Note: - · Web viewUse conventional terms and notations; points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons,

Lesson Planning Week 2

Welcome to the

Rainforest!

Table of Contents

Note:.............................................................................................1Week 2 - Overview........................................................................2

Objectives.................................................................................2Lesson 1.......................................................................................3

Lesson 1 Planning..................................................................4Input.........................................................................................4Main Teaching.........................................................................4Plenary.....................................................................................4

Lesson 2.......................................................................................5Lesson 2 Planning..................................................................6Input.........................................................................................6Main Teaching.........................................................................6Plenary.....................................................................................7

Lesson 3.......................................................................................8Lesson 3 Planning..................................................................9Input.........................................................................................9Main Teaching.........................................................................9Plenary...................................................................................10

Lesson 4.....................................................................................11Lesson 4 Planning................................................................12Input.......................................................................................12Main Teaching.......................................................................12Plenary...................................................................................12

Lesson 5.....................................................................................13Lesson 5 Planning................................................................14Input.......................................................................................14Main Teaching.......................................................................14Plenary...................................................................................15

Note: Throughout this planning, remember that no-one knows your children better than you. Please feel free to adapt as needed (whilst still including all the learning points).

Also please use your adults and resources as you see fit.

Have fun!

1

Week 2 - OverviewObjectives

Year 6 Objectives Year 7 Objectives (Linked)Calculate the area of parallelograms and triangles

Recognise that shapes with the same areas can have different perimeters and vice versa

Year 5Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and knowing that the shape has not changed

Know and apply formulae to calculate: area of triangles, parallelograms, trapezia; and compound shapes

Calculate perimeters of 2D shapes

Use conventional terms and notations; points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons, and polygons with reflection and/ or rotation symmetries

Week 2 Main Focus: Area and Perimeter

Lesson 1Resources PowerPoint 2

Optional: Laptops

Objective/s

Year 6Calculate the area of parallelograms and trianglesRecognise that shapes with the same areas can have different perimeters and vice versaYear 7Know and apply formulae to calculate: area of triangles, parallelograms, trapezia; and compound shapesCalculate perimeters of 2D shapes

Success Criteria: Working Towards

Understand that area is calculated by counting the squares in a shape. Prove and understand that the area of a triangle is half a rectangle.Know that parallelograms are the same area as rectangles.Know how to work out the perimeter of all given 2D shapes and understand how to find missing sides. Work out the areas/ perimeters of given shapes drawn onto rainforests.

Success Criteria: Working At

Understand how to create known shapes from maps in order to find areas/ perimeters.Understand how to find areas/ perimeters of 2D shapes including compound.Know multiplication methods and understand how to add decimal numbers.

Success Criteria: Working Beyond

Understand how to create known shapes (more than “Working At” group) to find areas and perimeters. Know how to find perimeters of 2D shapes including compound.Know addition and multiplication methods (including decimals). Know how to estimate – e.g. know that the measurements of the mayday call may differ slightly from the measurements found in traffic control. Explain why.

Lesson 1 Planning

InputLook at all the different rainforests around the world (see PowerPoint Slide 3). Read up to Slide 4. Do the activity.

Main Teaching

ACTIVITYResearch the different rainforests – make poster or booklet. Find out key information – area/ perimeters of the forests, How much is depleted each year (given as a percentage usually). Other information can be written such as species, humans, plant types, amount of rain etc. Present information in tables.

It would be an ideal time to use excel in order to create different graphs/tables – you could spend further time on this as needed.

PlenaryWhen all the research has been done, collate the information about the areas of each forest and check against the table given on Slide 5. This was correct on 25/4/16 but will soon be out of date.

Look at slide 6 to find out how many km² the forest we have been stranded in is. Which forest is it likely to be? Use the children’s data, not just the table given. Talk about rounding (this has been rounded to 1 significant figure which will be taught in Y8 – but can be mentioned now depending on ability).

4

Lesson 2

Resources

PowerPoint 2Trundle Wheels (use the children’s body length or meter rulers if needed)Video 1: http://www.worldwildlife.org/places/borneo-and-sumatra

Objective/s

Year 6Calculate the area of parallelograms and trianglesRecognise that shapes with the same areas can have different perimeters and vice versaYear 7Know and apply formulae to calculate: area of triangles, parallelograms, trapezia; and compound shapesCalculate perimeters of 2D shapes


Understand the impact of deforestation (thematic approach)Know how to measure the shrinking perimeters/ areas of the rainforests. Compare the daily deforestation with the sizes of other countries (areas).


Understand the impact of deforestation (thematic approach)Know how to measure the shrinking perimeters/ areas of the rainforests. Compare the daily deforestation with the sizes of other countries (areas).


Understand the impact of deforestation (thematic approach). Know how to measure the shrinking perimeters/ areas of the rainforests. Compare the daily deforestation with the sizes of other countries (areas). Work out the areas of other countries using a map of the same scale as the rainforest deforestation info. Scaling will be needed for this activity.

http://www.worldwildlife.org/places/borneo-and-sumatra


Lesson 2 Planning

Introduction

Recap the learning from last week on areas of compound shapes (see Slides 7 to 12). Discuss the amount of forest depletion each day and follow the slides to find out that it is probably the size of the playground which is destroyed daily.

InputUsing Trundle Wheels, section the playground into known shapes, draw the shapes and label them with the measurements, then work out the area of the playground as a compound shape. Discuss that this would only be an estimate as the playground will not be exactly straight on all sides.

ACTIVITY 1Measure the playground by splitting it into known shapes ready to work out the area. Remember that the units are squared when working out area. Work in mixed ability groups, or put 1 able leader in each group who delegates responsibilities to ensure all make progress.

Main Teaching

Look at the maps on Slides 15 to 19. Group discussions gather opinions about the forest depletion and take note of the timescales. Hopefully the children will be shocked. Watch the deforestation video (Video 1 – not embedded) which highlights the forestry commission symbol on toilet roll and kitchen roll.

http://www.worldwildlife.org/places/borneo-and-sumatraNote: The video is at the bottom of the page (small but can be made full screen).

ACTIVITY 2 Use printed copies of the maps (1 per pair/group) to work out the whole area of the map (length x width of the whole page) then work out the area of the forest by blocking it into known shapes – same as the playground. These can be printed directly from Slides 16-19 but ideally they should be enlarged to A3).Some sections will be really small, but this is an estimate. Work out the area of each map to compare the areas and see how much has been taken already. A scale can be given – especially for above average children to work with, but none were given on the maps online so have not been included in the PowerPoint.

Plenary Present results to the rest of the class.

Important Teacher Guidance: There will be a wealth of activities to do with this – links to literacy/ geography – write letters to the governments to explain the findings and include mathematical data to prove the point. You could extend this to other lessons.

6


Lesson 3Resources PowerPoint 2

Lesson Resources 2.3

Objective/s

Year 5Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and knowing that the shape has not changedYear 7Use conventional terms and notations; points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons, and polygons with reflection and/ or rotation symmetries


Understand how to transform shapes in each of the different ways and know the name for each way of transforming. Work accurately.Know how tracing paper can be beneficial to transformation


Know, understand and use the correct vocabulary associated with transformations.Work accurately to transform shapes in each of the different ways.Know how tracing paper can be beneficial to transformation



Lesson 3 Planning

Introduction

TANGRAMSUsing pages 2-5 of Lesson Resources 2.3.Give out card versions of the tangram shapes which can be cut from Lesson Resources 2.3 page 5. Understand that tangrams must fit together without gaps and that animal shapes can be made. Look at examples (see word document of resources). There are some pictures of rainforest animals for the children to create their own tangrams, or they could research animals/ plants/ trees of their own and recreate these.

ACTIVITY (short task)Recreate an animal/ plant/ tree from the rainforest using the tangram shapes and style. Understand the properties of the tangram shapes and how they can be rotated to create different effects/ parts within a picture. Know that only 1 of each shape can be used. Create the picture using the card shapes before drawing.

InputROTATIONUnderstand that rotation is about turning around a given point. The children should understand that rotations are either clockwise or anti-clockwise and that there are 360 degrees in a full rotation.

(Slide 25) Refresh knowledge of the 4 quadrant grid (already taught in KS2). Understand that the centre point of the four quadrants is always (0,0). Teach about the x and y axis and the positive/ negative numbers. Identify given points on the grid to assess correct use of x and y axis.Rotate the points on slide 25. Give out copies of the slide if necessary to ability groups (or individuals) who cannot see where the new points would be. Use set squares/ 90 degree checkers to pinpoint where the new dot would be. Children should be able to write down the new position as a coordinate.

Main Teaching

ACTIVITYUsing pages 6 and 7 of Lesson Resources 2.3This is a whole class activity – differentiated by support given. Peer teaching should be encouraged.

Use the card animals (page 6) to rotate around 90 degrees. Draw in each new location around the branch (page 7). The point of rotation should be identified on the animal and the page. E.g. the monkey’s tail. This activity is teaching that the shape stays exactly the same size and shape, just turned.

Using the 4 quadrant grid (page 8) and the same animals initially, start in quadrant 1 and rotate the animals either

8

clockwise or anti-clockwise around the point (0,0). Using a 90 degree checker (or set square) can help this process to see where different points of the animal would be and how it would be orientated. The animals should be the same size and shape, just rotated.

Expectations:Working Towards – Encourage these children to put part of the animal on the point (0,0) so that the rotation is simpler.

Working At – May be able to move the animals away from 0, 0 and find the correct rotation.

Working Beyond – These children should place the animals away from the point of rotation.

ACTIVITYAll children to complete coordinates worksheet/questions on Lesson Resources 2.3 Coordinates Activity.

Plenaryhttp://nrich.maths.org/6987Use this as inspiration for the children to research different plants and flowers, then recreate them by drawing a single leaf/ petal and rotating to create the whole.

Teacher Guidance: You could extend this plenary into a further lesson.

9

http://nrich.maths.org/6987

Lesson 4

Resources

PowerPoint 2Lesson Resources 2.4 – Lesson Translation Working AtLesson Resources 2.4 – Lesson Translation Working TowardsLesson Resources 2.4 – Lesson Translation Working Beyond

Objective/s








Lesson 4 Planning

InputTRANSLATIONTeach that translation means to move from one place to the other. Look for translation in shapes where the same shape appears many times (see slides for some examples slides 27-30). Looking at 1 element of the pattern, where have the repeats being moved to? Up and right? Down and left? Note that the shape does not rotate or flip, it simply moves. When recording the moves, put the left to right movement on top of the up/ down movement – preparing the children for the vectors.

Learn how the translation brackets work (vectors) – see slide 31.

Teacher Guidance: The first number tells you where to slide the shape on the x axis – i.e. left or right so – 5 is left 5 spaces and +5 is right 5 spaces. The second number works the same, but on the y axis so – 3 is down 3 and + 3 is up 3).

Main Teaching

Describe the translation of the shapes on the slides using whiteboards/ working in pairs. Understand that the shape simply moves and doesn’t change in any way – just the position.

ACTIVITYCreate their own rainforest leaf/animal pattern. Create a page of leaves which have been translated around the page. The shape must not be rotated at all, but may overlap. This could create a great background of green/ brown large leaf shapes to add collaged animals etc.

ACTIVITY - Translation with vectors.Know how to translate by completing the worksheets – these are differentiated by ability. See Lessons Resources 2.4 etc.

PlenaryShare some examples from each ability group. 1 person from each table to explain vectors and translations.

Lesson 5

Resources

PowerPoint 2Lesson Resources 2.5 – Butterflies Working TowardsLesson Resources 2.5 - Gold Objective RotationLesson Resources 2.5 - Silver Objective RotationLesson Resources 2.5 - Bronze Objective RotationLesson Resources 2.5 - Plenary

Objective/s








Lesson 5 PlanningSYMMETRYLook at the slides – 32 to 39. Discuss the symmetry (reflection) in nature. All children should understand how to create symmetry.

InputROTATIONAL SYMMETRYTeacher Guidance: Ensure at this point that the children understand that shapes which have lines of symmetry also have the same number of rotational orders i.e. a pentagon has 5 lines of symmetry and 5 a rotational order of 5 (5 points).

Children should understand that some shapes can look identical when rotated – such as regular shapes and shapes with lines of symmetry. Children should know that all shapes have at least 1 order of rotational symmetry as they can rotate back to their original position, but some will have more.

ACTIVITY Using 2D shapes – have children investigate this.

Main Teaching

SYMMETRY IN NATURE

ACTIVITY Using Lesson Resources 2.5 – Butterflies Working Towards.Working Towards - Create ½ a butterfly in paint and fold in half to understand the basics of symmetry. Draw half a butterfly on paper and get their partner to finish the other half Symmetrically.

Working At/Working Beyond – Use the differentiated sheets – starting the children on whichever you feel is appropriate. Teacher Guidance: These go from easier (Bronze) to very challenging (Gold).

PlenarySpot the difference symmetry sheet (9 differences to find).

Extension Idea: Having looked at the slides (34-40) the children should create their own artistic interpretation of a symmetrical/ rotational/ translating rainforest i.e. symmetry in nature.Create a rainforest scene using all the transformations we have learned about this week – translating, rotating, symmetry (reflection). They should be able to identify all these in every part of their work.

13

14

Documents

Note: - · Web viewUse conventional terms and notations; points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons,