Traditional Lesson Plan

Samford University
Orlean Bullard Beeson School of Education
& Professional Studies

STUDENT: Olivia Yancey

GRADE/SUBJECT: Mathematical Investigation (9-12)
SCHOOL: ____________________________________
DATE: _______________________________________
ESTIMATED LESSON TIME: ___________________

Lesson Objectives: Define what a fractal is; recognize the property of self-similarity; differentiate between Euclidean
geometry and Fractal geometry; demonstrate iterations of the Sierpinski Triangle; understand the importance of the
computer to fractal geometry; create your own fractal.
National & State Standards: Alabama Mathematical Investigation Standard G.8- Solve problems from non-Euclidean
geometry, including graph theory, networks, topology, and fractals.
Pre-Instructional Activities: Before beginning the Ted Ed video, pose two of the riddles from the video to the students.
1. What can I hold in my hand but has zero area?
2. What shape has a finite area but an infinitely long parameter?
Give them a minute to think about it. Then play the ted ed entitled The case of the missing fractals.
Directed Teaching: Ask class about thoughts and reflections about the video. Then begin going through the prezi. Be
sure to have the students ask any questions that arise throughout the presentation. Let them know that this lesson is
purely an overview of this new branch of mathematics.

Guided Practice: The students will be instructed to perform 4 iterations of Sierpinskis triangle.
Independent Practice: Students will be allowed to use the computer to observe and create their own Koch Curve using
the Koch Curve generator. http://csdt.rpi.edu/african/African_Fractals/background5.html
Formative Evaluation: For homework, students will create their own bounded fractal. Their image must hold the property
of self-similarity and be created by an iterative process.
Differentiating Instruction: Preferential seating will be offered. For students who struggle to take notes of a
presentation, guided notes will be available. For students who need extensions on the lesson, they will be asked to
respond to the question: Why do fractals appear in nature so often?
Closure: Fractals are found everywhere in our world; in the trees, the clouds, the mountains, and within us as well. Our
veins follow a fractal pattern. Our heart beats in a fractal pattern. Our eyes collect information in a fractal pattern. Fractals
are all over in Biology! They are solutions that natural selection has come up with over and over again. Thanks to Benoit
Mendelbrot we are now able to mathematically tap into this solution. However, mankind has only scratched the surface in
the last 40 years of what fractals are able to do. There is so much still unknown.
Resources:
http://prezi.com/siedwli17iyy/introduction-to-fractals/
http://math.rice.edu/~lanius/fractals/self.html
http://www.youtube.com/watch?v=lmxJ1KDR_s0
http://www.youtube.com/watch?v=0C75vRVL5lE
http://csdt.rpi.edu/african/African_Fractals/background5.html