Unit Plan Template - University of North Texas



Unit Plan: Fun with Geometry

|Unit Author |

|First and Last Name |Laurie Wardlow |

|Author's E-mail Address |lawardlow@ |

|Course Name(s) |CECS |

|Course Number(s) |4100 |

|Course Section(s) |008 |

|School City, State, Zip |Denton, TX 76201 |

|Instructor Name(s): |Rhonda Christensen |

|Unit Overview |

|Unit Plan Title |Fun With Geometry |

|Curriculum-Framing Questions |

| |Essential Question |What Shapes our World? |

| | | |

| |Unit Questions |How can geometry formulas be used to solve everyday problems? |

| | |What geometric shapes do you find in your everyday life? |

| | |How does geometry play a role in other fields of study? |

|Unit Summary |

|After taking part in activities to learn basic geometric formulas such as area and perimeter, students share their knowledge and |

|understanding of these formulas with others by creating a slideshow presentation. Then students will take on the role of architectures in |

|the classroom. Their goal is to each build their own unique structures out of styrofoam shapes and wooden sticks. Students will present |

|their structures to the class and answer the unit questions above. |

|Subject Area(s): (List all subjects that apply) |

|Geometry, Technology Applications |

|Grade Level (Click boxes of all grade levels that apply) |

| K-2 | 3-5 |

|6-8 |9-12 |

|ESL |Resource |

|Gifted and Talented |Other:       |

Instructional Procedures:

Introduce the essential question, What shapes our world? Log results on chart paper and hang it in the front of the classroom for students to add to throughout the rest of the unit. Tell students they are going to begin a unit about geometry. Quiz the students to see which geometric formulas they are already familiar with so you know the range of knowledge you are dealing with and which students to pay particular attention to during the unit. Ask students the following questions:

How can geometry formulas be used to solve everyday problems?

What geometric shapes do you find in your everyday life?

How does geometry play a role in other fields of study?

Have the students write down their answers to the questions in their notebooks and to add to their thoughts as the unit progresses. Over the next two weeks, students will begin the unit on geometry. Each day will have a worksheet, homework assignment, or activity to assess the students understanding of the material. After each activity/lesson, have students in pairs reflect on the three questions and add to their notes.

The following is a minimal structure for teaching geometry and the geometric formulas needed for this assignment (varies depending on grade level).

• Make students familiar with the basic geometry vocabulary.

• Go over formulas for areas, perimeters, diameters, circumferences, and any other formulas pertinent to your unit and project needs according to grade level.

• Introduce different shapes and the formulas that go with each, such as: right triangles and the Pythagorean theorem, and so on.

• Review the basic units of measurement.

Once you feel your students have a good handle on geometry and geometric formulas, have them complete a power point presentation showing their understanding of the concepts. Divide the class into groups of four and assign each student a different shape. That student is responsible for creating 3-7 slides on their particular shape including the basic facts and formulas that go along with that shape. The group should end with a power point review of the unit. The Assign the shapes as follows:

• Student 1: triangles

• Student 2: circles

• Student 3: squares and rectangles

• Student 4: one shape that is not one of the above (ex: rhombus, pentagon, etc)

After each student completes their part, the group will put all of their parts together to create a review for the class. Each group will present their presentation to the class and should have a print out of their slide show outline for the class. Students can use these reviews along with their class notes to begin their projects.

Beginning the constructions:

Tell students they will be taking on the role of an architect, designing a unique structure to be displayed in the classroom. Here are the following guidelines:

• Their structure can be a new school, restaurant, museum, or any other building they wish to design.

• The building must measure at least a foot high and 10 in. in length and width.

• They can use the Styrofoam shapes, wooden sticks (to hold styrofoam pieces together), glue, ruler, calculator for measurements, and paint if desired.

Students will have one hour of in class time and the rest of the construction can be finished at home. Student’s final projects will be presented to the class with the following requirements:

• Students will bring their final construction and present it to the class.

• Students should have an organized notebook with the following in it:

1. A picture of their construction on the cover page

2. A notes section containing the printouts of the earlier power point presentations and any notes from class that are useful

3. A page with a list of measurements used in their projects including the dimensions of their construction.

4. A one-page paper with the essential question as the title and the answers to the unit questions asked at the beginning of the unit summarized in a short paper.

At the end of all of the unit, have the students compile their answers to the unit questions and add them to the chart paper posted on the wall.

|UQ # |Student Objective/Learning Outcome |Targeted State Standard/Benchmark |

| |      |      |

| |1.Students will be able to write and compute basic |Chapter 111.22 |

| |geometric formulas. | |

| | |(4) (B) |

| |2. Students will be able to use formulas to build | |

| |structures in the classroom. |(6) (A) (B) (C) |

| | | |

| |3. Students will be able to use geometry formulas to solve |(8) (B) (C) |

| |basic problems. | |

| | | |

| |4. Students will be able to list at least one other field | |

| |of study in which geometry is a part of. | |

|Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.) |

|4-6 weeks, depending on how many geometry lessons must be taught in one math period per day and in class time to work on structures |

|Prerequisite Skills |

|Students should have a basic knowledge of power point |

|Students should have a basic knowledge of word processing |

|Students should have an understanding of basic algebra functions |

|Students should have a basic knowledge of using a digital camera |

|Materials and Resources Required For Unit |

|Technology – Hardware |

| Camera | Laser Disk | VCR |

|Computer(s) |Printer |Video Camera |

|Digital Camera |Projection System |Video Conferencing Equip. |

|DVD Player |Scanner |Other:       |

|Internet Connection |Television | |

| |

|Technology – Software |

| Database/Spreadsheet | Image Processing | Web Page Development |

|Desktop Publishing |Internet Web Browser |Word Processing |

|E-mail Software |Multimedia |Other: Power Point      |

|Encyclopedia on CD-ROM | | |

|Printed Materials |All notes from lecture |

| |A copy of their power points |

|Supplies |Styrofoam shapes, wooden sticks, ruler, glue, calculator, paint, spiral notebook, |

| |calculator |

|Internet Resources |“Geometry Games” |

| |geometry.html |

| |This website contains games for students that will review students over basic geometry |

| |terms and concepts. Students can review the unit while also having gun on the computer. |

| |“Geometry Terms” |

| | |

| |This website provides a review for students over the terms of geometry. The site contains |

| |word searches, matching, flashcards, and a concentration game. This site strictly reviews |

| |the terms of geometry. |

| | |

| |“Funschool” |

| | |

| |This website is perfect for 6th to 8th grade students. The game, shape cave, has students |

| |identify different geometric shapes to create images from their everyday world. |

| |“Explore Learning” |

| | |

| |The explore learning website contains a geometry section which gives students several |

| |different diagrams with assessment questions to quiz them on their knowledge. Students can|

| |get immediate grades n their performance. |

| |“Geometry” |

| |geo.html |

| |This website teaches geometry facts covered in K8 math courses. Each page has an |

| |explanation, interactive practice, and challenge game about geometry. (Explanation given |

| |from website.) This site contains all the important information for this project |

|Others | |

|Accommodations for Differentiated Instruction |

| |Resource Student |Allow extended computer use |

| | |Use a teacher assistant or instructional aide |

| | |Arrange partnering with another non-resource student |

| | |Extend time requirement for the completion of project |

| |Gifted Student |Have the student complete a class website that showcases projects. |

| | |Encourage student to interview a real architect and share the interview with the class. |

| | |Encourage student to use higher level formulas for project |

|Student Assessment |

|Assessments should be given throughout the unit as in any math class. Worksheets or daily homework will show the instructor if individual |

|students are understanding the concepts. The slideshow presentation can be assessed by instructor to reveal student understanding of |

|material as well. The actual structures will be graded on durability and accuracy of measurements given with project. |

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