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Learning Styles Plan # 5

Emilie Pingel - ED 381

Using the Variation Approach

(This model uses the work of Kathleen Butler based on the typology of Anthony Gregorc) 

Title/topic: Tessellations

Grade Level: High school geometry class

Lesson Length: Two 50-minute periods

District Aim: Students will learn about and understand geometrical applications, and how to apply these applications to real life.

Grade Level Goal: Students will learn about and be able to identify tessellations and where they are found.

Lesson Objectives:

• Cognitive: Students will identify various tessellations and where they might be found in life.
• Affective: Each student will choose what shape or object he/she wants to make into a tessellation and what type of tessellation to make. These should be expressive and might be hung around the room.
• Physical: Students will create their own tessellation.

Rationale: Knowing about tessellations and their applications may create a sense of appreciation toward the arts and provides an example of the relevance of geometry to real life.

Materials:

• Crayons, colored pencils, or markers
• Paper, varying in size and color
• Scissors
• Rulers
• Glue or tape
• Objects and pictures using tessellations, such as M.C. Escher’s works

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Procedures:

Day 1-

Abstract Sequential (level I): The students will take notes while the teacher lectures on the various tessellations and their properties.

Concrete Sequential (level II): The students will identify and classify different tessellations in the examples the teacher provides. These may include artists’ creations or other objects found in life. The students will also plan their own tessellations.

Day 2-

Concrete Sequential (level II): Students may continue planning their own tessellations.

Concrete Random (level III): Students will design and create their own tessellations. Presentations may be given toward the end of the period if time allows.

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Evaluation: Assessment will be based upon attendance, participation and projects. Projects should be graded on understanding, neatness, and creativity. Stress to the students that creativity points will be given at the discretion of the teacher. Points given may vary depending on how the teacher sets up his/her grading system. Recommended total points: 30 (for example: attendance-4, participation-6, understanding-10, neatness-4, creativity-6)

Extensions (given to students): Points given may vary depending on the teacher’s grading system.

1. Give a presentation to the class on your tessellation. You might include the reasoning behind the object, the colors, etc. Presentations must be concise, using proper language, and cannot exceed 10 minutes.

2. Find other occurrences of tessellations in life. Either write a short summary of your findings or bring in the objects.