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Lesson Plan for Geometry
Lesson Plan
Name
Professor
Institute
Course
Year
Code: EDMA417
Lesson Plan Format
Class: JUNIOR SECONDARY SCHOOL
Date: Monday, 12th March, 2013 Time: Start: __09:00 a.m.__________
Finish: __ 09:40 a.m._________
Key Learning Area: TRIGONOMETRY
Lesson Topic: GEOMETRY
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
To ensure that the learning process is smooth, students will be applying already learnt concepts and skills from the topic of Construction.
Syllabus Outcome(s):
(One or two only. Please note the syllabus reference number AND write out in full).
– K–10 NSW Mathematics Syllabus (NSWBOS, 2013).
–
Indicators of Learning for this lesson:
Behaviors that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
Be able to define the term Geometry
Understand the difference between Drawing and Construction in Geometry.
Be able to prepare/ construct different shapes/ angles using only a pair of compasses and a ruler.
Identify and understand the step by step procedure of constructing a triangle using a ruler and a compass. This may be carried out through a creative activity and participation in intellectual individual work or Group Work for the main purpose of solving mathematical problems through the laid down procedure (O’Brien 2005).
Be able to apply already leant basic concepts and skills to calculate the size of different angles based on construction specification.
Be able to apply learnt knowledge and skills to different careers that incorporate the same applications in geometry for the main purpose of running or conducting their operations. For instance, perspective drawing.
Solve or work out mathematical problems on related topic. Assessment:
Strategies which will be used to assess
Learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
In order for the student to acquire essential knowledge, proper understanding and skill in the Geometry, frequent consultation of the syllabus together with enough resource materials in terms of text books are vital (Afamasaga-Fuata’i 2009).
According to Beckmann, Thompson & Rubenstein, teachers should fit in a learner centered approach during instruction. The idea here is to help the students differentiate between drawing and construction in Geometry. After discussing what Geometry entails, it is important for the teacher to show the students how the constructed shapes in Geometry behave under different angles. All learning activities focus on the learner. The importance of using a learner centered approach is to ensure that the student learns by doing. The teacher’s role within this context is only that of supervision and providing assistance (2010).
Another way that the learner centered approach can prove useful is through the incorporation of Group work activities during and after instruction. For the groups to be effective, the groups should comprise of 3 or 4 members.
Any safety issues to be considered:
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Mathematical Class Text Book
NSW K-10 syllabus
Teacher Notes
LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your Indicators of Learning. Timing
(mins) Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Resources and Organization:
INTRODUCTION
Introducing the Topic Geometry
3
(T): The introductory part can be executed perfectly using the Question and Answer approach;
Who can define the term Geometry?
Geometry can be defined as a branch of mathematics that deals with the relationship of different points in lines properties, surfaces, solids, and higher dimensional equivalents.
To make it possible for learners to comprehend and understand the definition, simple and clear English should be used.
(Ss): The student is at the center of the learning process.
Within this context, the teacher should be insightful when approving/ dismissing student comments with regard to the definition(s) as attempted by students when asked.
The student opinion/answers as per their level of understanding.
Students should first listen and later take notes on the definition of Geometry.
Another way that the learner centered approach can prove useful is through the incorporation of Group work activities during and after instruction. For the groups to be effective, the groups should comprise of 3 or 4 members (Orlich 2013). Whiteboard and/or blackboard.
Summarized Teacher notes.
DEVELOPMENT
25
Together with the students in their already formed groups, we shall work through the laid down step by step procedure of working our way through geometric problems. By so doing, we shall be able to find full solution to each problem in the mathematical class text (Leech 2007). The chances here are that from the formed groups, the students will be able add, subtract, multiply and divide based on the fact that they will learn from their colleagues. Within this context, the teacher can constantly monitor student progress from the supervisions.
Mathematical Class Text
Whiteboard and/or blackboard.
Geometry apparatus such as compass, ruler and divider
Summarized Teacher notes.
CLOSURE
Conclusion
5
To make the recap or summary effective and meaningful, it is of great importance that the black/ whiteboard(s) remain clean and the close their books so that they are able to use their power of recall. In addition, this step makes it possible for teacher(s) to test the effectiveness of the teaching strategies being put into practice.
Since this lesson involved the incorporation of two learning strategies, the teacher centered approach and the learner centered approach (group work), representatives selected from different groups will give their group presentation based on their findings.
Different groups will focus on answering the questions below.
Who can remember our earlier definition of the term Geometry?
The teacher can ask the representative to do a recap of the laid down procedure that is followed during construction in geometry at the same time explaining this processes.
Give examples of career/professions associated with geometry. References
Afamasaga-Fuata’i, K. (2009). Concept mapping in mathematics: Research into practice. New York: Springer.
Beckmann, C. E., Thompson, D. R., & Rubenstein, R. N. (2010). Teaching and learning high school mathematics. Hoboken, NJ: Wiley.
Leech, B. C. (2007). Geometry’s great thinkers: The history of geometry. New York: Rosen Publishing Group’s PowerKids Press.
O’Brien, K. E. (2005). Successful devices in teaching geometry. Portland, Me: J.W. Walch.
Orlich, D. C. (2013). Teaching strategies: A guide to effective instruction. Belmont, CA: Wadsworth Cengage Learning.
Lesson plan using blooms taxonomy
Lesson plan using bloom’s taxonomy
Name
Institution
Lesson plan using bloom’s taxonomy
Effective learning strongly relies on proper curriculum methods for it to be effective. To achieve this different learning domains have been developed and produced a variety of results. The Bloom’s Taxonomy is a perfect example of a learning domain or style that has been implemented and attained excellent results in learning. This is because the learning domain strongly concentrates on providing recalling systems or facts recognition. To achieve this objective bloom’s Taxonomy is designed to be implemented in six stages and can be used to teach different school grades and disciplines. A good example of a bloom’s taxonomy is a six stage calculus lesson plan for second year high school students.
Knowledge: the students are assisted to remember what they have learnt previously relating to the topic. This is to assist them in bridging their mind with appropriate information that will assist in understanding the new concepts.
Comprehension: this is requiring assisting student to grasp the new learning material or concepts. In calculus teaching the stage can easily be attained by translating numbers to words or simply summarizing the concepts.
Application: the stage mainly focuses on proper use of learning materials and concrete situations. This will require ensuring the students can easily use the principles, theories, methods and concepts associated with the topic.
Analysis: breaking down the entire topic into components or parts in relation to the organizational structure will be essential. The aim of this stage is to ensure students identify the part, relate them and recognize the principles required. In calculus students need to understand the stages that come with the final mathematical decisions to be able to properly understand the concepts fully.
Synthesis: the main focus of this stage is the ability of students to put the part together to come up with one whole. This stage also requires proper communication qualities and research to understand which sections are critical to the final answer.
Evaluation: ability to judge value of material is determining the required purpose. This being the final stage in the lesson plan according to Bloom’s Taxonomy, students should be able to evaluate the quality of the final results.
Lesson plan on the functions of different Rose flower parts
Lesson plan on the functions of different Rose flower parts
Roses
Day 4- Functions of different parts of rose flower
Subject: Observation
Rationale:
To provide students with basic knowledge as well as understanding the Science concept in relation to different flowers parts of a rose and their functions. This would help them to understand the functions of the different parts of a rose flower.
Student Outcomes:
1. The functions of different parts of the flowers
2. Students should be able to relate and state the functions of each rose flower parts on the worksheet given and identify each parts of the rose.
Standards:
Control on pencil: draw with control on hands
Effect draw: Draw effects on our students to improve and support their skills.
Materials
1. Rose flower
2) A projector
3) A laptop
4) Group work worksheets
5) A poster that indicates different flower parts
6) Class work sheets
Lesson Flow
1. Students to name various Rose flower types
2. The teacher to display various types of rose flower
3. Students to describe verbally their observation in terms of color, size, and shape
Anticipatory Set:
Review the previous lesson and ask some question about it.The teacher needs to ask the students if they have any questions about yesterday lesson and answer any question if any form the students.
The teacher to tackle today’s lesson on functions of the different parts of a flower and learns how to observe as well as name different flower parts.
The teacher has to put pictures of a rose on the black board as well as teach them to explain the functions of flower parts. The students need to practice until they understand the functions of the flower parts and give their drawings to one another as gifts. The gifts have a positive effect on students like Matt.
The teacher to give students a chance to explain their view point
Teaching Procedures
The teacher needs to teach the students the different parts of the flower by making usage of discovery method with the students. At the same time, the teacher has to explain to the students the various flower parts functions to them.
The teacher does not expect students to give out correct answers in terms of the different functions of flower parts. This means the teacher is required to guide students by asking them questions to find out if they understand the different functions of the flower parts. The teacher has to ask the student the size of the flower petals. The expected answer from the students is that the rose flower petals are large.
The next step is for the teacher to direct the questions on the color of the flower petals. The anticipated answer from the students is that the petals are white, red, or yellow in color depending on the color of the flower they are holding in their hands.
The teacher has to explain the fact that large petals, which are bright tends to attract insects. The lesson involves usage of different kinds of activities such as identifying the different functions of flower parts. Every student has to join a group and take with them a piece of paper and pencils. The class has four stations, which the students have to go to each one of them. At the first of two stations, the students need to work with other group members. The last two stations involve individual work and they have to go to every station and draw the different parts of a rose.
The other step is for the teacher to write the word for each part of the rose drawn. When one is done, the students have to take their seats and start coloring their pictures. They have to put down their names on each picture drawn and write down the functions of different flower parts. Students who finish first have to go to the computer and the different parts of the flowers online.
The teacher to give students five minutes in each station to draw and write down the different functions of a rose flower. Lastly, the teacher gives feedback and assists them in case of any challenges. Matt seems to be trying his best as he asks the teacher questions and work together with his peers.
Closure
Take students outside to see roses in the school environment, ask them about the environment, and the habitat of the flowers.
Display the flowers drawing in the classroom, so the students have reminder of each environment feature.
Guided and Independent Practice
Students have to practice identifying the different parts of a flower. The teacher has to let students conduct independent practice, especially a student like Matt. He felt better when I was assisting him practice and identifying the different parts of the flower. Students did this activity and worked together with their peers.
Student outcomes
Students will present in groups the functions of different parts of a rose flower and the various types of rose flower. Students have to make use of their observation skills to enable them identify the different types of roses.
Differentiation
Matt is one of the students in my class and he has a below IQ than the average of the class; consequently, he has learning disabilities.
The teacher to ask the students to concentrate on the upper flower part, and ask them to examine the flower, especially the pistil as the teacher shows them the composition of the pistil being ovules, stigma, style and ovary. The teacher will then indicate the stamen and comprise of the anther and filament. At the same time, the teacher teaches will teach the students that the ovary is found in the flower. The ovary has ovules so the teacher needs to bisect the flower style to show the flower ovary to the students. The teacher has to guide all the students by ensuring they are asked questions to find out if they can identify the different flower functions. The teacher should ask the students the petal size of the flower with the expected answer from the students to be large. The teacher has to direct questions on the color of the petals and expect answers from the students. The answer, which is expected from the students, should be red, yellow, and white petals in color depending on the type of flower they are holding in their hands. The teacher has to explain to the students that the petals are mostly large with very bright colors to attract insects. I will ask the students the color of the flower they are holding. They will give different answers as they are holding various flower types. The next step is to ask the students to identify the brightest flower parts. The teacher has to ensure the students point the right flower parts and distinguish them. The teacher then has to teach the students the flower brightest parts called the petals. The teacher then needs to ask the students to peel of flower petals. I provided various learning choices by ensuring that students had a chance to choose whether they wanted to work in groups or if they preferred to work as individuals. They were able to choose the games they wanted on flowers with various levels for all students. The activities were easy to make all the students comfortable and enjoy the lesson. The teacher to give Matt a piece of paper, pencils, and crayons to color the different parts of a flower after the end of the lesson. She will color the diagrams and share with his other classmates. At the end of the lesson, the teacher will reshow her the pictures for flowers she has colored and remind her of the unique feature of the different parts of the flowers. Each one of them and ask him to create in sheets of paper provided The white cotton, sand, plastic grass, glue, crayons, and sticker flowers would be used in drawing and painting the different flower parts. The assignment was divided in two pages to make it clear and easier for her, to have extra white page to draw and color with my support successfully.