GEOMETRY Recognising and Drawing Polygons (CLIL project part I: Introduction, lesson plan & teaching notes)
Luis Castel
Geometry. Recognising and Drawing Polygons.................................................................Luis Castel
INDEX
Introduction
3 4 5 8
Lesson Plan Teacher's notes Assessment Criteria
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Geometry. Recognising and Drawing Polygons.................................................................Luis Castel
Introduction All the materials presented in this document (parts I and II) have been developed for the course “CLSI - AICLE Iniciació Secundària”. Topic: Geometry. Optional subject. 1 hour/week. The group had geometry in Catalan on the first quarter On the second quarter we are using English and the CLIL approach to teaching Course/Age: 1ESO (12 y.o.), 28 students. Previous knowledge/skills: •
All (or most) of the students can identify and draw angles and simple polygons.
•
All (or most) of the students can construct simple sentences in present tense.
On the first quarter, in Catalan, we covered the different types of angles and how to draw them using ruler and protractor, how to bisect them using a compass, also the drawing of parallel and perpendicular lines. We did also calculations with angular and time units. On the second quarter, we started using English and the unit about polygons. So far, we have seen the different types of triangles, quadrilaterals and the names of the regular polygons. Objectives: At the end of this sequence (3 hours) students should be able to: •
Tell between the different types of polygons
•
Know and use the names of the drawing tools
•
Follow instructions to draw geometrical shapes.
•
Use this knowledge to create a new design.
•
Use English to describe a shape or design both orally and in writing.
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Geometry. Recognising and Drawing Polygons.................................................................Luis Castel
Lesson Plan The complete set of 11 activities would require approximately 2 to 3 hours.
A. Review on last sessions topics (15 minutes) Types of triangles (presentation) Activity 1: Types of triangles Types of quadrilaterals (presentation) Activity 2: Types of quadrilaterals B. The drawing tools (20 minutes) Name and use of the drawing tools Activity 3: Following instructions Activity 4: Drawing tools C. Drawing polygons and stars on paper (rest of the hour) Instructions for drawing a pentagon and a 5-pointed star (presentation) Activity 5: Draw a Pentagon and a 5-pointed star Drawing an octagon: Guided questions for calculating the central angle (presentation) Activity 6a: Secret design. Draw an Octagon and an 8-pointed star. Activity 6b: Secret design. Draw a Decagon and a 10-pointed star. Activity 7: Oral interaction. Describe your secret design to your partner. D. The contest (1 hour) Activity 8: The contest (one). Free design. Activity 9: Describing shapes. Activity 10: The contest (two). Describe your design. Activity 11: The contest (final). Vote.
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Geometry. Recognising and Drawing Polygons.................................................................Luis Castel
Teacher's notes The core materials in this project are the students worksheets and the teacher's presentation. They are to be used together during the sessions as most information for the completion of the students activities is explained or reviewed in the presentation Resources: Teacher: Presentation, class computer and projector, drawing tools Students: Worksheets, drawing tools, writing tools. A. Review on last sessions topics This is just a quick review on the types of triangles and quadrilaterals using a presentation (stored in Google docs). The content was already known in Catalan and has been seen in English in the last session. Activities 1 and 2 appear both on the presentation and the students worksheets. They are to be completed using a blue or black pen. After 3 to 5 minutes they have to swap to the red pen and correct the exercise. The solution appears on the screen (presentation)
B. The drawing tools Over a few slides, we see the name and use of the basic geometry tools. Following this, in activity 3, students will follow some simple steps to draw an isosceles triangle. After that, activity 4 is a “fill in the blanks� exercise using the new words. Again, the students should use a blue or black pen for the exercise and the red one for correction. Solution appears on the next slide.
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Geometry. Recognising and Drawing Polygons.................................................................Luis Castel C. Drawing polygons and stars In this part, the students will use the new vocabulary and the one from previous sessions. First, in activity 5, they will follow instructions for drawing a regular pentagon and a five-pointed star. In activity 6, students have follow instructions again. This time they have to do it alone. I would recommend separating the desks. Activity 7 is an oral interaction in pairs. The students have to describe their “secret design� to their partner who will try to draw it following the description. D. The contest This is the final part of the sequence. It revolves around a fictional design contest where the students have to draw a shape using polygons, stars and colours (activity 8). Then, they have to write a description for it (activity 10). Before the description they see some examples of design and description they have to match (activity 9). Finally, in activity 11 they have to vote their favorite designs. However to make it a bit more interesting we will fold the headers of the worksheets containing activities 8 (design) and 10 (description) so the process is anonymous and we will hang them on the wall separated. Students will vote their favourite 5 designs and will have to guess which of the descriptions match the 5 designs.
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Geometry. Recognising and Drawing Polygons.................................................................Luis Castel
Classification of the activities in the Cummins' Matrix
Low Linguistic Demands
High Linguistic Demands
High Cognitive Demands
Activities 3, 5, 6, 8 and 9
Activities 7, 10 and 11
Low Cognitive Demands
Activities 1, 2 and 4
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Geometry. Recognising and Drawing Polygons.................................................................Luis Castel
Assessment Criteria Most (or all) of the assessment will be done by the same students or by peers. Either during the session or at the beginning of the next one. The last of the the students worksheets is a table for adding the scores in the different rubrics. Some exercises are corrected adding the amount of correct answers. For the rest, I have put together the following scoring rubrics which will guide the peer review. The scoring table follows the same structure and provides the space for recording all grades.
1 A.- Knowledge of the Shows very polygon names and limited understanding characteristics. Activity 1, 2, 9 and 11 (max (0 to 9)
2
3
4
Identify some polygons: (1013)
Identify most Identify all the polygons (14-17) polygons (17-20)
B.- Knowledge of the Shows very geometry tools names and limited understanding uses. Activity 4 . (0 to 2) (max score 5)
Identify some tools (3 )
Identify most tools (4)
C.- Ability to follow No attempt or wrong polygon instructions precisely Activity 3, 5 & 6.
Imprecise drawing (not regular) and or bad presentation
Little Precise drawing, imprecisions and nice and clean or decent presentation presentation
D.- Oral communication No attempt skills. Activity 7
Incomplete, imprecise
Some information missing, some imprecision
Complete and accurate description
E.- Creativity and artistic No attempt skills for the free design. Activity 8
Use a simple design, 1 or 2 shapes.
Use of 3 or more polygons and stars. Use of color
Use of 5 or more regular polygons and stars. Use of colors and letters
F.- Written communication: No attempt Activity 10.
Incomplete, imprecise
Some information missing, some imprecision
Complete and accurate description
score 20)
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Identify all the tools (5)
Geometry. Recognising and Drawing Polygons.................................................................Luis Castel
Scoring table A.- Knowledge of the polygon names and characteristics. Activity 1: Number of correct answers [ ] Activity 2: Number of correct answers [ ] Activity 9: Number of correct answers [ ] Activity 11: Number of correct answers [ ] -------TOTAL [ ]
max 5 max 5 max 5 max 5
B.- Knowledge of the geometry tools names and uses. Activity 4: Number of correct answers [
] max 5
C.- Ability to follow instructions precisely No attempt or wrong polygon
Activity 3 Activity 5 Activity 6
[ [ [
Imprecise drawing Little imprecisions (not regular) and or and or decent bad presentation presentation
] ] ]
[ [ [
] ] ]
[ [ [
] ] ]
Precise drawing, nice and clean presentation
[ [ [
] ] ]
D.- Oral communication skills. Activity 7
Activity 7
No attempt
Incomplete, imprecise
[
[
]
]
Some information Complete and missing, some accurate imprecision description [
]
[
]
E.- Creativity and artistic skills for the free design.
Activity 8
No attempt
Use a simple design, 1 or 2 shapes.
[
[
]
F.- Written communication: No attempt
Activity 10
[
]
]
Incomplete, imprecise
[
]
-9-
Use of 3 or more polygons and stars. Use of color .
[
]
Use of 5 or more regular polygons and stars. Use of colors and letters
[
]
Some information Complete and missing, some accurate imprecision description [
]
[
]