Learning+Center+Design

**A. Center Information** **B. Learning Objectives, including cognitive and behavioral objectives**
 * Learning Center Design **
 * 1) Author: Kerri Hinson
 * 2) Title of the Centers: Great Geometry for Genius Students
 * 3) Grade Level: 3-5
 * 4) Content Area: Math
 * 5) Types of Centers: Skill and Enrichment
 * 6) Organization of Centers: Rotational: The students will break up into four color groups, including the blue, yellow, red, and green groups based on Uno cards on their desks. Depending on the number of students in the classroom, there will be 5-6 students per group. Each color group will be assigned to start at a different station, which will have one of the math center activities at it.
 * 7) Management System: They will work on the activity until the teacher rings the bell and turns off the lights. The students will quickly and quietly get their station ready for the next group by putting everything back the way they found it. The color group will rotate clockwise to their next center and will continue to do this after each station until all stations have been visited. When the bell has sounded after the last center, the students will clean up and choose a group member to bring up their center materials. If at any time students are having difficulty with a station, they will raise their hand to signal for teacher assistance.
 * 8) Number of Centers: Four
 * 9) Time Needed: 60-70 minutes (Approximately 15 minutes per station)
 * Students will know the characteristics of tessellations.
 * Students will create tessellations using pattern blocks of regular polygons.
 * Students will know the characteristics of polygons and 3-dimensional figures.
 * Students will identify 2-dimensional and 3-dimensional shapes.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will explore 2 -dimensional shapes by creating different shapes with given objects.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will identify 3-dimensional figures based on their characteristics.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will know the formulas for area and perimeter of a polygon.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will identify the area and perimeter of given polygons using appropriate formulas.
 * <span style="color: #000000; font-family: "Times New Roman","serif"; font-size: 16px;">C. Materials **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 1: Creating Tessellations **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">White 8x11 construction paper
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Pencils
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Pattern Blocks – hexagon, equilateral triangle, and rhombus
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Colored Pencils
 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 2: Making 2 -Dimensional Shapes **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Toothpicks
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Polygon cards
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Glue
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">White 8 x 11 construction paper
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Pencil
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Straight edge
 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 3: Using deductive reasoning to identify 3-Dimensional Shapes **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Clues cards
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Pencil
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Lined paper
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Plastic 3-dimensional figures
 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 4: Area and Perimeter **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Pencils
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">File folder of polygons
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Scratch paper
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Lined paper
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">D. Center Activity Description **
 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 1: Creating Tessellations **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will remind the students that tessellation was one of the vocabulary terms for our math unit.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will ask the students to identify the characteristics of a regular tessellation. (Shapes must create a pattern with no gaps and no overlaps.)
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will display several tessellations. These tessellations will include designs made by M.C. Escher and regular tessellations made by past students. She will explain that today it will be their job to make their own tessellation using regular polygon pattern blocks including hexagons, equilateral triangles, and/or rhombuses.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will use the materials to create a consistent tessellating pattern on an 8x11 sheet of white paper.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will discuss why we couldn’t make a tessellation using any other polygons. The students will collaborate with a partner and share out.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will color their tessellations neatly to show a consistent pattern.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will turn in their tessellations to be assessed by the teacher based on the characteristics of a regular tessellation.
 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 2: Making 2-Dimensional Shapes **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will remind the students that we have been learning about the characteristics of many different kinds of 2-dimensional shapes called polygons.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will ask what makes a shape a polygon.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will be given cards with the characteristics of different polygons on them.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will create the polygons on their paper by gluing toothpicks to their white paper.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Once the shapes are created, the students will identify the shapes by writing their names next to the polygon on their paper.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will turn in their papers to be assessed by their teacher based on their ability to correctly identify the shapes that they created and their ability to create shapes based on the description of their characteristics.


 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 3: Using deductive reasoning to identify 3-Dimensional Shapes **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will remind that we have also been learning the characteristics of 3-dimensional shapes in our math unit.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will ask the students to name vocabulary words that we use to describe 3-dimensional shapes (vertices, edges, apex).
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will explain that students will take turns reading aloud cards with clues describing a 3-dimensional figure. Each clue will be more specific and less difficult than the last with a total of three clues per figure.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">After each clue, students will guess which shape is being described hoping to guess correctly with as few clues as possible.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will continue to take turns reading cards and guessing the figures until all cards have been read.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will choose a 3-dimensional shape that was not described on a card and write their own set of clues to describe the shape.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will turn in their guesses and 3-dimensional shape descriptions to be assessed by the teacher.


 * **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 4: Area and Perimeter **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will remind the students that we have been learning the formulas for finding the area and perimeter of polygons.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will ask students to explain the difference between area and perimeter.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will ask students to think-pair-share the formula for either perimeter or area of a rectangle or triangle to share out with the group.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will ask students to explain strategies for finding area or perimeter when given a shape that is not a rectangle of a triangle.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The teacher will give students a file folder with ten different numbered polygons of various areas and perimeters.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will identify the area and perimeter of each shape by using the formulas they have learned.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will record their findings on a numbered piece of lined paper next to the coinciding number for each polygon.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">The students will turn in their results to be assessed by the teacher.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">E. Assessment **
 * **__<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 1 Assessment __****<span style="font-family: "Times New Roman","serif"; font-size: 16px;">: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students will be assessed informally based on the formative assessment of their understanding of the characteristics of tessellations displayed by their responses to teacher questions. Students will also be formally assessed according to their ability to create a regular tessellation that matches the criteria.
 * **__<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 2 Assessment __****<span style="font-family: "Times New Roman","serif"; font-size: 16px;">: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Students will be assessed informally based on the formative assessment of their understanding of what makes a polygon. The students will also be assessed formally based on their ability to correctly identify the shapes that they created and their ability to create shapes based on the description of their characteristics.
 * **__<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 3 Assessment __****<span style="font-family: "Times New Roman","serif"; font-size: 16px;">: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Students’ understanding of 3-dimensional vocabulary will be assess informally by their ability to name appropriate terms when asked. Students’ understanding of 3-dimensional figures will be assessed formally based on their ability to accurately guess 3-dimensional shapes when given their characteristics and their ability to write their own clues to describe a 3-dimensional figure.
 * **__<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Center 4 Assessment __****<span style="font-family: "Times New Roman","serif"; font-size: 16px;">: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Students’ understanding of how to find area and perimeter will be assessed informally through their participation in group discussion and formally based on their ability to use formulas to determine the area and perimeter of the polygons given.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">F. Handouts, worksheets: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> N/A