home

=Wiki Space for Technology Intergration and Curriculum=

Instructor: Jana Willis
=﻿Problem Based Learning Instructional Unit=

Logistics:

 * Title:** Geometry

**Grade Level:** Third Grade **Subject:** Math **Duration:** 5 days

Goals:
Learners need to be able to demonstrate their understanding of geometric shapes in a variety of ways: orally, in drawings, and with Web 2.0 technology.
 * Problem:**

Use digital-imiging technology to modify or create works of art for use in a digital presentation.
 * Technology Standard:**

M3G1. Students will further develop their understanding of geometric figures by drawing them. They will also state and explain their properties.
 * Content Standard:**


 * Prerequisite Skills:**
 * Ability to identify basic geometric shapes: square, triangle (right, scalene, isosceles, and equilateral), rhombus, circle, rectangle, trapazoid, parallellogram, octagon, hexagon
 * Understanding of basic geometric vocabulary (i.e. vertex, angle, side)


 * Observable Objectives:**
 * Students will learn to identify the siliarities and differences between geometric figuers using correct geometric terms.
 * Students will learn to use computer software to create geometric artwork that will demonstate understanding of geometric figures.

The anticipatory set: I will present to the class photos of real world examples of a variety of 2 demensional geometric shapes. Then I will ask if they can determine from the photos what the next unit of student will be. Next, I will ask the students what they know about 2 demensional geometric figures. Finally, I will them have them brainstorms ways that shapes are similar and different.
 * Possible Introduction of Unit**

1. Students will collect images for a collection of 2 denimsional figures. Place them in a file on the P: drive on the server under the Edenfield folder. The name of each individual folder should be the student's name. 2. Students will then create a tree map of the 2 deminsional figures. The students will identify characteristics of each figure such as verticies, angles, and number of sides.
 * Possible Activities for Individual Students**

1. Students will be placed in groups of 3-4 students each. They will use a wiki that the teacher will set up for each group to take pictures with a common theme that illustate the following geoemetric figures: triangle, square, rectangle, pentagon, hexagon, octagon, trapazoid, and rhombus. The angles of each figure needs to be labeled as right, obtuse, or acute. 2. Students will be placed in groups of 3-4 students each. They will use a wiki that the teacher will set up for each group to work collaboratively to create an original piece of artwork using a minimum of 4 of the following figures: triangle, square, rectangle, pentagon, hexagon, octagon, trapazoid, and rhombus. The angles of each figure needs to be labeled as right, obtuse, or acute.
 * Possible Collaborative Projects**