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Geometry In Our World

By Lindsey Ahrary
Meet the Author

"How can we use geometric shapes found in objects in our community?"
 Overview


 Understandings & Objectives


 Content


 At A Glance




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What is Geometry?
What does geometry mean do you?

What do you already KNOW?:
-What is geometry?
-What kinds of words are associated with geometry?
-How do you think people use concepts you’ve learned in geometry in everyday life?

What do you WANT TO KNOW?:
-What kinds of things make you wonder about geometry?
-What would you like to know more about?

Brainstorm answers to these questions with a partner. Post answers to questions on chart on the front of the room. Charts will soon be posted on the wall in the back of the room.




Demo/Group/Brainstorm
We will review as a class what our project will entail:

1. Brainstorm about video/computer games. What are they for? Can they be educational?
2. I will show them a demonstration of a game using sample. Write down questions as we’re playing the game as a class.
3. Group assignments are given. Students group and ask/answer each others’ questions. Brainstorm ideas for their games.
4. As a class, review Roles and Responsibilities sheet. You may self-designate roles and then talk about peer review/assessment.
4. Last 10 minutes of class, as a whole class we will ask more questions to me and tell class about their ideas.

Worksheet: Roles and Responsibilities

Outlining


Today, students will begin to narrow down their project idea based on standards.


1. I will talk about the importance of keeping our focus on "geometry", not just on fun questions. The reason that video games are fun is because they are challenging.
2. Students move around to sit with groups.
3. Introduce "Decision Making"sheet and model how it is used.
4. Brainstorm which standards will be used and fill out Decision Making sheet.
5. We will leave the classroom as a group to scout ideas for capturing images. Students will document ideas on Decision Making sheet.

Decision Making Worksheet




Capturing Images

Direct instruction and modeling on good and bad images.


- Why is it important to take good pictures?


- Describe and show good and bad images using images from the web.

Capturing Images:

- Discuss guidelines and boundaries for where students can go. (Having TAs and parent volunteers available would be most helpful this day.)

- Send groups out to capture images from the school.

During next session, I will coach "Techies" on how and where to download images to a computer.




Developing Questions

Students will be working in groups on developing questions for use in their game.


Firstly, they will draw from the 5 standards on the "Decision Making" worksheet. Using those 5 standards and the corresponding chosen captured photograph, students will develop story problems and then answer them on the "Question Drafting" form.

Students may use the example on the sheet as a model of how their work should look on this assignment.

Question Drafting Worksheet




Adding Multiple Choices

Mini-Lesson: How do you determine other answers that a player might think of? How would you answer the question if you did it incorrectly? Why is it better to anticipate what a player might do instead of choosing random other choices?


 


In Groups: Students brainstorm and add multiple answers to the question using logical reasoning (we’ve used logical reasoning in previous projects) using Multiple Choice Question Drafting Worksheet.


Delving into PowerPoint

In computer lab:


I will give students a brief overview on how to use Microsoft PowerPoint (creating new blank documents).


Students will begin and play with PowerPoint so they can get used to the format.


Creating PowerPoint Games

In Computer Lab:


1.      Students begin by creating a title page for their game.


2.      Meanwhile, group members should begin brainstorming game directions using the Creating Directions worksheet.


3.      All of the following pages must be created. Students should share in duties of creation of pages:


a.       1 Title Page- including name of game, group members.


b.      1 Directions page- Outlining specific directions


c.       5 Question pages- Question at the top, followed by 4 multiple choices.


d.      5 Correct Answer pages- Showing how to answer the problem correctly.


e.       1 Wrong Answer page- telling the player that they need to go back and try again


f.        1 “The End” page


4.   Hyperlink all the pages to one another. I will tutor all the groups at the appropriate time on how to link one page to another using PowerPoint.


5. Preview the presentation and test out the game. Does it work? What’s wrong? Troubleshoot your way out of the game using help from group members, other students, and myself.



 



Sharing Work

We will celebrate our accomplishments by sharing our projects with our class by inviting parents and administration to view and play each others’ games as a class.


Some students may be asked to share their ideas with other 6th grade classrooms and "test" their knowledge of geometry.


Evaluation/Reflection

-Individual Reflection: Using the Self-Evaluation/Partner Evaluation worksheet, students will write their feelings about how the project went. (30-40 minutes)


-Group Reflection: Students will share their feelings about the project and will make suggestions/give advice about the project. (10 minutes)


-On the KWL chart that we started on the first day, students will reflect on what they have learned about Geometry and any questions that they still have. (20-30 minutes)