GEMS project

Treasure Boxes

Michelle Garcia & Vanessa Silva

Description

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5 E Lesson Plan #1

AUTHOR'S’ NAME: Vanessa Silva
TITLE OF THE LESSON: “Treasure Maps”
TECHNOLOGY LESSON: No
DATE OF LESSON: Week 3, Thursday and Friday
LENGTH OF LESSON: (30-45 minutes) per day
NAME OF COURSE: Introduction to Treasure Boxes: Mathematical & Logical Thinking
SOURCE OF THE LESSON: GEMS Guide: “Treasure Boxes”

TEKS ADDRESSED:
112.4 (b), (3):
(A), make decisions using information
(B), discuss and justify the merits of decisions; and
(C), explain a problem in his/her own words and identify a task and solution related to the problem
112.4 (b), (5):
(B), identify, predict, replicate, and create patterns including those seen in charts, graphs, and numbers

CONCEPT STATEMENT: Our lesson plan interweaves a strong mathematical learning experience and familiarizes the students with a coordinate grid, a mathematical tool that is important to graphing. As they develop mapping skills and practice cooperative work skills, our students will use logical and divergent thinking skills as they develop test strategies to find the treasure in the fewest moves.

PERFORMANCE OBJECTIVES: We gather the students collaboratively and ask them what a treasure map is and who might use one. We then hold a copy of the Hidden Treasure Map gameboard and focus the attention on the large letters along the bottom of the map. As the teacher points to each letter, the teacher must read it out loud to the students from bottom to top. Point out the intersections of the lines which are marked by stars. (a copy of the Treasure Map gameboard is located in the back of “Treasure Boxes GEMS Guide)

Ask where certain “letter and numbers” are one the map. For example, “A,3”. Locate that point (marked by a star) by reading across to the “A” and then counting up (above the “A”) three stars. Continue with another set of coordinates, such as “C,4.”
Tell the students you are going to place a treasure on all of the intersections/stars. Ask, “How many pieces of treasure are needed?” When a student replies, ask how they counted. Use this opportunity to count by fives.
Choose a student partner to hunt for treasures with the teacher. Together place the 25 pieces of treasure on the map. The objective is to have the students read the coordinates. Once they have found the coordinates, the teacher must count up until they reach the coordinates on the card.

RESOURCES:

GEMS Guide : Treasure Boxes

SAFETY CONSIDERATIONS: To be aware that the students do not put certain materials in their mouths and to safely use all the materials amongst each other.

SUPLEMENTARY MATERIALS, HANDOUTS:

16 filled treasure boxes
16 sheets of 8 ½ colored card stock to make Game Cards
16-32 pieces of 11”x 17” paper for Hidden Treasure Map gameboard
16 rubber bands
240 markers
16 small containers of ziplock plastic bags

Engagement		Time: 5 minutes
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Introduce topic by asking who knows what a treasure map is and where they can find one. Today we will begin our unit on Treasure Maps.	Who can tell me what a treasure map is? Where do you think you can find one?	“In the world”. “ In school” “At grandpa’s house”
		They might think that a treasure map is too difficult to figure out.

Exploration		Time: 15 minute`s
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Teacher may make an overhead of the Hidden Treasure Map gameboard and projected it on a classroom wall to introduce the coordinates.	Where can we find “A,3” on the map? Can anyone else tell me where we can find “C,4” on the map?	“ I know. I know” ( anxiously raising their hand).
		Students may have difficulty at first trying to figure out how to start with the coordinates.

Explanation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Tell the students that you are going to place treasure on all of the intersections/stars. The treasures are going to be placed in the appropriate spot when you show your buddy the card. Take a card form the top of the stack. Ask the students to read the coordinates. Find those coordinates by first reading across to the appropriate letter. Then count up until you reach the coordinantes on the card. Take the treasure.	How many pieces of treasures are needed?	“A lot.” “At the corners.”
	Where can we place the treasures?	“Where they belong.”

Elaboration		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Now I want you to get with a student and practice placing the treasures on the intersections. Go around the room and check if students are placing the treasures in the right spot. Write what they say and put on the board.	What do you do first?	Pick a card from the top of the stack.

Evaluation		Time: ________
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Write on the board what the students say after finishing their Treasure Map. Write the definition of coordinates and other “new” words you heard as they worked on the activity.	What did you learn today with our Treasure Map? What questions do you have?	Where to put our treasures with the write letter and number. Can we make our own treasure map?