Lesson Plan | Traditional Methodology | Movements and Location: Grid Meshes

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the lesson plan is to present to students what they will learn and what skills they will develop throughout the lesson. This establishes clear expectations and prepares students for the content that will be covered, allowing them to understand the practical importance of the topic in solving real problems involving location and movement.

Main Objectives

1. Develop the ability to describe the location of people and objects on grid patterns.

2. Enable students to identify routes and paths on grid patterns to reach a specific point.

3. Promote understanding of how to use coordinates on a grid to describe positions.

Introduction

Duration: (10 - 15 minutes)

The purpose of this stage is to capture the attention of students and contextualize the theme of the lesson, showing the practical relevance of using grid patterns and coordinates. This helps to motivate students, arousing curiosity and preparing them for the content that will be covered next.

Context

To start the lesson, explain to students that today they will learn how to locate and describe the position of objects and people on a grid. Use a simple example, such as a map of a park or a chessboard, to illustrate the concept. Show how each square on the map has a specific position that can be described using coordinates. Highlight the importance of knowing how to locate oneself in different contexts, such as in a shopping mall, an amusement park, or even in a board game.

Curiosities

Did you know that maps and grid patterns are used in various professions, such as engineering and architecture, to plan buildings and cities? Even pirates used coordinates on maps to find hidden treasures! Today, we use GPS on our phones to help us find places, which also works based on coordinates.

Development

Duration: (35 - 40 minutes)

The purpose of this stage is to provide students with a detailed and practical understanding of how to work with grid patterns. The goal is for them to feel comfortable identifying and describing positions and routes, using coordinates. Through guided examples and practical questions, students will be able to apply the knowledge gained and develop essential skills for solving location and movement problems.

Covered Topics

1. Introduction to Grid Patterns: Explain what grid patterns are, using practical examples such as maps of parks and game boards. Show how each square on the grid can be identified by a unique combination of letters and numbers (coordinates). 2. Coordinates and Location: Detail how to use coordinates to locate specific points on the grid. For example, the coordinate (B, 3) indicates the position in column 'B' and row '3'. Demonstrate this by drawing a grid on the board and placing some example points. 3. Movements on the Grid: Teach how to describe movements on the grid, such as moving from one point to another. For example, to go from coordinate (A, 1) to (C, 3), students can move two columns to the right and two rows up. Provide several practical examples on the board to ensure understanding.

Classroom Questions

1. Describe the location of point (C, 4) on a grid. What is the combination of column and row? 2. If you are at point (A, 2) and need to reach point (B, 5), what steps should you follow? How many columns and how many rows do you need to move? 3. Imagine that a treasure is hidden at point (D, 3). Describe a path to get to that point starting from (A, 1).

Questions Discussion

Duration: (20 - 25 minutes)

The purpose of this stage is to review and consolidate students' understanding of the content covered, ensuring they can correctly apply the concepts of grid patterns and coordinates. The discussion of responses allows students to reflect on their difficulties and learn from their mistakes and successes, while engaging with additional questions promotes a deeper and contextualized understanding of the topic.

Discussion

• Question 1: Describe the location of point (C, 4) on a grid. What is the combination of column and row?

Explanation: The point (C, 4) is located in column 'C' and row '4'. This means that when looking at the grid, you should follow column 'C' to row '4', where these two intersect is point (C, 4). Use a drawn example on the board to better illustrate this explanation.

• Question 2: If you are at point (A, 2) and need to reach point (B, 5), what steps should you follow? How many columns and how many rows do you need to move?

Explanation: To go from point (A, 2) to point (B, 5), you need to move one column to the right and three rows up. First, move from 'A' to 'B', and then go up from row '2' to row '5'. Draw this trajectory on the board so that students can clearly visualize the movement.

• Question 3: Imagine that a treasure is hidden at point (D, 3). Describe a path to get to that point starting from (A, 1).

Explanation: To reach point (D, 3) from (A, 1), you can move three columns to the right and two rows up. The path could be: from 'A' to 'B', 'C' and then 'D' (three columns to the right), and then from row '1' to row '3' (two rows up). Show this trajectory on the board to help students visualize the path.

Student Engagement

1. What was the most challenging part of describing the location of the points? 2. How do you think these skills can be useful outside the classroom? 3. Can anyone share an example of when they needed to use coordinates or location on grid patterns outside of school, like in games or when using a map? 4. Can you think of other contexts where the ability to locate oneself on a grid would be important? 5. How can we check if the path we chose to reach a point is the shortest possible?

Conclusion

Duration: (10 - 15 minutes)

The purpose of this stage of the lesson plan is to consolidate students' learning by recapping the main points covered and reinforcing the connection between theory and practice. This moment also serves to highlight the importance of the topic and motivate students to apply the knowledge gained in real situations, ensuring a deeper and more lasting understanding.

Summary

• Understanding of grid patterns and their practical uses.
• Identification of coordinates in grid patterns.
• Description and location of specific points using coordinates.
• Movement from one point to another within the grid.
• Practical application through problem-solving for location and movement.

The lesson connected theory with practice by using real examples, such as maps of parks and game boards, to illustrate how coordinates and grid patterns are used to locate specific points and trace routes. This allowed students to see the relevance of the content for everyday situations and playful activities, facilitating the understanding and application of the concepts presented.

The topic presented is extremely relevant to students' daily lives, as the ability to locate and describe the position of objects on a grid is useful in various situations, from navigating maps to solving problems in board games. Furthermore, understanding these concepts may spark interest in professions that utilize coordinates and location, such as engineering, architecture, and geography.