Graceful Geometry (es)

Overview

Activity Objectives

Opening Activity

Learners will engage with a tangram puzzle. This classic puzzle consists of seven pieces that can be rearranged to form various shapes and figures. 

• Foster curiosity and enthusiasm for geometry through interactive, hands-on exploration.

Main Activity

Learners will utilize Pencil Code to craft shapes and artistic creations. Through guided coding exercises, students will transform abstract geometric concepts into tangible digital art, fostering a practical understanding of geometry.

• Apply theoretical geometric knowledge to practical coding, enabling students to visualize and manipulate shapes, lines, and angles.

Closing Activity

Learners will showcase their creations to their peers. Learners will celebrate their artistic and geometric achievements through this interactive sharing session.

• Encourage learners to showcase their Pencil Code creations, fostering confidence, peer appreciation, and a collaborative class spirit.

Slide

Activity

3

Introduce the ground rules, lesson norms, and team roles to students. You can check out our lesson approach if it’s your first time conducting an Eddy lesson.

4

• Display the image to the class.
• Encourage students to observe the image and consider its details closely.
• Ask the question: "What might this object be?"
• Allow students a moment to reflect and formulate their guesses.

5

• Explain to the students that the image represents a house and is an example of a Tangram puzzle.
• Introduce Tangram puzzles as ancient Chinese puzzles comprised of seven flat pieces called "tans."

6

• Hand out the tangram sheets to each learner.
• Tans Preparation: Guide learners to carefully cut out the seven tans along the designated lines. Teacher assistance can be sought if needed.

7

• Present the puzzles to the learners.
• Encourage learners to dissect the seven tans visually and envision how they could interlock to replicate the larger shape.
• Inform learners that they can solve either of the two shown larger shapes using the tans.

8-9

• Ask the learners to identify the different shapes that make up a tangram.
• Follow up with, "What are these tans further made up of?" to prompt consideration of the smaller elements within each tan.
• This prepares learners to explore basic elements of geometry.

  

Slide

Activity

10-12

Discuss the basic concepts of lines, line segments, and rays with the learners.

13

• Introduce Pencil Code to the learners.
• Explain that Pencil Code is a digital tool akin to a virtual pencil used to create art on a computer through simple instructions.
• Highlight that learners can use Pencil Code to draw shapes, lines, patterns, and even design interactive elements.

14-15

• Guide learners on how to begin with Pencil Code.
• Ask them to explore the user interface.

16

• Guide learners to create a line segment using Pencil code by following the instructions.
• Ask them to create line segments of different lengths and colors.

17-18

Discuss the concepts of parallel lines, intersecting lines, and angles with the learners.

Note: Use acute, obtuse, reflex, and straight angles if required.

19

• Explain that the task to the learners is to use code blocks to draw parallel lines.
• Encourage learners to think sequentially and logically as they approach coding the parallel lines.

20

Discuss the step-by-step process of drawing parallel lines using pencil code.

Note that this is not a unique solution. For example, learners may choose to use a white colored pen while drawing the invisible line between the two parallel lines. 

21-22

• Discuss the concepts of polygons and different types of quadrilaterals with the learners.
• Ask them to draw squares/rectangles on pencil code.

23

• Discuss the provided code for creating a simple house.
• Emphasize that learners should create unique artwork using this code as a foundation.
• Encourage them to experiment with variations like bigger houses and diverse colors.
• They can also draw other art forms like mountains or decorative boxes.

Slide

Activity

24-25

• Allow learners to share their creations.
• Briefly discuss the rules with the learners to be followed while sharing.

26

Reflection: Have learners reflect on their experience creating their art.

Criteria

Emerging

Developing

Proficient

Solving Tangram Puzzle

The learner incompletely completes the Tangram puzzle and identifies shapes with limited accuracy.

The learner completes the Tangram puzzle and identifies shapes with mostly accurate responses.

The learner accurately completes the Tangram puzzle and identifies shapes with precision.

Geometry Understanding

The learner displays a limited understanding of geometric concepts.

The learner applies fundamental geometric concepts effectively.

The learner applies an advanced understanding of geometric concepts to tangram and coding activities.

Coding Proficiency (Pencil Code)

The learner struggles with coding in Pencil Code, resulting in simple or incorrect designs.

The learner proficiently uses Pencil Code to create geometric shapes and designs.

The learner demonstrates advanced coding skills, accurately creating complex geometric designs.