Origami and Geometry Lesson Plan for Grade 2

Help students practice origami to develop a knowledge of geometric properties. This craft project is meant for second-graders for the duration of one class period, 45 to 60 minutes. Key Vocabulary symmetrytrianglesquarerectangle Materials origami paper or wrapping paper, cut into 8-inch squaresa class set of 8.5-by-11-inch paper Objectives Use origami to develop an understanding of geometric properties. Standards Met 2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Lesson Introduction Show students how to make a paper airplane using their squares of paper. Give them a few minutes to fly these around the classroom (or better yet, a multipurpose room or outside) and get the sillies out. Step-By-Step Procedure Once the airplanes are gone (or confiscated), tell students that math and art are combined in the traditional Japanese art of origami. Paper folding has been around for hundreds of years, and there is much geometry to be found in this beautiful art.Read The Paper Crane to them before starting the lesson. If this book cant be found in your school or local library, find another picture book that features origami. The goal here is to give students a visual image of origami so that they know what theyll be creating in the lesson.Visit ​a  website, or use the book you selected for the class to find an easy origami design. You can project these steps for students, or just refer to the instructions as you go, but this boat is a very easy first step.Rather than square paper, which you usually need for origami designs, the boat referenced above begins with rectangles. Pass one sheet of paper out to each student.As students begin to fold, using this method for the origami boat, stop t hem at each step to talk about the geometry involved. First of all, they are starting with a rectangle. Then they are folding their rectangle in half. Have them open it up so that they can see the line of symmetry, then fold it again.When they reach the step where they are folding down the two triangles, tell them that those triangles are congruent, which means they are the same size and shape.When they are bringing the sides of the hat together to make a square, review this with students. It is fascinating to see shapes change with a little folding here and there, and they have just changed a hat shape into a square. You can also highlight the line of symmetry down the center of the square.Create another figure with your students. If they have reached the point where you think they can make their own, you can allow them to choose from a variety of designs. Homework/Assessment Since this lesson is designed for a review or introduction to some geometry concepts, no homework is required. For fun, you can send the instructions for another shape home with a student and see if they can complete an origami figure with their families. Evaluation This lesson should be part of a larger unit on geometry, and other discussions lend themselves to better assessments of geometry knowledge. However, in a future lesson, students may be able to teach an origami shape to a small group of theirs, and you can observe and record the geometry language that they are using to teach the â€Å"lesson.†

Sociology 101 Study Guide Exam 4 - 1495 Words

Deviance 1) defining deviance is difficult and subjective (sociologists don’t agree). 2) for our purpose deviance must A) violate significant norms. B) Result in negative evaluation for reaction. 1) Conflict theory.- stress that the power elite uses the legal system to control worker and to stabilize the social order, all with the goal of keeping itself in power. The poor pose a threat, for if they rebel as a group they can dislodge members of the power elite from their place of privilege. To prevent this, the power elite makes certain that heavy penalties come down on those who’s crimes could upset the social order. 2) Functional theory- Argue that crime is a natural part of society. Stress that the sociall classes differ in†¦show more content†¦Plessey vs Ferguson- Decision by the US Supreme Court that confirmed the principle of â€Å"separate but equal† and minority segregation. Brown vs Board of Education-This case took on segregation within school systems, or the separation of white and black students within public schools. Up until this case, many stats had laws establishing separate schools for white students and another for blacks. This landmark case made those laws unconstitutional. This case set the foundations for the civil rights movement. Exploitation Theory- occurs when one social group is able to take for itself what is produced by another group. The concept is central to the idea of social oppression, especially from a Marxist perspective, and can also include noneconomic forms, such as the sexual exploitation of women by men under patriarchy. Amalgamation-(melting pot) all groups should combine their traditions calues and characteristics with one another to create a new group. Assimilation-The loss of a subaltern group’s native language and culture under pressure to assimilate to those of a dominant cultural group. 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Summary Tom Sawyer Essay Example For Students

Summary Tom Sawyer Essay February 17, 1992 English: Book Report 7-K I. Introduction A. The Adventures of Tom Sawyer, by Mark Twain B. This type of book is realistic fiction. C. Themain character is Thomas Sawyer, a twelve year old boy, whose parents are dead. Tom lives with his aunt, Polly. Tom is busy either making trouble or thinkingup new schemes. Another character is Huckelberry Finn, hated by all mothers and loved by all children. Tom is friends with Huck and they share manyadventures together. Becky Thatcher, the daughter of a judge, who likes Tom but sometimes fights with him. Injun Joe is an indian who kills someone named Dr. Robinson and makes everyone believe that the real killer is a man named Muff Potter. Mr. Potter, a nice man, helps Tom and Huck to fish and fly kites. D. Thisstory takes place in St. Petersburg, Missouri, in the mid-1800s. E. The main problem in this story is the many ways which Tom tries to avoid Injun Joe becauseas a witness to the murder of Dr. Robinson, Injun Joe is trying to kill Tom. Poor Tom also has to deal with being punished on a Saturday when he could be outplaying. The last problem is how Becky and Tom will escape from a cave. II. Tom, Sid, Tom half brother, and Toms Aunt Polly were sitting down at the tableeating supper. Aunt Polly asked Tom questions hinting that she suspected him of playing hooky and going swimming instead of going to school. Aunt Polly gaveup but then Sid pointed out that Tom had a different color thread than the one Aunt Polly sewed on Toms collar. Toms punishment was to whitewash the fence,but Tom wanted to go out and play. Tom used reverse psycholo gy to make his friends think that whitewashing was an honor and they even gave him trinkets forthe honor of whitewashing the fence. At school, Tom meets a new girl, Becky Thatcher, daughter of Judge Thatcher. Becky and Tom both like each other butTom mentioned that he was engaged to Amy, and Becky hated him for it. Tom and his friend Huck go to the cemetery with a dead cat, a supposed wart cure. While at the cemetery they see Injun Joe kill Dr. Robinson while blaming Muff Potter. Both Tom and Huck swear to themselves that they will not say a thingabout the murder. One day when looking for treasures in a haunted house, Tom and Huck overhear Injun Joe talking with another man about finding treasures. Tom and Huck decide to track the men in order to find the treasures which the men hide in the number 2. Becky invites Tom to a picnic and they both end upgetting lost inside a cave. Finally they find an opening in the cave and slip out without Injun Joe, who was there, realizing that Tom and Becky were there too. Beckys father decides to seal the cave so that no one will get lost in there. Tom asks that Judge Thatcher open the cave and they find Injun Joes dead body. Tom returns to the cave with Huck and they notice a number 2 printed on the wall, the mark of the hidden treasure. Tom and Huck find the treasures under a bigrock and bring their wealth back with them from the cave. III. A. My favorite character is Huck Finn because he is so free and doesnt worry about school orparents. He has the freedom to pick up Tom in the middle of the night and not worry about being caught. While the other children in the book are at school, Huckis relaxing and probably smoking without being criticized or punished for doing it. IV. I enjoyed reading this book because it has many ideas and adventures that Ican easily relate to. This book was not hard to follow but it did have some challenging vocabulary words. V. I would rate this book, on a scale of 1 5, a 4. Iwould recommend this book because it was put together nicely and well written. Mark Twain is a fine writer who writes interestingly, using metaphors, similes,etc. VI. 1. vise noun, a two jawed instrumen t which holds things steady while they are being

Sir Anton Dolin Essays - Ballets Russes Dancers,

Sir Anton Dolin Sir Anton Dolin Dancer and choreographer Anton Dolin has been called one of the most colorful and vital figures in modern ballet. As a member of internationally known ballet companies or as director of his own troupes, this British-born artist has toured Europe and America for the past twenty years. Anton Dolin, originally Patrick Healey-Kay, was born on July 27, 1904, in Slinfold, Sussex, England. He is one of the three sons of George Henry and Helen Maude (Healey) Kay. When he was ten years of age his parents moved from Slinfold to Brighton. It was at about this time that the boy made up his mind to become a dancer. Although his parents tried to discourage him from dancing, they sent him to Miss Claire James Academy of Dancing and later to the Misses Grace and Lily Cone, who came to London each week to give lessons in Brighton. After the boy danced and acted at the Brighton Hippodrome Theatre, the manager of the theater suggested that he be sent to London for training in dramatics. In the metropolis Pat studied under Italia Conti, and at the same time he attended the Pitman School for instruction in stenography and French. In 1917, a month after attending a performance of Princess Seraphina Astafievas Swinburne Ballet, the thirteen-year-old boy registered for lessons with the Russian ballerina. A former pupil of the Imperial School and at one time principal dancer in the Diaghilev Ballet Russe, Astafieva was then conducting the only school of Russian ballet in London, which stressed the importance of the individual dancer in ballet. After Pat had been her student for about four years, the famous Diaghilev visited the school one day in search of promising young dancers for extras in The Sleeping Princess. It was then that the seventeen-year-old youth was given his first dancing bit, a part in Diaghilevs chorus. The Sleeping Princess had a three-month run, after which the young dancer returned to school for two more years of instruction. On August 26, 1923, under the name of the Anglo-Russian Ballet, Astafieva put on a large scale production with her pupils as the principal dancers. For this first solo appearance Patrick Healey-Kay decided to choose a Russian name as he thought it would be an excellent joke. He found Anton in a Chekhov volume, but had difficulty in selecting an easily pronounced surname until someone at the school suggested Dolin. The program for the performance thus announced that Anton Dolin would appear in two solo dances of his own composition: Hymn to the Sun and Danse russe. And Astafieva, feeling that her pupil was now ready to be accepted for Diaghilevs Ballet Russe, sent Anton Dolin to Paris, where she had arranged an interview with the producer. In November of that year (1923) Dolin was made a member of the Diaghilev company, which was then dancing in Monte Carlo. Before his next appearance before an audience, however, he devoted two months to intensive practice with Bronislava Nijinska, maitresse de ballet. His debut was made on January 1, 1924, in the role of Daphnis in the classical ballet Daphnis and Chloe. His next appearance was as Beau Gosse in the production in Paris in June 1924 of Jean Cocteaus Le Train bleu. In the next two years Dolin developed rapidly as a Diaghilev artist, but at the end of the 1925 season he and the impresario quarreled, causing Dolin, then the premier dancer, to leave the company. The following July Dolin appeared in the Punch Bowl Revue at His Majestys Theatre, and after the show closed, at the beginning of 1926, he accepted an offer to dance in the musical revue Palladium Pleasures. Afterward, with Phyllis Bedells as his dancing partner at the Coliseum, he produced several nursery rhyme choreographies. Further ballet and revue engagements were followed in 1927 by an appearance in the revue White Birds (1927). With Vera Nemchinova, one of his former colleagues in the Diaghilev company, Dolin next formed the Nemchinova-Dolin Ballet, dancing in Swan Lake and his own The Nightingale and the Rose. During the following two years Dolin and Nemchinova toured Holland, Germany, France, and Spain, offering among other compositions, Dolins Revolution, Espagnol, and Rhapsody in Blue. The Nemchinova-Dolin company was disbanded early in 1929, Dolin rejoining the Ballet Russe. The second engagement lasted only a short while-Diaghilevs death in August 1929 causing the termination of the group. But Dolin had, with the Diaghilev company, created important roles-in Balanchines Le Bal