Math Lesson: Measuring Angles with the Leaning Tower of Pisa

As a post-lesson that reinforces identification of angles, estimation of the degree of an angle, and measuring angles, complete the following on-line lesson:

Measuring Angles with The Leaning Tower of Pisa - Gr. 4-6 - Geometry - Ontario Curriculum (14:40 mins)

Created by Ryan Tindale

Link: https://www.youtube.com/watch?v=VmS5tjuBdg4

In this video, google earth is used to help teach a geometry lesson to grade 5/6 students to identify acute, right and obtuse angles and begin measuring them with a protractor. The bell tower in Pisa is used to make the video more authentic and relevant, with cross curricular links to social studies. Construction on the bell tower in Pisa began in 1173 (Medieval Times) and took 200 years to complete.  It's purpose was to let the citizens know that the church (near the tower) was beginning. The bell tower is 150 feet high and has been slowing falling to one side over the last 950 years (therefore, it is known as the Leaning Tower of Pisa).  With its cross curricular connection, this video links very well to our Social Studies unit on early societies.

The objective of the video is to use angles to measure how many degrees this building has fallen over using smart technology (lines and protractor). You are to name the angle, estimate the degree of the angle, then help to participate in measuring the degrees of the angle using smart technology.  After the video, you are to identify, estimate and measure other building angles

NOTE: Ryan Tindale is a teacher in Ontario who loves to teach math through smart technology.  He has created a few videos in his series, Teaching Smarter.  His website is a great resource!

http://teachingsmarter.wix.com/home

We NEED Poetry!

We need poetry!  Poetry promotes literacy, builds community, and fosters emotional resilience.  It can cross boundaries that little else can.

I wrote a poem from the information I compiled from interviews of students with special needs.   I asked these students to describe to me, in one of two words, their exceptionalities and what it was like to learn.  In some cases, I had to modify the questions to meet the needs of the student.  For example, the title credits go to a student who is non-verbal.  I asked him what he thought of his EA.  He looked directly at her, gave her a huge smile, and gestured a thumbs up sign!  

Thumbs Up! (Perspectives)

I can’t talk;

I can’t walk;

I can’t read;

I can’t write;

I can’t hear;

I can’t see;

I can’t count;

I need medicine;

I have anxiety;

I need help.

BUT…

I have dreams;

I can smile;

I have likes;

I can communicate;

I can feel;

I have hope;

I am included;

I have friends;

I can laugh;

I can play;

I have goals;

I can succeed.

I am a student with special needs.

I am a person.

Thank you for seeing what I CAN do!

Thumbs up!

Now it is your turn!  Here is the link to your next lesson, where you are going to use poetry to tell me about yourself - where you come from and who you are!  

https://docs.google.com/document/d/1iwdAB7NUv5ez0I7eE-d_y3lUjRY-gD8cw4nFHSP7RDQ/edit