Cathy Boerner ED 338 Lesson #2 Symmetry Part 2 2/17/11 Rationale: Learning is best for kindergartners when it is both structured

d and exploratory. At this age it is developmentally appropriate to create teacher-directed instruction geared to the students interests while meeting the learning expectations for the age. (Yardsticks) Kindergarten children like to help, cooperate, and follow rules, which makes it important for the teacher to demonstrate while allowing students to participate. At this age, mathematical concepts are environmentally everywhere and it is at this age that children are able to grasp shapes and patterns. It is a good time to teach the children about symmetry. It is important to demonstrate environmental symmetry found in common objects so the children can grasp the concept. My lesson on symmetry invites students to participate in determining what makes some shapes symmetrical and some shapes not symmetrical. My lesson coincides with Kostelniks guidelines for mathematical instruction which introduces new mathematical vocabulary while using a variety of accurate terms when talking with the students about shapes, symmetry, and reflections. The language arts are integrated into my lesson as well, encouraging spontaneous dialogue. The children are also expected to listen and respect their peers as they participate in a large group activity.

Cathy Boerner, February 16-17, 2011

Lesson #2 Regular

Domains (Kostelnik p.216): Cognitive: Determining, discerning, remembering, analyzing, logical-mathematical knowledge, critical thinking skills. Language: Receptive language, listening skills, expressive language. Social: Negotiating, signaling, and working out questions among peers. Aesthetic: Enjoyment of sensory experiences, appreciating artistic expression. Activity Name: Symmetry In Shapes Goals: (Omnibus Guidelines) Personal and Social Development: A Self Concept: Shows initiative and self-direction. Uses classroom materials purposefully and respectfully. C Approaches to Learning: Shows eagerness and curiosity as a learner. D Interaction With Others: Participates in the group life of the class. Language and Literacy: A Listening: Gains meaning by listening. Mathematical Thinking: C Patterns, Relationships, and functions: Recognizes, duplicates, and extends patterns. D Geometry and Spatial Relations: Recognizes and describes some attributes of shapes. Objectives: Students will learn the meaning of symmetry. Students will recognize symmetry as shapes and figures that have two sides that mirror each other. Students will be able to draw the other side of a shape to create a symmetrical figure. Students will create symmetrical shapes making kites out of the paintings they made during Lesson #1. The students will show an understanding of symmetry using direction, location and position words spontaneously as they participate in constructing symmetrical shapes. The students will show aesthetic appreciation as they respond to their symmetrical creations and view images of symmetry. The students will have a chance to show initiative as they volunteer to come up before the class and participate in creating symmetric shapes. The students will gain meaning by listening and participating as I model and demonstrate examples of symmetry and non-symmetry. Student Assessment: I will assess for students prior knowledge of symmetry by asking questions about the word and various symmetrical shapes they may be familiar with. I will watch for and observe the participation of each student as I ask questions and ask for volunteers to come up and help me. I will observe the students to see if they are following directions as they cut out their symmetrical kite shapes. Content: Symmetry is easy to recognize because one half is the reflection of the other half.

Symmetry is the property by which the sides of a figure reflect each other across a line (line of symmetry). Symmetry is balance and similarity of sides of a shape or picture. Not all shapes have symmetry. Some shapes have no line of symmetry that show two sides that are reflections of each other. The word symmetry is made up of three sounds: sym-me-try Putting half of an image upright against a mirror will give a reflection of the shape, creating a symmetrical whole image. Kites are examples of symmetrical shapes, as well as hearts, stars, circles, squares and diamonds. Materials: A dry erase board and marker, hand-held mirror; cards with half shapes (star, circle, square, diamond, heart), a picture of a line drawing of a butterfly on thin, foldable paper. Instructional Strategies: Sensory engagement with first hand experience, environmental cues, task analysis, invitations to participate, behavior reflections, modeling, scaffolding, Procedures: A 30-minute guided lesson on symmetry with the entire class. Introduction (5 minutes): I will introduce the word symmetry and write it on the board as I spell out with a one-to-one letter correspondence. I will ask the students if they have heard of the word symmetry. I will ask what they think it is and call on individuals. I will tell the class to sound out the word with me sym-me-try. Demonstration (15 minutes): I will ask students to participate as I show how I determine if something is symmetrical, give examples of symmetrical and non-symmetrical shapes and have an activity where students come up to draw the other half of a symmetrical image. I will show them a picture of a line drawn butterfly and demonstrate the line of symmetry by folding vertically and showing how both sides are the same. I will then fold it horizontally and ask the students if both sides are symmetrical. I will call on individual students for responses. Then I will demonstrate with manipulatives how holding a half of a shape up to a mirror will create a reflection that is identical and symmetrical. Closure (10 minutes): At the end students will get their paintings from the day before and cut them into the shape of kites. Mrs. Boyd and I will add ribbon to the end of their kites and hang them up at a later time. Questions: What does it mean if something is considered symmetrical? How can we find out if something is or isnt symmetrical? Can you think of some everyday shapes that are symmetrical? What happens when I put half of a shape card up to a mirror?

Adaptations: Some students may need more guidance drawing the other half of a symmetrical shape. I may need to ask them more questions about how they can draw something symmetrical. I may need to review parts of demonstration and scaffold the process of drawing the other side of a shape as students participate. I will rephrase certain concepts of symmetry if I observe some students struggling to grasp the concept. I will assist those who have difficulty cutting their paintings into the shape of a kite.

Self-Assessment:
Planning and Preparation (AEA Coordination, Conceptualization/WI Teacher Standards 1, 7, 8/Disposition: Respect)

How did advance preparation (or lack of it) contribute to the success of the lesson? I felt very prepared going into this lesson. It helped that I introduced the concept the day before, in my first lesson when the students painted symmetrical images. The students didnt know how to define symmetry before this lesson. By the time I was finished I think they had a better understanding of how to identify symmetry in shapes. How comfortable were you with the work you put in ahead of time, including the extent of your own knowledge base and understanding the prior knowledge that the students possessed? I felt pretty comfortable; beforehand I researched ways to teach the concept of symmetry to kindergarteners in way that is developmentally appropriate. I also practiced teaching the lesson to my husband. Guiding the painting activity the day before was beneficial to me because I was able to assess the students prior knowledge, which helped guide the planning of this lesson. How well did you have materials ready and accessible for your use and for the childrens use? I led this activity on the carpet. I made sure everything I used was visible to each student. I used some my cooperating teachers supplies to teach the lesson. She already had some manipulatives to use for a symmetry lesson. These manipulatives were the half-shape cards and mirror. How did your classroom profile knowledge contribute to your lesson design?

Knowing that there are five children in this class with Individual Education Plans helped me to think of diverse ways to teach this concept. At this point, I was still just beginning to get to know each student, and I was still unsure of which students in particular I would need to make variations for, assist with further guidance.
Classroom Environment (AEA Communication, Integrative Interaction/WI Teacher
Standards 5, 6/Dispositions: Respect, Responsibility, Collaboration)

How could you tell the students respected you and were happy to work with you and each other? The students for the most part remained attentive and respectful. They had little conflict amongst each other while sitting on the carpet. How did you show your enthusiasm and try to build rapport with the students? I think I behaved enthusiastically. I was noticeably nervous for this lesson. My hands were shaking a lot. The children were very kind not bring this up if they noticed it. I behaved in a manner that demonstrated how excited I was to teach them and that I enjoyed the concept of symmetry. They returned this attitude with noticeable signs of enjoyment, for example they oohed and aahed when they discovered how the half-image became whole when placed against the mirror. They eagerly participated in coming up to the dry erase board to draw the other half of the images I prepared.
Instruction (AEA Conceptualization, Coordination, Diagnosis, Communication, Integrative Interaction/ WI Teacher Standards 2,3,4,8/ Dispositions: Respect, Communication)

How well did you help the students get ready to learn? First, I brought up what we did the other day, when we made the symmetrical paintings. Then I introduced the word symmetry. I spelled it on the board while saying aloud each letter. I then asked how many sounds are in the word and we all said the word together while counting the syllables on our fingers. Then I defined asked if the know how to explain what the word means, and I gave them my definition of the word. Then I began to show examples. How clear were you in setting expectations for learning? I had my station set up while they were engaged in another lesson. They were beginning to asked questions before I began the lesson, which showed me that they were already getting interested in what I was going to talk about and show them. How accurate were the assumptions you had before the lesson? My assumptions were pretty accurate because of the previous painting lesson.

How well did the materials you used meet the needs of the children? I think they were age-appropriate and classroom appropriate because my cooperating teacher supplied many of the materials. How well did you apply specific instructional strategies to meet the needs of diverse learners? I inadvertently called on a student who I later found out has confidence issues, as explained by my cooperating teacher. When this student came up to the board to draw the other half of a shape, I realized she was very unsure of what to do. I encouraged her to try and I talked through the steps, saying aloud what she was doing as she drew. During my evaluation my cooperating teacher let me know that she liked how I interacted with this student and the rest of the class during that time. How well did your questions encourage higher level thinking by the students? After establishing the meaning of symmetry and showing examples, I asked them to think about what makes something symmetrical and how can we tell if it is. I also asked them to identify shapes that are not symmetrical and to explain why they are not. Was the lesson carried out as planned? What changes were made and why? The lesson was carried out as planned but at the end I became a little rushed because I was running out of time before I was finished with everything I wanted to cover. Instead of continuing to call on more students to participate as planned, I closed up the lesson so we could get our paintings and cut them into kites and add strings. This part of the activity was a little rushed because we were running out of time.
Assessment (AEA Diagnosis/Integrative Interaction/WI Teacher Standards 1,2,3,7,8,9/Disposition: Collaboration)

What questions did you ask that facilitated the development of content understanding and critical thinking? Can you tell me what you think symmetry means? Can you demonstrate symmetry in a drawing? How can you determine whether or not something is symmetrical? Is this shape symmetrical? If I fold the paper in half, what do you notice about both sides of the fold? How about if I fold it horizontally?

What indicated that the lesson was developmentally appropriate for children in the group? The students were engaged and wanted to participate. The subject matter and my examples didnt seem too easy, because they didnt know all the answers or appear as if they already know everything Im explaining. When I asked them questions I noticed they had to think for a little bit before answering. Which children achieved which objectives? How do you know? They all cut out their kites, with one student unintentionally cutting his kite down the middle. A couple students needed extra guidance and explanation. Many of the students participated in the activity and at the end of the lesson they all had kites were able to tell me something about their kites. What might be included to strengthen the childrens learning? If and when I teach this subject again, I will include photographs of real and everyday examples of symmetry. I think this will help them access their prior knowledge of the subject and come up with more examples of symmetrical things on their own.
Professional Responsibilities (AEA Diagnosis, Integrative Interaction/ WI Teacher Standards 9,10/ Disposition: Responsibility, Reflection, Collaboration)

How would you describe your relationship with your cooperating teacher, other adults in the building and parents or caregivers? My relationship is solid and I have a good rapport with the adults and parents that I encounter during my observations. What have you learned about collaborating with others and considering their perspectives? To take my cooperating teachers suggestions and use them. She knows best. How well have you projected yourself as a professional, in dress, demeanor, and actions? I think I dress professionally and behave respectfully. Which Alverno Education Abilities will you focus on in the future to further your growth in the Wisconsin Standards for Teacher Development and Licensure, and why?

Communication and Coordination. I need to continue communicating with my students so I can get to know them on an individual basis, and I need to coordinate my strategies with my cooperating teachers, so that I can teach my lessons in a style that is best for all of the students.