folded-geometry-books

Long Division Piggyback Song by Carol Schneider

Thu, 02 Aug 2012 17:24:44 +0100

Integrating the Arts

www.integratingthearts.yolasite.com

By: Carol Schneider

Title: Long Division Piggyback Song

Grade Level: 5^th

Subject: Math

Content Covered: Long Division

Materials Needed:

· White board and marker

· Pencil

· Paper

Procedure:

1. Explain to students that a piggyback song is created by borrowing a familiar melody and making up your own words. Example: Using the song Row, Row, Row Your Boat, I changed the words in order to teach hand washing.

Wash, wash, wash your hands

On top and in between

Rinse, rinse, rinse, rinse

Now your hands are clean.

2. Tell students that they are going to create their own piggyback song using the concept of long division, memorize the lyrics, and sing or say the song to the class or teacher.

3. Brainstorm song ideas with students. Example: Twinkle, Twinkle Little Star, Mary Had a Little Lamb, Addams Family, Happy Birthday, Farmer in the Dell, The Wheels on the Bus, The Ants go Marching, Three Blind Mice, Old MacDonald, I’m a Little Teapot, jingle Bells, London Bridges, Bing, etc…. Write these examples on the board for students to view.

4. Brainstorm with students the 4 steps in long division and demonstrate a problem on the board for students to view. Have students write down the steps on the top of their paper.

a) Divide

b) Multiply

c) Subtract

d) Bring down

5. Have students create their own piggyback song.

Assessment:

Long Division Piggyback Song Rubric

Total

Lyrics

The student included all 4 steps in the lyrics.

The student included 3 of the steps in the lyrics.

The student included two or less steps in the lyrics.

Singing/Talking

The student memorized the lyrics.

The student mostly memorized the lyrics.

The student did not memorize the lyrics.

Total

Total Points ________________/6

Comments:

____________________________________________________________________________________________________________________________________________________________

Extensions:

This lesson can be adapted to fit any content in any subject area. Examples: Parts of speech, nouns and verbs, parts of a cell, thirteen colonies, etc….

Teacher Comments:

Piggyback songs are great for transitions. I even let my students come up with their own transition songs.

Resources:

This lesson is adapted from Lesley University Instructor of Multiple Perspectives through Music professor Dawn Kolakoski.

Gibberish Interview With Explorers

Thu, 02 Aug 2012 17:19:18 +0100

Integrating the Arts

www.integratingthearts.yolasite.com

By: Carol Schneider

Title: Gibberish Interview With Explorers

Grade Level: 5^th

Subject: Social Studies

Content Covered: Explorers

Materials Needed:

· History Textbook

· White board/Markers

Procedure:

1. Review different explorers that have been previously taught.

2. Explain to students that for this lesson they are to attempt to be the explorer chosen. They will be pretending that they work for a T.V. show, and they will be giving each other interviews.

3. Two students at a time will use gibberish words (nonsense words) to interview each other while the rest of the class listens.

4. After the interview performances, brainstorm with students the possible conversation topics that were taking place. Remind students to keep in mind the time period of their explorer and what issues they were facing.

5. Have one student list the possible topics on the white board.

6. Always debrief at the end of the lesson so students know what they were supposed to learn.

Assessment: Informal - Scan the board and make sure the main ideas/topics of each explorer were listed.

Extensions:

This lesson can be adapted to fit any content in any subject area.

Teacher Comments:

This is a great way to informally assess students on early explorers. Students enjoyed talking gibberish. A fun activity!

Resources:

This lesson is adapted from Lesley University Instructor of Cultural History through Storytelling professor Abigail Jefferson.

Folded Paper Geometry Book by Carol Schneider

Thu, 02 Aug 2012 17:15:06 +0100

Integrating the Arts

www.integratingthearts.yolasite.com

By: Carol Schneider

Title: Folded Paper Geometry Book

Grade Level: 5^th

Subject: Math

Content Covered: Geometry

Materials Needed:

· 9in. x 12in. White Construction Paper (one per student)

· 9in. x 12in. strong or cardboard like paper for cover (one per student)

· Pencil

· Colored Pencils

· Scissors

· Glue

· Ribbon (if desired)

Procedure:

1. Fold a piece of white construction paper in half the long way (vertical). Cut along the fold so that you have two identical long strips.

2. Fold each strip accordion-style into 4 equal sections. Flip one strip over and glue two end sections back to back to make a book. More lengths can be added to make a longer book if needed.

3. Create a decorative cover page that includes a title and your name on it. Glue the cover page on the front of the book. Include a ribbon if desired.

4. Have students add the geometry information that was covered in class into their book. Pictures and definitions are required.

5. Color the pictures and give the book some character.

6. Students can use the book as needed (study guide and assignments).

Assessment:

Folded Paper Geometry Book Rubric

Total

Content

The student included all the polygons and angles covered in class.

The student included most of the polygons and angles covered in class.

The student included a few of the polygons and angles covered in class.

The student included two or less polygons and angles covered in class.

Cover Page

The cover page is decorative and has a title and name on it.

The cover page is mostly decorative and has a title and name on it.

The cover page is a little decorative but is missing a title or/and a name on it.

The cover page is not decorative and is missing a title or/and name on it.

Effort/Neatness

The book is neat and reflects much effort put into the project. One can clearly identify each polygon and angle.

The book is mostly neat and reflects much effort put into the project. One can mostly identify each polygon and angle.

The book is somewhat neat and reflects some effort put into the project. One can somewhat identify each polygon and angle.

The book is not neat and doesn’t reflect any effort put into the project. One cannot identify any polygon and any angle.

Total Score: ________/12

Comments:

____________________________________________________________________________________________________________________________________________________________

Extensions:

This lesson can be adapted to fit any content in any subject area. Examples: Rock identification book, timeline book, explore book, sequence book, etc…

Teacher Comments:

I used this lesson with 3^rd graders, and they loved it. I had the students use the book as a study guide, and then I handed them out at parent/teacher conferences. The parents enjoyed seeing their student’s unique book on geometry.

Resources:

This lesson is adapted from Lesley University Instructor of Art and Visual Inquiry professor Barbara Baer.

Elements of Geometry Using Dance Movement by Carol Schneider

Thu, 02 Aug 2012 17:06:04 +0100

Integrating the Arts

www.integratingthearts.yolasite.com

By: Carol Schneider

Title: Elements of Geometry Using Dance Movement

Grade Level: 5^th

Subject: Math

Content Covered: Geometry – Angles, Triangles, and Polygons

Materials Needed:

· CD player with music

Procedure:

1. Review the three elements of dance with students.

a) Space – big, small, high, medium, low, curved, straight, forward, backward, sideways, diagonal, circular, zigzag, near, and apart.

b) Energy – Strong, weak, heavy, light, smooth, sharp, swing, active, and passive.

c) Time – slow, fast, acceleration, deceleration, natural time, and steady beat.

2. Review movement through space (crawl, roll, walk, run, leap, jump, hop, skip, gallop, slide, etc…). Use only those movements that your room permits.

3. Explain to students that you will call out a geometric shape, such as “acute angle”, and they are to move through space tracing the shape in the air and/or on the floor with different body parts as the music plays. When the music stops, they need to find a partner or two and identify and demonstrate the shape with using only their bodies. Remind students to include the three elements of dance (space, energy, and time) as they move through space.

4. Continue with other concepts such as: obtuse angle, right angles, triangles, and polygons.

5. Always debrief at the end of the lesson so students know what they were supposed to learn.

Extension:

This lesson can be adapted to fit any content in any subject area. Examples: planets, size, water flow, natural disasters, etc…

Assessment:

Geometry Dance Rubric

Total

Dance Elements

The student included 3 or more dance elements in their dance.

The student included 2 dance elements in their dance.

The student included 1 or less dance elements in their dance.

Movement through Space

The student included 3 or more different movements in their dance.

The student included 2 different movements in their dance.

The student included 1 or less different movements in their dance.

Geometric Shape

The geometric shape was recognizable to others.

The geometric shape was somewhat recognizable to others.

The geometric shape was not recognizable to others.

Total points_____________/9.

Teacher Comments:

I used this lesson as an informal assessment and review. This activity works well in the gym or outside.

Resources:

This lesson is adapted from Lesley University Instructor of Creative Movement professor Priscilla Harmel.

An Ode to Traveling Westward by Carol Schneider

Thu, 02 Aug 2012 16:55:16 +0100

Integrating the Arts

www.integratingthearts.yolasite.com

By: Carol Schneider

Title: An Ode to Traveling Westward

Grade Level: 5^th

Subject: Social Studies

Content Covered: Traveling West

Materials Needed:

· Paper

· Pencil

Procedure:

1. Explain to students that an ode is a poem about celebration and reverence. It is a song or lyric poem that most often addresses a thing or a person. The poem includes celebratory language and grand metaphors. Show examples.

2. Have students create an ode regarding traveling westward. They need to describe how people traveled and the problems that they faced on their journey.

Assessment:

Westward Ode Rubric

Total

Poem Form

The poem is in the form of an ode.

The poem is somewhat in the form of an ode.

The poem is not in the form of an ode.

Language

The poem uses celebratory language and/or grand metaphors.

The poem uses very little celebratory language and/or grand metaphors.

The poem uses no celebratory language and/or grand metaphors.

Descriptive

The poem has many descriptive words explaining the travel.

The poem has a few descriptive words explaining the travel.

The poem has no descriptive words explaining the travel.

Total___________________/9.

Comments:

____________________________________________________________________________________________________________________________________________________________

Extensions:

This lesson can be adapted to fit any content in any subject area. Examples: An Ode to Decimals, An Ode to the Water Cycle, An Ode to Metaphors, etc…

Teacher Comments:

Resources:

This lesson is adapted from Lesley University Instructor of The Language of Poetry professor Christina Burress.

Folded Geometry Books

Wed, 11 Jul 2012 20:48:14 +0100

5th grade lesson.