Sherry Brott

Teacher Name: Melody Turner
Lesson Title: Painted Tessellations
Subject(s) and Grade Level: Math, 4th grade

MTT Domain-Competencies

1-001 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.
1-002 Knows and applies basic strategies and techniques for using graphics and animation.
1-003 Knows and applies basic strategies and techniques related to Web site mastering.
2-005 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.
2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.
3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS - 4th grade Math TEKS: 

 (9)  Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:

(A)  demonstrate translations, reflections, and rotations using concrete models;

(14)  Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A)  identify the mathematics in everyday situations;
(D)  use tools such as real objects, manipulatives, and technology to solve problems.

16)  Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:

(A)  make generalizations from patterns or sets of examples and non-examples; and

Student Learning Goals

1. Apply higher order thinking skills while creating tessellations using the Paint program.

2. Create a PowerPoint slide for presenting his/her tessellation.

Teacher Learning Goals

1. Choose effective technology tools to support engaged student learning.

2. Reflect and design a technology rich lesson that supports higher order thinking skills.

3. Use instructional strategies that support diverse learners.

Mentor Learning Goals

1. Facilitate the mentee's lesson plan development by using guiding and clarifying questions rather than suggestions.

2. Develop relationship with teachers at additional campuses based on trust, availability, and knowledge of their needs.

Students will need to understand geometric transformations (translations, reflections, rotations) . The teacher will connect geometry to real-world examples, specifically, tessellations found all around us (tiled floors, ceilings, etc.). She will provide numerous learning opportunities for exploring the different types of tessellations  using pattern blocks first, then paper squares for Escher type tessellations.  Students will use higher order thinking skills to compare and contrast polygon tessellations and Escher tessellations. As an extension activity, students will create Escher typed tessellations using the Paint program.  They will save their creations and insert them into a class PowerPoint presentation.

(Addressing  Bloom’s Taxonomy)

1. The teacher will introduce/review geometric transformations using pattern blocks and other shapes (knowledge, comprehension). Students will create simple geometric tessellations using pattern blocks (application).
2. The teacher will introduce Escher tessellations with photographs and her own creations.  She will demonstrate how to take "nibbles" from construction paper squares and apply rotations and translations to create tessellations. (knowledge, comprehension, application)
3. The teacher will have the students produce their own tessellations from paper squares, demonstrating translations and rotations.  During this activity, the teacher will conference with each student, re-teaching if necessary.  She will encourage the students to think creatively as they  create and embellish the basic shape that will be tessellated.  She will also provide mini-lessons as needed.  (application)
4. The teacher will demonstrate the process of creating tessellations using the Paint program.  Each student will create one example, save it, and insert it into a class slide show.  (synthesis)
5. The students will compare and contrast geometric and Escher type tessellations. (analysis)
6. The teacher will evaluate the tessellations with a rubric .

Assistive and Diverse Learners

1. The teacher has met with  the Special Education teachers to review the modifications for all students with IEPs. No assistive technologies are needed for any student in this class.
2. The teacher will encourage students who have difficulty manipulating the mouse while using the Paint program to take simpler "nibbles" while creating the tessellations.

The teacher will use a  Cognitive apprenticeship model throughout the lessons.  She will demonstrate many of the concepts before expecting the students to create their own examples. Effective classroom and computer lab management will facilitate the actual use of the technology when the students are producing their tessellations on the computers. 

The learner can expect guidance and encouragement from the teacher as she facilitates the building of their new learning.  She will provide numerous modeling experiences and opportunities.  She will give basic instruction through mini-lessons and demonstrations as needed.  The classroom environment will foster each child's ability to learn in his/her own way.

Student tessellations, class PowerPoint presentation

The teacher will use an overhead projector and/or SmartBoard to present and demonstrate many of the concepts.  Classroom and lab computers will be available for creating the tessellations in Paint and producing the PowerPoint slides for the classroom presentation..    Students will be shown how to save their tessellations as jpg's and how to insert them into a PowerPoint slide. They will also be shown how to insert their saved slide into a classroom presentation.  All work will be saved on the campus network for access from any computer.

Whole-class instruction will be delivered from an XP machine attached to a SmartBoard.  The teacher  will also use this to provide opportunities for students to compare and analyze different samples of tessellations.  The SmartBoard and data projector are currently housed in her room, so access is not an issue.   Standard classroom management expectations will be in place during these sessions.  

Individual tessellations will be created  on lab computers. A folder on the server will be created in which students will save their work .   The teacher will provide a signaling system for students to use in the lab to request help. Classroom computers will be available for students to continue work not finished during the lab session.

Informal
Teacher observation, teacher conferences with individual students
Formal
Construction paper tessellations, Rubric for Paint tessellations and PowerPoint slide

Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)

Note:  This lesson has not been taught yet.

____ Technology instruction was effective and students/educators achieved curricular goals.
____ Technology instruction was effective and students/educators or I achieved targeted goals.
____ Technology instruction was effective and I achieved my professional goals.
____ Students/educators were motivated by the use of technology.
____ Technology was critical to the success of this lesson.
____ Varying abilities of students/educators was supported through the use of the technology.
____ Equipment was sufficient for the number of students/educators completing the activity.
____ Equipment and software functioned properly.
____ Overall rating of lesson.

Use the following questions to reflect on your lesson.
Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion?

How would you change this lesson for teaching it again?

Did your students/educator find the lesson meaningful? Did the lesson motivate your students/educator to “go beyond” what was required?

Did you achieve your goals met/in progress in the required criteria?

_____________________________________ Date: August 27, 2004
Participant Signature

_____________________________________ Date: August 27, 2004
Coach Signature