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May 02, 2008
Curriculum Spotlight: 5th grade 5-2-2008
May 2, 2008
Christopher Warner
It’s so exciting as a teacher to try new things with my students; it’s ever crucial to stay challenged and engaged in the profession. These ‘new things’ can stem from a variety of sources: professional development workshops, individual Internet/book/periodical research, collaboration with colleagues…
This week, the 5th graders worked on a project new to the PHS 5th grade math curriculum, as part of the geometry unit and, more specifically, learning about symmetry. The addition of this project stemmed from my own collaboration with our exceptional 3rd/4th/5th grade learning specialist, Eso Romero.
The project consisted essentially of a challenge to the 5th graders to create a (paper) “quilt” consisting of 4 columns and 5 rows of patches (20 patches total—1 contributed by each of the 18 5th graders, and 1 contributed by each me and Eso) and displaying vertical and horizontal symmetry. Each student numbered off which patch in the quilt would be hers/his; then they were charged with the problem of making it symmetrical. The students quickly devised a plan to work in certain groups to ensure both vertical and horizontal symmetry, and they set to work coming up with their respective patch designs.
In the course of this, I couldn’t help but connect what I saw in the students with what I heard at a recent staff meeting where each staff member remarked on what she/he treasures about PHS:
Integrating learning/valuing the arts: This project integrated math (geometry) skills and concepts with visual arts and aesthetics.
Creative thinking and problem solving: Students were given a set of limitations in this challenge (quilt-wide horizontal & vertical symmetry), then they were left to figure out (using tools they’d acquired in judging symmetry) how to make individual designs such that met these rules.
Individual and collaborative work: Each student contributed her/his own patch that, at the same time, needed to work with they requirements of symmetry. Students had to work in small groups to decide on designs & colors for their patches such that the challenge was met.
Exercising critical thinking skills: When the entire quilt was assembled, the students examined it carefully and thoroughly to judge whether or not it really contained perfect horizontal & vertical symmetry.
Empowering students with a love of learning: Before school during the mornings after we finished the project, students would rush to the quilt to hold informal discussions about bits they thought were not quite symmetrical. Also, it hasn’t been uncommon in class to hear, at perfectly random times, “I found something in the quilt that isn’t symmetrical!” or “Look how colorful it is!” This, to me, is the best part.
PS~ If you get a chance, come see the immigration bulletin board display outside the 5th grade classroom. A different (asymmetrical) aesthetic than the quilt—the 5th graders created this display entirely themselves, and it’s wonderful!
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