1. 1. Question A tangram is a Chinese puzzle of five triangles, one square, and one parallelogram. These shapes start out arranged into a large square, then they can be rearranged into other figures. You will be asked to create an animal using the shapes in a tangram and then write a story about the animal you made. 1111 2222 3333 6666 5555 4444 Next Image Source: TitlePeek Image Source: Wikimedia CommonsWikimedia Commons

2. 2. Information Sources 1111 2222 3333 6666 5555 4444 Next 1.Let’s learn how to move shapes so we can create our own animals. 2. Now we can practice moving shapes in order to create different images. Image Source: BrainPop Jr. Image Source: PBSkids.com

3. 3. Student Activity First, manipulate the shapes in the tangram on your own to create an animal. 1111 2222 3333 6666 5555 4444 Next Image Source: WixieWixieImage Source: Wikimedia CommonsWikimedia Commons Word WixiePaper Image Source: Math About.comMath About.com

4. 4. Assessment Activity Next, write a story to go along with your tangram character. Use the writing organizer included below the drawing you created in slide 3. Be sure to include a beginning, middle, and ending to your story. 1111 2222 3333 6666 5555 4444 Next

5. 5. Enrichment Activities 1111 2222 3333 6666 5555 4444 Next MathPlayground: Tangrams Crickweb: Tangrams ABCya: Tangrams (Scroll down to Tangrams)

6. 6. Teacher Support Materials First Grade and Library Media Maryland State Curriculum Maryland State Curriculum Math 2.E.1. b. Apply special reasoning in activities such as: pattern block. c. Identify and demonstrate slides and flips using manipulatives. Common Core State Standards Common Core State Standards 1.G.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.2.4 Demonstrate personal productivity by completing products to express learning. ISTE NETS - National Educational Technology Standards for Students ISTE NETS - National Educational Technology Standards for Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions. Time Frame: 3 50 minute lessons Differentiation strategies for this lesson: Direct instruction will be needed in the beginning of each lesson to review with the students how to navigate throughout the various websites. Most students will be able to work independently throughout the lessons. Learning Styles addressed in this lesson:Learning Styles addressed in this lesson: Visual, Auditory, Kinesthetic, Reflective, Logical, Sequential Notes to the teacher: Slide 1 has the definition and illustrations hyperlinked to the shape of the rabbit. Slide 3 will give the students three options for creating their character. The students will be able to use either a word document, Wixie template, or paper shapes to be manipulated by hand. Check with your technology liaison if assistance is needed with Wixie. The teacher will need hard copies of the paper template and scissors for the students who chose the paper option. Students will may need a paper copy of the story paper to write their rough draft of their story if a digital device is unavailable to them. The students may also use the written rough draft to assist them in typing their final version. Last updated: July 2014, Modified July 2015 Created by Brenda Chamberlain, Library Media Specialist Intern BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Brenda ChamberlainJamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444