I did not get a chance to read this week's material until Friday this time, so I was not able to get outside with my students and try this activity, but I will reflect on a previous similar activity we did in September in relation to the reading. About a block from our school we have a small tree nursery that is kept up by the community and is approved for short walking field trips. In mid-September, I had the idea to take students there and observe this nursery near the Autumn equinox, and we would go do so again at the winter solstice, spring equinox, and summer solstice to specifically observe the changes in the trees (part of our Grade 6 Science curriculum). It did not even occur to me at this time the mathematics that could have been present in this work.
When we sat with our journals, my direction completely ignored any of the man-made things in the area. I think I'd love to go back and only focus on some of the man-made objects in order to pull out some more of the math that is present. We looked specifically at natural objects and spent a few minutes just observing before we sketched. I love the idea of sketching three man-made objects and three living things in the area. The prompting questions on the activity sheet are really great for reflecting on some of the mathematical concepts:
What kinds of lines and angles did you see in most living things? How about in most human-made things? Are there typical lines and patterns that show up in living things vs. human-made things? Any exceptions to this?
Why do you think these patterns exist (if you notice patterns, that is!)
How might you use close observation and drawing or sketching to help your students learn about lines and angles?
Are there ways to experience lines and angles through whole-body movement or large body motions outdoors? In relationship to the living world?
I think having students consider these questions and some of the man-made objects around them will help them to make some deeper connections to the work we're doing with geometry and start to recognize some of the vocabulary "in the wild" so to speak. When I do this activity again, maybe next week, I will emphasize some of the mathematical connections as well as the fact that they're not being judged by their ability to sketch, the goal is to observe and connect, and hopefully report back on the success.
Having students observe and document different season by looking at a specific location at different times throughout the school year is also an activity that I do with my grade 1/2 students as we are learning about seasonal changes in Science. I love the idea of creating moments throughout this activity to allow students to explore math within this activity.
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