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Creative Geometry

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  • 1. Creative Geometry
  • 2. Topic Addressed: Geometry Grade Level: 4th Length of Lesson: 5 days, about 40 minutes each day. Purpose: This lesson gives students an opportunity to showcase their knowledge of various geometric concepts such as symmetry and the classification of polygons and angles using Microsoft Paint and Photoshop. Prior Knowledge Required by Students: Basic knowledge of how to draw shapes, lines and write text in Paint; how to take pictures and upload them using a digital camera; how to edit basic aspects and draw on a picture using Photoshop. Task/Objectives: Students will be able to: 1) Draw and identify symmetrical lines and figures. 2) Classify and label different angles and figures. 3) Draw and identify congruent figures. 4) Accurately utilize basic aspects of MS Paint and Photoshop to draw and identify various geometric concepts.
  • 3.
    • Teacher Resources: Computer lab with Paint and Photoshop installed on each computer; student rubric and direction sheet (one per student); digital cameras (enough for class to share) with USB cable to upload pictures; Mindmeister account; digital projector.
    • Student Resources: One computer per student each installed with Paint and Photoshop; digital camera with USB cable; teacher created rubric and direction sheet.
    • Learning Arrangement: Students will be working individually in the computer lab.
    • Modifications for Students With Special Needs: Directions will be given in a visual table or read aloud; a fewer amount of geometric concepts will be required; can work with a partner if necessary.
    • Extensions: For students who finish early, extra credit will be given for another illustration in Paint or another labeled picture taken outside having to do with geometry.
    • Web 2.0 Tools Used: Mindmeister and Rubistar.
  • 4.
    • Standards:
    • NYS Standards- MST; Geometry Strand: Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes.
    • 4.G.1.-Identify and name polygons, recognizing that their names are related to the number of sides and angles.
    • 4.G.6.-Draw and identify intersecting, symmetrical, perpendicular and parallel lines.
    • 4.G.8.-Classify angles as acute, obtuse, right and straight.
    • ISTE NETS Standards-
    • 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovation products using technology.
    • Students- a) apply existing knowledge to generate new ideas, products or processes. b) create original works as a means of personal expression.
    • 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and to continue learning of others.
    • *Cont. on next page.
  • 5.
    • Students- b) communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • 4. Critical Thinking, Problem Solving and Decision Making: Students use critical thinking skills to plan and conduct research, solve problems and make informed decisions using applications, digital tools and resources.
    • Students- b) plan and manage activities to develop a solution or complete a project.
    • 5. Digital Citizenship: Students understand human, cultural and societal issues related to technology and practice legal and ethical behaviors.
    • Students- a) advocate and practice safe, legal and responsible use of information and technology. b) exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
    • 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
    • Students- b) select and use applications effectively and productively. d) transfer current knowledge to learning of new technology.
  • 6.
    • Procedure:
    • Day 1: To launch the lesson, the teacher and students will create a graphic organizer using Mindmeister on what they know about geometry. After sufficient brainstorming has occurred, the teacher will explain to class the activity they will be doing over the next few days and discuss the expectations of the assignment based on the rubric (Make sure each student has a rubric at this point). Teacher will finally show an example of what the final completed assignment can look like. If time remains, allow students to begin brainstorming and outlining possible ideas for their illustration and picture.
    • Day 2 & 3: Students will begin to use Paint to draw and label the various geometric concepts required in their picture. The teacher should be circulating room during this time to assist students and ensure they are on task.
    • Day 4: Students should be done with their Paint illustration at this point. They will now go outside for 10-15 minutes and take a picture of something in nature that has symmetry, congruency or some type of angle. The rest of the time given for today should be spent on uploading their pictures and labeling the aspect of geometry it has in Photoshop.
    • Day 5: Students will present their work to the class and peer grade another students project. Allow time at the end of the period to discuss what they liked, disliked or would change about the assignment.
  • 7.
    • Evaluation: Students will be evaluated by the teacher based on their final project and how well it meets the expectations listed in the rubric. This lesson will also be peer graded in order to see if students can analyze an illustration and determine if it meets the rubrics expectations.
    • Evidence of Technology as a Means to Problem Solve:
    • Students ability to collaboratively use Mindmeister to create a graphic organizer about geometry.
    • Student use of Paint, Photoshop and digital cameras to create their geometric illustration and take a picture of geometry in nature.
    • Evidence of all Levels of Learning:
    • Levels of Bloom’s Taxonomy This Lesson Addresses: 1) Knowledge: students will define, name and recall various aspects of geometry to complete their illustration and picture.
    • 2) Comprehension: students will classify angles, describe properties of polygons and explain what they drew and how it relates to geometry.
    • 3) Application: students will choose figures and angles to illustrate in Paint
    • 4) Analysis: during peer grading students will analyze another student’s work to determine if they met all criteria required in the rubric.
    • 5) Synthesis: students will plan and design what geometric figures and angles will be included in their Paint illustration and digital picture.
    • 6) Evaluation: during presentation of projects, each student will support how their illustration and digital picture has geometry.
    • How This Lesson Supports Multiple Intelligences: Allows for visual, auditory and kinesthetic learning to occur through the use of graphic organizers, discussion of geometry, use of Paint and Photoshop and the use of digital cameras outdoors.
  • 8.
    • Teacher Preparation:
    • Create rubric and direction sheet and make copies for each student.
    • Ensure that you have at least an hour scheduled in the computer lab for 5 days.
    • Ensure that each computer has Paint, Photoshop and USB drives.
    • Gather enough digital cameras for the class to use.
    • Create an account in Mindmeister.
    • Ensure a large screen projector is available to use during day 1 and 5.
    • Timeline of Learning Activities:
    • Day 1: Create graphic organizer on Mindmeister. Show example of final project and discuss rubric and direction sheet.
    • Day 2&3: Students will use Paint to create their illustration.
    • Day 4: Go outside and take pictures of geometry in nature then upload and edit in Photoshop.
    • Day 5: Present work to class and peer grade projects. Discuss final thoughts, questions, or concerns about project.
  • 9.
    • Learning Activities That Will Occur:
    • Collaborative, whole-class brainstorming about geometry.
    • Individual brainstorming about what shapes and angles they will include in their illustration.
    • Creation of illustration in Paint.
    • Digital picture taken of geometry in nature.
    • Peer assessment of Paint illustration and digital picture.
    • Evidence of Higher Order Thinking Skills:
    • Analysis: during peer grading students will analyze another student’s work to determine if they met all criteria required in the rubric.
    • Synthesis: students will plan and design what geometric figures and angles will be included in their Paint illustration and digital picture.
    • Evaluation: during presentation of projects, each student will support how their illustration and digital picture has geometry.
    • Questions the teacher can ask to promote critical thinking:
      • How does your illustration support the required geometric concepts?
      • What geometric concepts found in your illustration are also found in nature?
  • 10.
    • How the Integrated Technology Promotes Student Learning:
    • Motivation is increased through interactive and kinesthetic activities.
    • Constructivist learning occurs through students choosing what shapes and angles to draw as well as how they design their Paint illustration and digital photograph.
    • Students will stay on task better due to the use of interesting and fun applications.
    • Paint and Photoshop allow for student creativity.
    • Link to Direction Sheet and Rubric