Teacher: Robin Shousky Activity Lesson Planshousky.wikispaces.com/file/view/Geometry+Lesson+Plan.pdf · Teacher: Robin Shousky Activity Lesson Plan Activity Name: ... an example of

Teacher: Robin Shousky

Activity Lesson Plan

Activity Name: Geometry: Isometric, Oblique, Perspective Drawings - 1 sided or 2 sided or 3-Ddrawings.

Theme: Philadelphia Racetrack

Subject area(s): Geometry Isometric, Oblique, Perspective Drawings - 1 or 2 sided or 3-D drawings.

Rationale:This activity will allow the students to experience and view how geometry relates to careers,specifically in architecture. The activity will expose the students to how perspective drawings are usedby artists, architects, CAD designers, and building. It will allow the students to examine a 'real'structure and translate it into drawing and geometry. Students need to see how subjects are used in dayto day life.

Objective(s):As a result of this activity the children will: develop analytical skills, decision making skills, developspatial sense, an appreciation for architecture and building construction, awareness of careeropportunities using CAD, art and geometry.

New vocabulary that children may experience in this activity: (If applicable) Not Applicable

Materials and supplies: Rulers, mechanical pencil, Graph Paper, Colored Pencils (if the studentschoose), Geometer's Sketch Pad.Photos of the building will be taken and uploaded onto the Class Wiki, where the students may viewthem.

Space: The classroom and the school building will be utilized to prepare the students on how toevaluate the Racetrack structure and layout. The students will be asked to consider how the classroomis constructed and how the building is constructed.

What you do:Intro/Motivation: Ask the students:How is geometry used in building, construction, architecture?How do we view the world?How can the basic analytical skills of geometry be employed or relate to other disciplines (e.g.graphic design, advertising, painter, city planner, etc.)?

Developmental Activities:Evaluate the classroom structure and layoutEvaluate the building structure and layout and how the classroom relates to the buildingDraw a 3-D or perspective drawing of the building or the classroom

Closure

Evaluation: Evaluate your own performance: (How did it go and what changes might you make nexttime?)I would choose another site, with more architectural elements. The building did not have manyinteresting physical attributes and was under renovation.

Evaluate the children's learning: (Did you meet your objectives for children's learning? How do youknow?)The student's seemed very motivated and interested in the field trip and activity. The student'sdisplayed enthusiastic participation for the field trip and activity and made many inquiries concerningthe building and its construction.

Follow-up: (What might be the next possible steps based on what happened?)Students will construct an element of the building out of materials of their choice. They will work ingroups of two to experience collaboration, develop interpersonal skills and present their structure to theclass.The students will also be asked to research a career which uses CAD, 3D, graphic design and presentan example of what the profession would actually do. The examples may consist of a floor plan, a 3Dadvertisement, an isometric drawing of instructions.

STUDENT TEACHING JOURNALFormat A

Student Teacher's Name: Robin Shousky

School: Saint George Cooperating Teacher: John Siniari

University Supervisor: Dr. Patricia Vito Duncan Date: April 12, 2010

1. Topic: Geometry - Isometric, Oblique, Perspective and 3D Drawings Philadelphia Racetrack FieldTrip

2. Sequence of events - (Include a short list of what happened)Students were prepared in class to evaluate the elements of the Racetrack Structure by

reviewing the classroom and building. The students received this activity well and the participationwas tremendous. The Field Trip to the Racetrack went very well. The students explored the buildingas well as the stable and racetrack areas. Questions were notable and interests were peaked in thearchitecture, the landscape and the layout. After the field trip, I reviewed with the students, in class,how they felt about the trip. Students noted that it was exciting, and wanted to learn more about thecareers related to building and design.

3. Highlights of one or two notable events - (Describe in detail what happened, including what youwanted students to learn and the extent to which you were successful in helping all students)

Students explored the racetrack and stayed in the group. A few of the students engaged therace announcer in conversation. The announcer was very excited to speak with them, and veryattentive to their questions. The students inquired how he became an announcer and what his jobduties were. This was an unexpected meeting and was good for the students to speak with someonewho actually worked at the racetrack. This enabled them to get a feel of more career opportunitiesthat are available to them, and to learn about the racetrack.

There was renovation occurring at the racetrack. The architect, as well as some of theconstruction workers, spoke with the students. They gave the students a preview of what therenovations would be, let them review the plans, as well as a brief description of the soffit and displaywall that they were beginning to construct. This will help the students with their understanding andanalysis of the elements and also provide another view for them, besides my own. Actually seeing theplans and the construction helped them visualize the end result.

4. Analysis of the event(s) - (Include thoughts and feelings, questions that were raised, andwhat you learned)

I think that this field trip peaked the attention and awareness that I was hoping for, although,the choice of the place could have been better. I have learned that students are searching for how thesubjects they study are related to what they can and will do with them. Providing students withphysical, visual, hands on experience helps them to understand what their studies are for and how theymay use them. I will try and use this type of activity again, since the 12th grade students that are in theclass are preparing to go to college, some not being sure what they will do. I feel that this may havepeaked some interests or opened a door for some of the students.

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Daily Lesson Plan

Student. Robin Shousky Cooperating Teacher's Approval: Dr. Patricia Vito Duncan Date. April 12, 2010

Subject: Geometry Topic: Isometric and Oblique Views Grade: 12

Allocated Time: 2 class periods: 55 minutes for instruction; 55 minutes in Computer Lab

Student Population: A heterogeneous class of 20 students consisting of 10 males and 10 females.

State Standards:Specific Number:

3. Science and Technology and Engineering Education3.4: Technology and Engineering Education3.4.12.B2 Illustrate how, with the aid of technology, various aspects of the environment can be monitored to provide informationfor decision making.3.4.12.C2 Apply the concept that engineering design is influenced by personal characteristics, such as creativity, resourcefulness,and the ability to visualize and think abstractly.

3.4.12.C3 Apply the concept that many technological problems require a multi-disciplinary approach.3.4.12.D2 Verify that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and theability to visualize and think abstractly

Goal for Understanding Through observation and practice, students will be able to translate geometric objects into isometricand oblique views.

Instructional Objective (Statement):Student Behaviors

Students will be able to translategeometric objects into isometricand oblique views.

Students will be able to draw onisometric and oblique grids,geometric objects.

Students will be able to useGeometer's Sketch Pad ComputerProgram to illustrate isometric andoblique views.

Sources of EvidenceHandouts will be provided so thatstudents may view the isometricand oblique grid types. Seeattached handouts.

Student's will submit two drawingsof objects in isometric and obliqueviews and two computer designs ofgeometric shapes in Geometer'sSketch Pad (one of each view).

Criteria for EvaluationDemonstrates an understanding of theisometric and oblique grids.

Demonstrates good drawing techniquesand understanding of isometric andoblique views.

Demonstrates understanding of thedifferences between isometric andoblique views.

Demonstrates computer skills,understanding of the tools available inGeometer's Sketch Pad.

Rubric checklist will be used forevaluation. (Attachment)

Teaching to the ObjectiveEstimated Time:

10 minutes

10 minutes

35 minutes

55 minutes

Teaching to the ObjectiveAssess student's prior knowledge,experience and exposure to isometric andoblique views.

Provide students with handouts illustratingthe differences between isometric andoblique grids.

Illustrate for the students, geometric objectsin isometric and oblique views.

Have students draw geometric objects on theisometric and oblique grids.

Student will draw geometric objects inGeometer's Sketch Pad in the ComputerLab.

Introduction/Motivation/Prior Knowledge

Ask the students if they have ever seen anytype of objects in isometric and obliqueviews.

Discuss what isometric and oblique viewsare and what they may be used.

Refer to attachment examples.

Developmental Activities:Students will practice drawing objects inisometric and oblique views.

Students will practice transforming objectsin isometric and oblique views to thecomputer using Geometer's Sketch Pad.

Students will be encouraged to draw objectsof their choice on the isometric and obliquegrids, two examples of each.


Assessment:Students will be assessed by producing twoexamples each of objects in isomteric andoblique views as well as one of each inGeometer's Sketch Pad. A rubricassessment will be used for evaluation (seeattachment).

Differentiation: Required for eachSection.

Use overhead projector/camera to illustratehow to draw objects in the isometric and

oblique views.

Distribute handouts, so that the studentsmay see and reference the isometric and

oblique grids as well as examples ofobjects in both of these views.

Verbally explain the isometric and obliquegrids and views.

Use Smartboard to illustrate how to useGeometer's Sketch Pad to 'design' and

layout objects.

Closure:Discuss with the students how they feelabout using Geometer's Sketch Pad toillustrate the views. Ask the students whatactivity was helpful and what was nothelpful. Discuss the two views and what thestudents may do with them.

Follow-up: Students will participate in a field trip activity, and will choose building elements to draw and analyze theelements into shapes, as well as their corresponding areas, volumes and measurements as applicable. Students will alsoparticipate in a group project, consisting of two (2) people, and will build out of a material of their choice, a building elementfrom the field trip. Students will also research a career of their choice which using CAD, architecture, engineering and presentan example of how the different views, dimensions are used in the career. The examples may consist of 3D graphics used inadvertising, or 2D, floor plan used in architecture or an isometric plan used for instructional purposes.

These projects will be presented to the class.

Materials: Mechanical Pencils, Graph Paper, Rulers, Geometer's Sketch PadResources:

http://www.mathforum.com/workshops/sum20QO/cathi.htmlhttp ://www. learner, org/resourceshttp ://www. illuminations, nctm.orghttp ://www. sbceo. irg/-soda3_draw. html

References: Class Handouts

Technology: Document Smart Camera, Smartboard, Computer Lab - Geometer's Sketch Pad

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Daily Lesson Plan

Student: Robin Shousky Cooperating Teacher's Approval: Dr. Patricia Vito Duncan

Subject: Geometry Topic: 3-D Drawings Vanishing Point View Grade: 12



Date: April 12, 2010



•3 4 1? ri Apply the concept that many technological problems require a multi-disciplinary approach3.4.12.D2 Verify that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and theability to visualize and think abstractly

Goal for Understanding Through observation and practice, students will be able to illustrate and understand vanishing pointsusing one sided and two sided perspectives.


Students will be able to illustratevanishing points using one sidedand two sided perspectives.

Students will be able to useGeometer's Sketch Pad ComputerProgram to illustrate one sided andtwo sided perspective views.

Sources of EvidenceHandouts will be provided so thatstudents may view the one sidedand two sided perspectives. Seeattached handouts.

Student's will submit two drawingsof objects in one sided and twosided perspective. Students willalso illustrate the vanishing pointsof one sided and two sidedperspectives in Geometer's SketchPad (one of each view).

Criteria for EvaluationDemonstrates good drawing techniquesand understanding of vanishing points,using one sided and two sidedperspectives.

Demonstrates understanding ofvanishing points.

Demonstrates understanding of thedifference between one side and twosided perspective.

Demonstrates understanding of thedifferences between isometric, oblique,one sided and two sided perspectives.




10 minutes

10 minutes

35 minutes

55 minutes

Teaching to the ObjectiveAssess student's prior knowledge,experience and exposure to vanishing pointsand perspective views.

Provide students with handouts illustratingvanishing points and one sided and twosided perspectives. See handouts.

Illustrate for the students, vanishing points,one sided perspectives and two sidedperspectives.

Have students draw objects, such asboxes/squares, illustrating vanishing points.

Have students draw a one sided and twosided perspective. Students may choose todraw a room, a building, a street.

Students will draw objects in Geometer'sSketch Pad in the Computer Lab illustratingvanishing points and one sided and twosided perspectives. Students will need tocompose an applet illustrating vanishingpoints, displaying how the vanishing pointschange in relation to how the vanishingpoint is moved.


Ask the students what they know aboutvanishing points and what the difference isbetween one sided and two sidedperspectives.

Discuss vanishing points are.

Discuss what one sided and two sidedperspectives are.

Discuss the differences among isometric,oblique, one side and two sided perspectives.


Developmental Activities:Students will practice drawing vanishingpoints, one sided and two sided perspectives.

Students will be encouraged to draw objectsof their choice illustrating one sided and twosided perspectives.


Use overhead projector/camera to illustratevanishing points, one sided and two sided

perspectives.

Distribute handouts, so that the studentsmay see and reference vanishing points aswell as examples of one sided and two side

perspectives.

Verbally explain vanishing points, onesided and two sided perspectives.

Use Smartboard to illustrate how to useGeometer's Sketch Pad to illustrate

vanishing points.

Students will need to compose an appletillustrating vanishing points, displaying howthe vanishing points change in relation tohow the vanishing point is moved.

Assessment:Students will be assessed by producing twoexamples each perspective view, as well as avanishing point applet - one of each inGeometer's Sketch Pad. A rubricassessment will be used for evaluation (seeattachment).

Closure:Discuss with the students how they feelabout using Geometer's Sketch Pad toillustrate the views. Ask the students whatactivity was helpful and what was nothelpful. Discuss the two views and what thestudents may do with them.

Follow-up: Students will participate in a field trip activity, and will choose building elements to draw and analyze theelements into shapes, as well as their corresponding areas, volumes and measurements as applicable. Students will alsoparticipate in a group project, consisting of two (2) people, and will build out of a material of their choice, a building elementfrom the field trip. Students will also research a career of their choice which using CAD, architecture, engineering and presentan example of how the different views, dimensions are used in the career. The examples may consist of 3D graphics used inadvertising, or 2D, floor plan used in architecture or an isometric plan used for instructional purposes.Student will present these projects to the class.


http://www.mathforum.com/workshops/sum2000/cathi.htmlhttp: //www. learner. org/resourceshttp://www.illuminations.nctm.orghttp://www.sbceo.irg/-soda3_draw.htmlGeometer's Sketch Pad

References: Class Handouts


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Daily Lesson Plan

Student: Robin Shousky Cooperating Teacher's Approval: Dr. Patricia Vito Duncan Date: April 12, 2010

Subject: Geometry Topic: ID, 2D, 3D Objects and Drawings, Geometry Grade: 12





3.4.12.C3 Apply the concept that many technological problems require a multi-disciplinary approach.3.4.12.D2 Verify that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and theability to visualize and think abstractly

Goal for Understanding Through observation and practice, students will be able to illustrate and understand one dimension,two dimension and three dimensional drawing, views and techniques.


Students will be able to illustrateobjects in one, two and threedimensional views.

Students will be able to useGeometer's Sketch Pad ComputerProgram to illustrate objects in one,two and three dimensional views.

Sources of EvidenceHandouts will be provided so thatstudents may see one, two and threedimensional views. See attachedhandouts.

Student's will submit drawings ofobjects in one, two and threedimensions. Students will alsoillustrate the three different types ofdimensions in Geometer's SketchPad (one of each view). Studentswill choose objects that they mayshow in all of the three differentdimensions.

Criteria for EvaluationDemonstrates good drawing techniquesand understanding of one, two and threedimension.

Demonstrates understanding of thedifference between one dimension, twodimension, and three dimension.




10 minutes

Teaching to the ObjectiveAssess student's prior knowledge,experience and exposure to one, two andthree dimension views.

Provide students with handouts illustrating


Use overhead projector/camera to illustrateone, two and three dimension objects.

10 minutes

35 minutes

55 minutes

one, two and three dimension objects/views.See handouts.

Illustrate for the students, one, two and threedimension views/objects.

Have students draw objects, such as lines,planes, cones, illustrating the three differentdimensions.

Students will draw objects in Geometer'sSketch Pad in the Computer Lab illustratingone, two and three dimension views.Students will illustrate a two dimension andthree dimension view in Geometer's SketchPad.


Ask the students what they know about thethree different dimensions and what thedifference is among them .

Discuss the three different dimensions, whatthey are and how they are used in everydaylife, as well as Geometry.

Discuss the differences among isometric,oblique, one side and two sided perspectives,one, two and three dimension views.


Developmental Activities:Students will practice drawing one, two andthree dimension views of objects.

Students will be encouraged to draw objectsof their choice illustrating one, two and threedimension objects.

Assessment:Students will be assessed by producing oneexample of each different dimension inGeometer's Sketch Pad. A rubricassessment will be used for evaluation (seeattachment).

Closure:Discuss with the students how they feelabout using Geometer's Sketch Pad toillustrate the views. Ask the students whatactivity was helpful and what was nothelpful. Discuss the three different viewsand what the students may do with them.

Distribute handouts, so that the studentsmay see and reference examples of one,

two and three dimensions.

Verbally explain one, two and threedimensions.

Use Smartboard to illustrate how to useGeometer's Sketch Pad to illustrate one,

two and three dimensions.

Follow-up: Students will participate in a field trip activity, and will choose building elements to draw and analyze theelements, into shapes, as well as their corresponding areas, volumes and measurements as applicable. Students will alsoparticipate in a group project, consisting of two (2) people, and will build out of a material of their choice, a building elementfrom the field trip. Students will also research a career of their choice which using CAD, architecture, engineering and presentan example of how the different views, dimensions are used in the career. The examples may consist of 3D graphics used inadvertising, or 2D, floor plan used in architecture or an isometric plan used for instructional purposes.

These projects will be presented to the class.


http://www.mathforum.com/workshops/sum2000/cathi.htmlhttp://www.learner.org/resourceshttp://www.illuminations.nctm.orgrrttp://www.sbceo.irg/-soda3_draw.htmlhttp ://www. mathwords. comGeometer's Sketch Pad

References: Class Handouts, Geometer Sketch Pad Instructions


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Teacher: Robin Shousky Activity Lesson Planshousky.wikispaces.com/file/view/Geometry+Lesson+Plan.pdf · Teacher: Robin Shousky Activity Lesson Plan Activity Name: ... an example of