Lenzo 1 EDU234 - Use this worksheet to organize the information for your theme based activity plan.

Step 1: Enter Basic Information About the Lesson Organizing Theme: I Spy Name of Lesson: I Can Spy Geometry with Kaleidoscopes- Geometry I Spy Author: Elizabeth Lenzo Lesson Grade Level: 4th Grade Time Required: 30- 40 minutes Step 2: Select the Subject Area(s) and Specify Learning Targets Subject Area(s): ELA - Reading Science ELA - Writing Social Studies Other Math- Geometry OtherOther Core Standard(s): 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Function of Lesson: Introduce New Skill or Content Review Activity Goals/Objectives: What do you want your students to KNOW? Students will be able redraw parallel lines, perpendicular lines, and right, acute What do you want and obtuse angles into the correct categories with eighty percent or better your students to accuracy. UNDERSTAND? What do you want your students to be able to DO? Step 3: Identify The Instructional Materials &Technology To Be Used With This Activity Plan Poster size kaleidoscope lens sample, 1 kaleidoscope per two students, markers, rulers, the I Can Spy Geometry with Kaleidoscopes worksheet, and note cards. Step 4: Instructional Strategies & Learning Activities - Specify the procedures that will be used to implement the activity plan. OPENING -Anticipatory Set Time: 2 minutes 1. Begin class standing in the front of the classroom next to the poster size kaleidoscope lens sample taped to the board/wall. Get the students attention by telling them these jokes. - Q: Why did the obtuse angle go to the beach? A: Because it was over 90 degrees. -Q: What do you call an angle that is adorable? A: acute angle
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Remediation/Reteaching Practice

After this activity students will be able to recognize parallel lines, perpendicular lines and right, acute and obtuse angles that they find in the lens of a kaleidoscope correctly.

Lenzo 2 -Q: What do you call more than one L? A: A Parallel 2. Once you discuss the jokes with the class say, Today we are going to play Geometry I Spy and find some parallel lines, perpendicular lines, acute, right, and obtuse angles. Who is ready to play?! BODY Procedures What will you say and do? Time: 30 minutes total #s 1-6: 10 minutes #s 7-9: 5 minutes #s 10-11: 10 minutes 1. Start lesson by saying, I spy with my little eye parallel lines. -Use a marker to highlight a pair of parallel lines on the poster size kaleidoscope sample. -Then say, If you see parallel lines in the lens on the board, show me with your arms what parallel lines look like. -After students make what they think parallel lines look like with their arms, move your arms so that they are parallel with one arm is hovering about 5 inches on top of the other. ***Its okay if students do not create the lines (or angles) the exact way it is described in the above step, as long as they are applying the definition of the term correctly. -Correct students whose arms do not look to be parallel. 2. Next say, I spy with my little eye perpendicular lines. -Use a marker to highlight a pair of perpendicular lines on the kaleidoscope sample. -Then say, If you see perpendicular lines in the lens, show me with your arms what parallel lines look like. -After students make what they think parallel lines look like with their arms, move your arms so that they cross/intersect with one arm is horizontal (parallel with the floor) and one arm is vertical (parallel with the walls). Make sure that your arms intersect with one another creating four quadrants. - Correct students whose arms do not look to be perpendicular. 4. Next say, I spy with my little eye an acute angle. -Use a marker to highlight an acute angle on the kaleidoscope sample. -Then say, If you see an acute angle in the lens, show me with your arms an acute angle looks like. -After students make what they think an acute angle looks like with their arms, move your arm so that it is horizontal (parallel to the floor) and then move your other arm so that your elbow touches your finger tips and create the point of the angle. Then place your vertical arm so that it makes a clearly visible acute angle. -Correct students whose arms do not look to make an acute angle. 5. Next say, I spy with my little eye a right angle. -Use a marker to highlight a right angle on the kaleidoscope sample. -Then say, If you see a right angle in the lens, show me with your arms a right angle looks like. -After students make what they think a right angle looks like with their arms, move your arm so that it is horizontal (parallel to the floor) and then move your other arm so that your elbow touches your finger tips and create the point of the angle. Then place your vertical arm so that it makes a right angle. -Correct students whose arms do not look to make a right angle. 6. Next say, I spy with my little eye an obtuse angle. -Use a marker to highlight an obtuse angle on the kaleidoscope sample. -Then say, If you see an obtuse angle in the lens, show me with your arms an obtuse angle looks like. -After students make what they think an obtuse angle looks like with their arms, move your arm so that it is horizontal (parallel to the floor) and then move your other arm so that your elbow touches your
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Lenzo 3 finger tips and create the point of the angle. Then place your vertical arm so that it makes a visible obtuse angle. - Correct students whose arms do not look to make an obtuse angle. 7. Address the class as a whole by saying, Good job remembering all those geometry terms! Now you guys are going to work with a partner to spy those geometric lines and angles using a real kaliedoscope. 8. Allow students to pair up with a buddy. -After they have found a partner, pass out a kaliedoscope, two rulers, two worksheets, and a few markers to each pair. 9. Once students are sitting with their partner, get the classes attention by saying, Okay, so what you guys are going to do is share a kaleidoscope your partner. You can change what you see in the lens of the kaleidoscope by turning the kaleidoscope until you find an example of each of the lines and angles that we talked about. Who can remind me and show me really fast with their arms one of things that we spied together? (point at the poster size kaleidoscope sample) -Allow atleast 30 seconds for wait time. -Then call on students until they recall all the terms: parallel lines, perpendicular lines, acute, right, and obtuse angles. 10. Let students begin to work with partners by saying, I want each person to turn in their own I Can Spy Geometry with Kaleidoscopes worksheet. You and your partner can choose to draw the same lens from your kaleidoscope or maybe you each want to draw your own lenss, that is up to you. Please use the rulers to help draw straight lines. Does anyone have any questions? - Allow students to ask questions. - Once questions are answered say, Get to spying! 11. Walk around class to assist students with the use of Kaleidoscopes and finding geometric lines and angles. CLOSURE Time: 3 minutes

1. Once students turn in their worksheets and return to their seats ask students to get out a note card. Say, Before you leave I need you to turn in an exit ticket with real world I spy examples of each of the terms we discussed today. An example of an I spy perpendicular lines could be a four way intersection (at a stop light) from an aerial view. Does that make sense? Allow wait time for questions. Then close lesson by saying, You should have five I spy examples on your exit ticket. When we are all done please hand me your note card as you walk out today. Keep playing eye spy geometry and we can share some of the new things we found next time we meet!

Step 5: Research & Theory - Explain how child development and/or learning theory influenced your activity design.
When creating this lesson plan I made sure to incorporate the three parts of ASR (active student response) which are verbal, written, and action responses. I opened the lesson by getting the students attention with jokes that are based on the geometry skills we will be talking about during the lesson. The jokes are a kid friendly way to help students remember the definitions since they are humorous and written with terminology they are familiar with. The next thing I planned was the guided practice using a large kaleidoscope lens visual at the front of the classroom. I chose to use a kaleidoscope because of the I spy theme but also because it is a fun new tool that many students may not have had the opportunity to play with. The kaleidoscope hopefully gets the students excited to learn and provide a new memorable experience for them. After saying out loud what I am spying for, I highlight the lines and the angles in the kaleidoscope to remind students what each of the terms are but also to demonstrate how they will find and highlight the things on their worksheet. The next thing I
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Lenzo 4
ask the students to do is show me with their arms what they think the lines and angle look like. I purposefully had them act out and create the angle with their body because ASR states that acting is a tool that helps some students remember information better. Once all the terms were reviewed, recognized, discussed, and acted out I had them split into pairs to work on the I Can Spy Geometry with Kaleidoscopes worksheet. I designed this activity so that students would be able to talk with a partner if there was still any confusion with what the terms meant but also because of the number of kaleidoscopes that are needed for the activity. I wanted the students to hold, turn, and create the angles and lines in a kaleidoscope and transfer that information to the worksheet so that it forces students to apply what they saw. Once they have drawn the lens on the worksheet I have the students highlight the angles and lines so they prove their understanding of the terms. Before leaving class students will turn in the worksheet and an exit ticket. For the exit ticket students were asked to think of real world I Spy Geometry examples of parallel lines, perpendicular lines, acute, right, and obtuse angles. This is a form of informal assessment and get the students to use the information they practiced during class in a different way. I conclude the lesson plan by prompting the students to continue playing I Spy Geometry throughout the rest of day to imply that it is fun and easy! According to Piaget, learning should be fun and with this Geometry I Spy themed lesson, math couldnt be more exciting.

Internal Consistency & Professional Quality: Are the objectives measureable and aligned to the standards? Are the procedures aligned with the objectives? Is there an apparent purpose for using the specific learning activities? Is the activity plan developmentally and logically sequenced? Are the steps clear, concise and explicit? Can someone else teach from this activity plan? Does the formatting of the activity plan conform to professional standards (computer printed, clearly outlined and formatted, succinct, yet complete)?

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