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Symmetry Lesson Plan

This lesson plan introduces 4th grade students to the concept of symmetry over two 1-hour class periods. In the first period, students will watch a video defining symmetry, complete a worksheet identifying lines of symmetry in shapes, and participate in a class discussion. The second period involves an art project where students will create symmetrical Christmas trees by drawing and cutting out one half of a tree and decorating both sides to match. The teacher will assess student understanding through their artwork and worksheet.

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1K views4 pages

Symmetry Lesson Plan

This lesson plan introduces 4th grade students to the concept of symmetry over two 1-hour class periods. In the first period, students will watch a video defining symmetry, complete a worksheet identifying lines of symmetry in shapes, and participate in a class discussion. The second period involves an art project where students will create symmetrical Christmas trees by drawing and cutting out one half of a tree and decorating both sides to match. The teacher will assess student understanding through their artwork and worksheet.

Uploaded by

api-535072766
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Template

Theme/ Name of Lesson: Symmetry intro and Art lesson

Grade Level: 4 Faculty of


Education

Duration of the Lesson: Two 1-hour class periods

Name of Instructor: Emma Engel

Materials Consulted:
 Learn Alberta Grade 4 Math curriculum

Resources for Instruction:

Connection to the Program of Studies:

GLO: Describe and analyze position and motion of objects and shapes.

SLO: Demonstrate an understanding of line symmetry by:

 identifying symmetrical 2-D shapes


 creating symmetrical 2-D shapes
 drawing one or more lines of symmetry in a 2-D shape.

Lesson Objective (SMART): Students will…


 Understand what symmetry and the importance of it.

Essential Question for the Lesson:


 What is symmetry and why is it important?

ED 3501: Curriculum and Instruction Page 1 of 4


Fall 2017 - Instructor: A. Stout
Introduction
Teacher will… Students will… Time

 Today I am going to introduce you guys  Students will listen to 5-7


to symmetry. instruction form the teacher. minutes
 Has anyone heard of symmetry before?  Students will raise their hands
 What do you think symmetry means? to answer questions.
 Symmetry is when a shape or object has  They will participate in the
two completely identical sides that are class discussion.
either facing each other or are around an
axis.
 Can anyone give me an example of a
shape that is symmetrical?
 Circles, triangles etc.

Formative Assessment (What will you look for to know students are engaged and learning?
How will you know if your outcome is being met?)
 Students will listen and participate in class discussion to show their engagement of learning.

Body (you may have a range of activities)


Teacher will… Students will… Time

Activity 1: The Video Activity 1: 10


https://www.youtube.com/watch?  Watch the video. minutes
v=SJlhywRfvh8  Ask questions.
 So, who can tell me what symmetry  Participate in class
means? discussions.
 Who can give me an example of a  Raise hands.
symmetrical shape?
 Is symmetry found all arounds us?
 Can everything be symmetrical?
 Can someone find something in this room
that is not symmetrical?
Activity 2: 30
Activity 2: Worksheet  Ask any questions they have. minutes
 Now that everyone has an understanding  Handout mirrors and
of what symmetry is, we are going to do a worksheets.
worksheet on it.  Work on the worksheets.
 For the worksheet I am also going to hand  Hand them in when they are
out these red geometric mirrors. done.

ED 3501: Curriculum and Instruction Page 2 of 4


Fall 2017 - Instructor: A. Stout
 You are going to place them onto your
shapes and use them to look for the lines
of symmetry then draw them on each.
 Does this make sense to everyone?
 Does anyone have any questions?
 Can I have two people handout the sheets
and one person hand out the mirrors?
 Walk around the room and help students
if they need.

Activity 3: Art Lesson (whole second class) Activity 3:


 Step 1: Introduce the idea to the class.  Listen to instruction from the 50
teacher. minutes
 Today we are going to make some
symmetrical art.  Raise their hands if they have
 We are going to make some Christmas questions.
trees.  Fold their paper.
 Show example.  Draw their tree.
 Step 2: handout construction paper.  Cut out their trees.
 So the first thing we are going to do is  Decorate their trees the same
handout some green construction paper on each side.
can I have two people help me with that?
 Once you have your paper you are going
to fold it in half like this.
 Walk around and make sure everyone is
doing it correctly.
 Step 3: Draw the tree
 Now that everyone has their paper folded
you are going to draw one half of a tree
on the folded side of your paper.
 Draw tree to show everyone.
 Walk around and make sure everyone is
doing it correctly.
 Step 4: Cut out your tree.
 Show them how to cut them out.
 Then walk around and make sure they are
doing it right.
 Step 5: Decorate your tree.
 Decorate each side of your tree and use a
ruler to make sure they are symmetrical.
 Make sure both sides look the same.
 Walk around the room and see what they
create.

Formative Assessment (What will you look for to know students are engaged and learning?
How will you know if your outcome is being met?)

ED 3501: Curriculum and Instruction Page 3 of 4


Fall 2017 - Instructor: A. Stout
 I will know students are engaged in learning and my outcome is met because they can
demonstrate their knowledge of what symmetry is based on the art they create and their
understanding of the worksheet.

Conclusion
Teacher will… Students will… Time

 Give students a five-minute  Students will recognize the five- 10


warning. minute warning and start to wrap up minutes
 Have them hand in their work. their work.
 Get them to get dressed and line  They will get their stuff on to go
up to go outside for recess. outside.
 Make sure they line up quietly  They will line up quietly and go head
then take them outside. outside.

Formative Assessment/ Summative Assessment (What will you look for to know students are
engaged and learning? How will you know if your outcome is being met?)
 I will know students are engaged in learning and my outcome is met based off of the
products the students produce.

Reflection (How do I know that my learning objectives were met? What did the lesson do well? In
what ways would you improve the lesson in the future? How did you engage your learners?):
 The students today were able to demonstrate their understanding of what symmetry is
through the worksheet most of them were able to demonstrate it easily for every shape and
others struggled with more challenging shapes.
 The lessons good at reinforcing what symmetry is as well as what is symmetrical and not in
our world.
 In the future I would add a bit more to the lesson just to beef it up more for students who got
through the first side fast.
 I engaged the students by having a class discussion on what symmetry is and examples of
symmetrical objects, I also engaged them through a song to get the ideas of symmetry
reinforced in their heads.

ED 3501: Curriculum and Instruction Page 4 of 4


Fall 2017 - Instructor: A. Stout

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