Butterfly symmetry lt


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Butterfly symmetry lt

  1. 1. ECED4080 Creating Materials for Use by Young Children Sample Album of Learning Task Documentation EntryLearning Task: Felt Boards – Butterfly SymmetryDescription:Students work independently with a felt boardbackground and the outline felt shape of a butterfly.They place small coloured geometric shapes on the twowings attempting match the shapes on one wing shapes ofthe type and colour on the opposite wing. They can eithercreate the symmetrical pattern shape by shape orcomplete all the shapes on one wing before attempting to Student Learning Outcomes:make the symmetrical match on the opposite wing. Spatial Sense and Geometry:Learning task adapted from: • Creates symmetrical figures usingThe “Folder Activities” at FeltBoardStories.com. concrete materialsAge Group: Prerequisite Concepts, Skills, & Values:5.5 to 7.5 years • follows class routines for selecting, using and returning individual learningSubject Area: tasksMathematics • adopts class routines for obtaining teacher support to demonstrateSubject Strands: learning tasks and to obtain assistanceGeometry & Spatial Awareness • recognizes symmetry in the natural and man-made environmentSubject Topic: • can identify a line separating one sideSymmetry of the symmetrical design from the other (reflection lineBackground Information: • states the names of common geometricChildren see symmetry around them from the day that shapesthey are born. They unconciously smile when they see thesymmtry of a familiar face. Symmetry exists in furniture, Learning Theory & Instructionaltoys, animals, and plants. Once students can identify Strategies:geometric shapes they begin to realize that these shapes • the activity is based upon a cognitiveoften appear in organized symmetrical patterns in approach where students make linksbuildings. They begin to look for and become with previous experiencescomfortable with ‘balance’ in their surroundings.Spinning off from the natural symmetrical balance of the • a teacher demonstration is how thewings of a butterfly this challenge asks them to create a learning task commencessymmetrical pattern on the wings of a butterfly outline • this activity can be thought of as ausing familiar shapes. semi-formal introduction to the study of transformation geometry where shapes are slid, flipped, turned, andStudent Characteristics Accommodated: altered in size. • Accommodates kinesthetic, spatial and logical mathematical intelligences were considered in the design of this activity as students practice creating duplicate (and reflected) patterns using common shapes.
  2. 2. ECED4080 Creating Materials for Use by Young Children • The ability to identify similarities in shape, sizes, and colours is applied here. • Children remember what some describe as ‘pretty patterns’ and attempt to reproduce such arrangements. • Creativity, originality and invention are evident in the arrangements constructed by some students in this totally open-end challenge. Introduction of the Learning Task: • Show the child how to place the butterfly background on the black feltboard. • Demonstrate how to a coloured shape on one wing of the butterfly and then ask the child to find a A more advanced learning task: shape of the same size and colour. • Notice that this learning task is • Ask the child where this felt piece should be targetted at the students in the age placed to match the existing one. range from five and a half to seven • Request that the child place another matching and a half. pair of shapes on the butterfly. • Many students will not be ready for • Leave the child to work independently, telling this activity. him to notify you when his butterfly is • Students who are familiar with the complete. use of a felt board and have worked with several learning tasks related to Checklist of Activity Items: spatial sense and geometry may be • Black feltboard ready to make symmetrical butterfly • A blank felt butterfly. patterns. • A box or bag containing a large assortment of • Begin with a few shapes of the same differently coloured shapes of a variety of sizes. colour before making the task more complicated. Extension Activities: • When the child thinks that the task is• A variation on the challenge can consist of using too easy then add variations in colour different shapes of the same colour or the same shape and size to the shapes available. with different sizes to create designs such as the one at the top of this page.• Students could use Kid Pix or Tux Paint to create symmetrical designs and print out to display or take Evaluation Rubric: home. 1. Does not identify symmetrical• Following exploration with a kaliedoxcope, students patterns. could use pattern blocks to create patterns with 2. Places a few shapes in a rotational symmetry. symmetrical pattern, however there may be difference in size Enrichment Activities: and/or colour.• Students could read storybooks or non-fiction books 3. Creates symmetrical patterns on about butterflies. the wings of the butterfly.• Students paint pictures a theme of symmetry, 4. Applies the idea of symmetrical patterns to situations other than this learning tasks with butterflies.
  3. 3. ECED4080 Creating Materials for Use by Young Children• Students create symetrical designs pasting paper shapes on a background.• Students could create a butterfly puppet with a wire frame and symmetrical shapes glued on a gauze background. Assessment Techniques:• Student compares the two wings of their butterflies using their fingers to measure distances.• Instructor observes a student while placing shapes on the butterfly.• The instructor asks the student questions to ensure the student pattern was a planned rather than accidental occurrence. Vocabulary:• Instructor records the completed butterfly with a butterfly, felt, mirror image, flip, turn, digital still camera to place in the child’s portfolio. shape, circle, pentagon, diamond, square, rectangle, ellipse, size, larger, smaller, Feedback Suggestions: colour, red, yellow, blue, purple, black,• How can you decide which shape to put on next? green, orange,• What is difference these the placement of these two shapes? References:• How could you measure to be sure things are the same • Images from Clipart.com, distance from the centre of the butterfly? Animation Factory.com, and• All of the shapes are placed correct! Which words Hermera Photo–Objects. could you use to describe your butterfly? • FeltBoardStories.com.• If your butterfly could talk, what might it talk about? Comments, Hints, & Suggestions: • Talk to students on a regular basis about patterns in the environment, in photographs, and in art. • Provide students with mirrors to place on a table as they look at reflections of their creations. • When students are ‘lining up’ sometimes order them so that the tallest are in the middle with equal distribution of sizes in either direction. • Ask students to form groups which create symmetrical patterns in the gym. • Talk about the rotational symmetry of the parachute during activities. Key Words: symmetry, reflection, mirror image, flip, horizontal, vertical, turn, rotation, rotate, feltboard, kaliedoscope, pattern blocks, shape, circle, pentagon, diamond, square, rectangle, ellipse, size, larger, smaller