Try an integrated unit on symmetry

Teaching Pre K-8, Jan 1995 by Gable, Wayne

Three years ago my school became part of the "Project A " coalition with the goal of achieving a zero dropout rate. We were selected because our neighborhood has a very mobile population with many children from minority and lower socioeconomic backgrounds.

After training, the staff began to implement the "Teaching and Learning with Computers" model suggested by IBM Educational Systems. Each classroom was equipped with four student computers, a teacher workstation and a printer. All were connected in a multi-file server network.

Our first grade teachers decided to transform the way we taught by organizing our language arts program with centers based on the IBM program Stories and More. In this program, reading, writing and listening skills are practiced through content area learning. We worked together to plan and gather materials for the units.

Thinking mathematically. Our unit on animals with horns and antlers is a good example of the kind of content integration we designed to enable children to learn to read, write and think mathematically while learning about their world. Morris the Moose by Bernard Wiseman (HarperCollins, 1989) is used as the focus book for our learning unit on reflections, symmetry and the characteristics of animals.

In the book, Morris thinks a cow and a deer are moose because they have four legs and horns. The animals ask for advice from a horse, but he thinks they are all horses since they all have four legs and a tail. The confusion is finally cleared up when the animals spot their reflections in a lake.

Interactive tool. Each day begins with a whole group session to present and discuss information that is needed to complete center activities. With Morris the Moose, we use the "Reading Rainbow" program Imogene's Antlers to introduce the topic of horns and antlers. By using viewing techniques such as focus questions before viewing, pausing the tape to highlight ideas or pictures, and rewinding to a specific spot in the program to allow students to search for further information, television becomes an interactive instructional tool.

The unit also utilizes a laser disk to examine pictures of animals with horns and antlers. Informational books about these animals are read aloud, and concept webs and charts with the children's ideas are created to be used as a focus and as a resource for writing during center time.

Our integrated approach has permitted us to cover math, science, social studies and health concepts while learning language arts skills. There are five centers and each of the five groups of children goes to each center every day. Each center is designed to match the learning objectives for that day.

For this unit, children have hands-on opportunities to examine horns, antlers and the skulls of animals such as deer and cows. Students use magnifying glasses, make observations and write about what they see. They also use string and rulers to measure the horns and antlers. They then write in their unit journals the things they've noticed about symmetry.

After examining real horns and antlers, the children create their own symmetrical sets of horns or antlers. They fold large sheets of black paper and draw and cut out one side of the horns or antlers. Pipe cleaners are then taped on to the backs of the cut-outs for support so that each child can wear them on his or her head.

Center activities. A variety of other center activities are offered during the week to help the children explore the concept of symmetry. For example:

Pattern block symmetry: Students work in pairs to create symmetrical pictures or designs with pattern blocks. They can use string or the space between their desks as the line of symmetry. Time is allowed for students to share their work, discuss helpful hints and alter their creations.

Students may record their group work or individual projects by pasting construction paper pattern block pieces on manila paper. Small mirrors help children see and complete the symmetrical images more easily.

Name symmetry: Students fold a piece of newsprint in half. They use dark crayons to write their name on one half. They fold over the other half to cover the name and then trace over it with a pencil. When the paper is opened, the children trace over the "reflection" with crayons.

Butterfly symmetry: Students fold a piece of manila paper in half and cut out a butterfly shape. Pictures from books and other sources allow the children to examine the symmetry of colors and designs in butterfly wings. Students use markers to create symmetrical patterns on the wings and bodies of their butterfly shapes.

Magazine picture symmetry: Each student is given half of a picture cut from a magazine. Small mirrors help students visualize symmetry to picture the whole object. Students paste the half-picture on a sheet of paper and use markers to recreate the other half of the picture.

Computer tasks. Computer assignments during the week may utilize a variety of programs. In the Stories and More computer tasks, children are asked to place antlers and horns on animals and to show animals' reflections. They type answers to questions about the story and listen as the computer reads their responses back to them.