Joel Wass & Jennifer Baldwin

Changing Perspectives Geometry Lesson

Date:Nov 19/08 / Day: 4
Grade: 7 / Time Period:1&2
Curriculum Expectations:
Geometry:
Investigate transformations of combinations of polygons
Construct a map using geometric shapes
Language Arts:
Construct meaning out of a south-facing-up map results in different points of view
Writing reflectively to demonstrate understanding of graphic forms (map)
Assessment Strategies:
Monitor group work
Successful construction of a continent
Students can explain how smaller shapes make bigger shapes
Think and write critically about oppression
Accommodations & Modifications:
Teacher support; mixed groups, usage of pattern blocks
Resources
•Traditional world map
•“What’s Up? South!” world map
•pattern blocks
•Geometry definition sheet
•World Map Scavenger Hunt sheet
•Reflection Worksheet
•masking tape, scavenger hunt clues / Lesson Outline
Intro Activity (10 minutes)
Students will be shown a traditional world map and be asked to identify well-known landmarks. Compare the world to a ball: how do you know which part is the top part of a ball? Use that analogy to discuss what is the top of the world, why north is always up, why is south not up?
Students will then look at the What’s Up? South! world map and distinguish some differences they observe. (e.g. what are the main foci in the two maps? How does this alternative view change your perspective?)
Main Activity
(20 minutes) Students will be divided into 7 different groups. Each group will be given a large bag of pattern blocks. They will be told to use al of their blocks to build a continent/region of the world on the map (excluding Antarctica) on a carpeted area of the classroom which has been divided into sections using masking tape.
(20 minutes) After groups finish creating their continent, they will be given a Scavenger Hunt worksheet to study and analyse polygon combination formations they used to construct their continent/region. Questions can be divided up by groups members. (Prelearning of geometry terminology should take place beforehand.)
(30 minutes) At the end of the scavenger hunt, we will hold a class discussion about the social significance of the “What’s Up? South!” world map. (e.g. What countries are on top/bottom of the world in the traditional map? Who makes maps? What are social implications of “being on the top”? Which nations are on top? What message might one perceive by seeing countries of Africa, South America in its reverse position (i.e. on top)?
Closing Activity (20 minutes)
Students will complete an activity reflection sheet to contemplate the social justice issues inherent in our perspectives of maps.

Social Justice and Equity through Math

World Map Scavenger HuntNames:

Section A

Name of your group’s continent (or region):

Look at your group’s continent (or region) and investigate:

  1. How many equilateral pattern blocks did your group use to build your continent/region?

Total Number:

Sketch one of each different equilateral

  1. How many pattern blocks have both obtuse and acute angles?

Total Number:

Sketch one of each pattern block that has both obtuse and acute angles.

  1. How many pattern blocks have only obtuse angles?

Total number:

Sketch one of each pattern block that only has obtuse angles

  1. How many rhombi did your group use to build your continent?

Total Number:

Sketch one of each different rhombus

  1. Find four spots on your continent/region where your group has combined at least three pattern blocks together to form an irregular polygon.

Sketch one of each of the different irregular polygons:

  1. Summarize how you would calculate the area of your continent. Explain your thinking.

______

______

______

  1. Summarize how your group would calculate the perimeter of your group’s continent/region. Explain your thinking.

______

______

______

Section B

Look at two other group’s continents/regions and investigate:

  1. How many pattern blocks are regular polygons?

A)Name of continent/region:

Total number of regular polygons:

Sketch one of each pattern block that is a regular polygon

B)Name of continent/region:

Total number of regular polygons:

Sketch one of each pattern block that is a regular polygon

  1. How many pattern blocks only have right angles?

Total number:

Sketch one of each pattern block that only has right angles.

Section C

Each member of the group will write their name on a sticky note. Each member will locate a country other than Canada where some of their ancestors are from and place their sticky note on that country on the map.

Social Justice and Equity through Math1

What’s Up? South! World Map Reflection SheetName: ______

  1. Which continent are your ancestors from? ______
  1. List three things you know about the continent:

a) ______

______

b)______

______

c)______

______

  1. Do you prefer to look at the “What’s Up? South” world map or the traditional map? Explain your thinking.

______

______

______

______

  1. What does the “What’s Up? South!” map emphasize when viewed from this perspective? How might that change your perception of the world?

______

______

______

______

  1. How might the tradtional perspective of the world map be viewed as oppressive to non-European continents? Explain your thinking.

______

______

______

______

______

  1. List two strategies map makers could use to ensure all continents are respect on the world map.

a) ______

______

b) ______

______

Social Justice and Equity through Math

Joel Wass & Jennifer Baldwin

CHANGING PERSPECTIVES

OF THE WORLD


BUILDING AFRICA

Social Justice and Equity through Math