Instructor Page
Webquest Lesson Plan
The project is based on tessellations and is designed for Grade 8 Mathematics. Students will have to have had prior knowledge about geometric shapes, tessellations and symmetry. Students will need to know about tessellations and how to apply them to be successful doing this project. Tessellations are found everywhere including in the images in this website as well as in animal scales and fur they are even found in fruit like raspberries. As tessellations are found everywhere it would be beneficial to ask students how they would create a shelter using tessellations. Students will need two 80 minute blocks plus an additional two weeks to complete the project outside of class time.
Sources used to develop this plan
To locate the sources click on the following link http://math-tessellation.weebly.com/credits.html
1. Rationale
The reason for doing this is to help students discover that tessellations exist everywhere. Learning how to apply this to build a structure will help students to recognize that many buildings contain tessellations.
2. Provincial Learning Outcomes (PLOs):
C6 demonstrate an understanding of tessellation by
- explaining the properties of shapes that make tessellating possible
- creating tessellations
- identifying tessellations in the environment
3. Assessment of tasks
Students will be assessed using the following rubrics
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Furthermore, it is necessary to use formative assessment to see if students are on task. Students must know what their roles are and what that entails.
4. Resources, Materials and Preparation
Resource:
Webquest website: http://math-tessellation.weebly.com/
Materials:
Webquest website: http://math-tessellation.weebly.com/
Materials:
- Poster Paper
- Markers/Pencil Crayons
- Grid Paper
- Tape and Glue Sticks
- Toothpicks
- Nibs or Stale Marshmallows
- Scissors
- Printouts for each of the roles (they are attached below)
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- Printout of the Quiz (enough for each student) and Sample Key (1 for yourself)
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- History is full of natural disasters and BC is no exception. Below is a link to the history of natural disasters in BC.
5. Lesson Development
BEFORE CLASS PREPARATION
INTRODUCTION
TEACHING/LEARNING SEQUENCE
- Need to determine where the class will take place as you will need internet access.
- Make sure you book at least two class blocks in a computer lab for this project.
INTRODUCTION
- Start the class by showing the video at the top of the Introduction/Hook page (LINK)
TEACHING/LEARNING SEQUENCE
- Read the rest of the Introduction/Hook page (LINK) with the class.
- Distribute quiz to students, give them 5 to 10 minutes to complete and then collect in.
- Get the students to get into groups of three or four
- Go through more of the webquest so that students can see how it works. Provide them with the forms for each role or get students to print them out if you are in a computer lab. Also provide each group with a poster board, markers/pencil crayons, grid paper, tape/glue, toothpicks, nibs/stale marshmallows and scissors.
- Before passing out the toothpicks and scissors it is imperative to have class discussion on their appropriate use and safety.
- Indicate that the webquest contains all the information they need to complete the project, however, they can ask questions if they want clarification.
- Now students will work independently with their groups on their webquest assignment.
- Provide the class with two 80 minute blocks to work on the webquest during class
- Give the students an additional two weeks to complete the webquest and hand in their product.
- For students that are done early they can do the two extension activities on the Conclusion/Extension page (LINK).
6. Accommodations
- To accommodate students with disabilities it is necessary to leave information up long enough so that everyone gets the key words they need
- If behaviors become an issue it may be necessary to cut discussion short.
- To enrich the topic I will elaborate in many areas to further understanding as well as capture the interest of the students.
- For international students where English is not their first language, it is necessary to reword questions at times to assist these students
Tessellation.jpg © 2013 A. Bandali