Nature’s Geometry

SCIENCE
1. Students will choose a geometric shape from a list of 2 and 3 dimensional shapes studied according to grade level frameworks and match that shape to a plant or animal’s physical/structural adaptation.
• concave polygon
• convex polygon
• equiangular polygon
• equilateral polygon
• regular polygon
• triangle
o acute triangle
o equilateral triangle
o isosceles triangle
o obtuse triangle
o right triangle
o scalene triangle
• quadrilateral
o parallelogram
 rhombus (equilateral parallelogram)
 rectangle
 square (regular quadrilateral)
o trapezoid or trapezium
• pentagon
o regular pentagon
• hexagon
• heptagon
• octagon
o regular octagon
• circle
• Bézier triangle:
• cylinder
• hyperplane
• möbius strip
• platonic solid
o dodecahedron
o hexahedron (cube)
o icosahedron
o octahedron
o tetrahedron
• torus(doughnut)
• quadric
o cone
o cylinder
o ellipsoid
 spheroid
• sphere
o hyperboloid
o paraboloid
o sphere


2. Students will investigate through magazines, books, and internet searches plant and/or animal adaptations which form geometric shapes. i.e. a Boxer dog’s face is a cube, a Periwinkle flower is a pentagon.
3. Students will brainstorm ideas about their geometric shape and possible animals and/or plants that possess that attribute.
4. Students will prepare a creative presentation using the Flip camera. The presentation may be partners, small group, or individuals who artistically and imaginatively (play, poem recitation, song, PowerPoint, rap, cards, picture books, scrap books, etc) share their discoveries of natural geometric shaped physical/structural adaptations.
5. Evaluation will be through a teacher observation and prepared rubric, student check list self evaluation, and peer survey evaluation.
Teacher rubric:
Student Name Topic title score X5=
4 3 2 1
Geometric design

Team has brainstormed their concept and has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product. Team has Team has brainstormed their concept and has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product. Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently. Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contriubtions will help them reach the goal
Animal or plant adaptation group members developed questions about the assigned topic, consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources. group members consulted at least 3 reference sources, developed a position based on their sources, and correctly cited their sources. group members consulted at least 2 reference sources, developed a position based on their sources, and correctly cited their sources. fewer than 2 sources or sources are incorrectly cited.
Presentation Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional. Script is mostly complete. It is clear what each actor will say and do. Script is shows planning. Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete. There is no script. Actors are expected to invent what they say and do as they go along.
Teamwork Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work. Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. Meetings are not held AND/OR some team members do not contribute a fair share of the work.

Student checklist
Student name hour Check list
Each member has the script,
Each member has the materials needed for the presentation
Plant or animal’s physical/ structural adaptation with the geometric shape clearly available
Geometric shape consistent and clear throughout the presentation
Speaking voices audible throughout the presentation
Presentation neat and legible
All words spelled correctly
All sentences same tense and properly constructed

Peer survey evaluation and self evaluation
Name of project:
Students presenting this project:

The geometric shape presented was

The plant or animal adaptation was

This presentation best used

The part I liked best was

Things I would do different for this presentation

6. These presentations will be made available during our school's Pasta Night where parents and community come to celebrate our students' accomplishments.
7. Lesson Set:
Essential Element:
Fluency
Vocabulary
Writing Development
Comprehension

Instructional Approach:
Independent Writing
Share Time
Journals
Read Aloud
Problem Solving
Classifying
Investigations
Interactive Writing
Small Group Assisted Learning
Research
Shared Reading
Shared Writing
Summarizing
Non-Linguistic Representation
Revising and Editing
Team Learning
Explorations
Inquiry Based Learning
Inquiry Based Experiments

Assessment:
Performance Assessment
Teacher Observation
Teacher Critique
Peer Critique
Oral Presentation
Visual Aids
Checklist
Student Surveys
Self-Assessment
Rubric
Portfolio

Guided Reading Focus-Lesson:
Author's Viewpoint
Characterization
Connections
Drawing Conclusions
Figurative Language
Main Idea
Making Generalizations
Making Inferences
Making Judgments
Open-Ended Strategies
Problem Solving
Reference Materials
Summarizing
Theme

9 High Yield Strategies:
Cooperative Learning
Nonlinguistic Representations
Set Objectives Provide Feedback
Reinforce Effort Provide Recognition

Guided Writing Focus-Lesson:
Adjectives
Authentic Writing
Content
Ideas
Informative Writing
Narrative Writing
Organization
Pre-Write Strategies
Sentence Fluency
Sentence Structure
Story Elements
Structure of Poetry
Structure of Non-Fiction
Subject/Verb Agreement
Supporting Details
Transitional Words
Voice
Writing for a Purpose
Authors Point of View
Audience
Multi-Step l Writing

Blooms Taxonomy:
1 Remembering
2 Understanding
3 Applying
4 Analyzing
5 Evaluating
6 Creating

Larry Bell Strategies:
UNRAAVEL Math


A+ Essentials:
Arts
Curriculum
Multiple Intelligences

Five E Strategies:
1 Engagement
2 Exploration
3 Explanation
4 Elaboration
5 Evaluation

Instructional Technology:
Audio Visual
Computer
Digital Camera
Internet
Keyboarding Device
Mini Laptop
Software-Database
Software-Desktop Publishing
Software-Document
Software-Presentation
Software-Production
VideoRecorder

Accommodation:
allowed movement
alternative assessment
alternative assignments
assistive technology
contract for learning
oral assessments
oral directions
organizational planner
peer tutoring
progress checklist
skill-level assigned tasks
small group assessment
small group instruction
special equipment
read aloud assessment
use of manipulatives
visual aids

Differentiation:
Content
Process
Environment

MarzanoInstructional Strategies:
Complex Cognitive Tasks
Cooperative Learning
Effort and Recognition
Nonlinguistic Representations
Practice
Setting Goals and Objectives:
Student Discussion - Chunking
Summarizing

Multiple Intelligences:
Linguistic
Visual - Spatial
Musical
Interpersonal
Intrapersonal
Logical - Mathematical
Bodily - Kinesthetic
Naturalist

Literacy Strategies:
Comprehension: Graphic Organizers
Writing: Journals
Writing: Letters
Writing: Graphic Organizers
Speaking: Roundtable
Speaking: Soap Box

Standards

K-8.6.Math.G.08.01
K-8.6.Math.G.08.05
K-8.6.Math.G.09.01
K-8.6.Math.G.09.02
K-8.6.Math.G.11.01
K-8.6.Science.LS.03.07
K-8.6.Science.NS.01.01
K-8.6.LanguageArts.OV.03.01
K-8.6.Language Arts.OV.03.03
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K-8.6.Language Arts.OV.01.05
K-8.6.Language Arts.OV.01.07
K-8.6.Language Arts.OV.01.08
K-8.6.Language Arts.OV.01.09
K-8.6.Language Arts.W.07.05
K-8.6.Language Arts.W.07.04
K-8.6.Language Arts.W.05.02
K-8.6.Language Arts.W.05.04
K-8.6.Language Arts.W.05.05
K-8.6.Language Arts.W.05.08
K-8.6.Language Arts.W.05.10
K-8.6.Library Media.A.04.1
K-8.6.Library Media.A.05.1

K-8.6.Library Media.A.05.2