipulatives also aids in hands on practice creating angles, ray, and lines.
• The math stations also allows for students to collaborate and work in pairs and small groups so peer tutors can be utilized.
• This lesson focuses on differentiation based on the student's interest, learning profiles, and multiple intelligences

Materials & Resources

1. Instructional Materials:

• Inspiration software for space diagrams
• Orion science integrated worksheet- adapted by Butterflies&Daydreams online blog (attached)
• Orion Passage Prompt- adapted by Butterflies&Daydreams online blog (attached)
• Shape Search checklist- adapted by Create,Teach,Share.com (attached)
• Index cards for students to write their exit card
• Construction paper
• Pretzel sticks
• Mini Marshmallows
• Geo-Memory flashcards (attached)

2. Resources:

• Powerpoint attached (fonts, clip art, and backgrounds from Creative Clips, The Teaching Sweet Shoppe, and KG Fonts)

• https://www.youtube.com/watch?v=Jf8Nh4iOkcI (Orion Video, 2:23)
• https://www.pinterest.com/pin/248612841907498356/ (Planets 1:25)
• https://www.youtube.com/watch?v=x9UWNBTR6_I (Planet Rap)

Groupings

• Whole Group: Anticipatory set, Game, Number Talk, Direct Instruction
• Small Group: Math Investigation: Math Stations
• Individual: Space diagram, Exit Card  and station 2 and 4 may also be completed individually