
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will know precise definitions of the following geometric terms: angle, arc, circle, line, line segment, parallel line, perpendicular line, and plane.
Students will understand that point, line, and plane are undefined notions but are the basis of many geometric terms' definitions.
Students will describe objects, measures, and their properties using models found in the realworld (i.e., describing a tree trunk as a cylinder.)

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to analyze and compare two and three dimensional shapes, use the names of shapes and model in the real world by building shapes from components , draw points, lines, line segments, rays, angles, and perpendicular and parallel lines, classify twodimensional shapes based on attributes, and describe twodimensional figures that result from slicing threedimensional figures

Guiding Questions: What are the guiding questions for this lesson?
How can a word be undefinable?
How did you decide upon _________ for a definition? (fill in with a defined word.)

Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will introduce the lesson by have students write down the list of geometric terms they will be defining (angle, arc, circle, line segment, parallel line, perpendicular line.) The teacher will ask students to identify an object in the room that represents each term. After identifying at least one representation of each term through a class discussion, the teacher will introduce the activity.
The teacher will have the students form groups (based on any means as is appropriate...I have handed out one of four different shaped postit notes/one of four different colored markers randomly to students as they entered class, told them they were not allowed to trade, and had them sit with students of the same object when it came time to form groups.)
As the teacher explains the task, he or she will disseminate the list of terms to the students and allow time for students to look over the terms and ask for clarification for any term that is unfamiliar. If there are any unfamiliar terms, the teacher will ask students to volunteer a definition for clarification. The teacher will provide feedback and correct any misinterpretations.
The teacher says, "Geometry is all around us. You cannot look very far without seeing an example of geometry. To prove this point, your group will be participating on a scavenger hunt in which you will look for ten examples of specific items, take a picture of each item, and then organize and present your photos. Each group has the same list of items to choose from, so you will want to be discrete when looking for your images. You will need to stay together as a group, as each group has one pass that will permit you to photograph public areas of the school.
In class tomorrow, you will organize your images in a slide show, or if they are printed out (on your own time) they can be organized on a poster board. Each of the ten images will need a caption that is as specific as is possible. Each category has three possible point values along with the item description. The point values are determined by the difficulty in finding the described image. Your group can double the possible point value if the image of your item is found naturally and not manmade. You will identify on your Building Blocks Scavenger Hunt, the category and point value for which you are displaying, by highlighting directly on your sheet. Your group may only select one item per category to submit."

Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will have the License Plate document printed out and posted on the walls of the classroom prior to the start of the activity. The teacher will tell the students that he or she is going to demonstrate how the scavenger hunt will work by demonstrating one of the categories (that is now disallowed since it is being demonstrated.)
The teacher will display the following on the board:
Category Z)
 A license plate with a threedigit prime number.
 A license plate with a threedigit number, whose digits have a sum > 21.
 A license plate with all digits the same.
The teacher says, "I want to earn the most points possible, so I am going to look for a license plate with all digits that are the same." The teacher will scan the room, or walk around the room, looking at all the possible license plates. None of the images contain a license plate with all of the same digits, but the students should have the experience of looking for an item that isn't necessarily available to them. Once the teacher has made a show of looking, but not finding a 3point image, he or she will say, "Okay, I couldn't find a license plate with all the same digits on it, so I will know try and find one that has three digits with a sum greater than twentyone." The teacher will again look, or walk around the room to find a license plate whose three digits sum greater than twentyone. The teacher should come to the license plate BGT948 before finding QTP899 to emphasize that twentyone would not qualify for the point value, however, 26 would, so QTP899 would qualify for 2points. Demonstrate how to take the photo image with an iPod, iPad, digital camera, or cell phone with photo imaging if allowable by school policy. Reiterate the school's rules for taking photos which will include photographing other students.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will be given the Building Blocks Scavenger Hunt handout that contains the rubric/scoring guide. They will also receive the Building Blocks of Geometry Hall Pass (sample pass see attachment) that should be signed in colored pen by the teacher after the students have written in the names of all participants of their group, and the date on which the activity will take place. The teacher will also write in the type of device each group will be using for their photos, so that only one device is out per group. This will help eliminate the temptation for students to be using devices when not authorized.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will bring the class back together by reviewing the terms. The teacher will say a term (angle, arc, circle, line, line segment, parallel line, perpendicular line) and the students will take turns identifying a model representation of that term.
The teacher will reverse the process and name objects in the room and the students will have to identify what geometric term is being described or represented.

Summative Assessment
Students will participate in the Building Blocks of Geometry Scavenger Hunt as a summative assessment to demonstrate the mastery of identifying angles, circles, perpendicular lines, parallel lines, and line segments, points, lines, and planes, in addition to other geometric terms. They will also be able to demonstrate these geometric terms through models as they appear in the realworld and captured through photo images.
The teacher will evaluate each groups' collection of representations of the terms using the Building Blocks Scavenger Hunt sheet.Students will receive specific feedback if necessary on the rubric that will be handed back to the students upon completion of grading/evaluation.

Formative Assessment
The teacher will determine students' prior knowledge of geometric terms by providing the students with a twopart Geometric Terms Formative Assessment. The first part of the assessment will be a short response quiz. The students will provide the name of a given figure or they will provide the sketch of a given geometric term. The students will also be asked to provide an example of where they might see this geometric figure in the realworld.
The teacher will use this information to determine the level of support individuals will require during the lesson and adjust instruction accordingly.

Feedback to Students
The teacher will provide feedback to the student by way of class discussion, emphasizing that a definition provides specific attributes and a good definition will classify and object and set it apart from other objects in the same category (i.e., square: a quadrilateral [classification] with exactly four congruent sides and exactly four right angles [sets it apart from other quadrilaterals].)
During this discussion the teacher will ask guiding questions and encourage mathematics dialogue, restating students' responses using more precise terminology, if needed.
On the Building Blocks of Geometry Scavenger Hunt document, specific feedback will be provided by highlighting the details that were not understood or evidenced in the task.