**Title:** Geometric Shadows

**Description:**
Students will identify objects as translucent, transparent, or opaque. Upon seeing the shadow of the opaque object, students will identify the geometric figure created by the shadow.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**Standard(s): **

[MA2015] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words *halves, thirds, half of, a third of*, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

**Subject:**Mathematics (K - 4), or Credit Recovery Science (4), or Science (1)

**Title:**Geometric Shadows

**Description:**Students will identify objects as translucent, transparent, or opaque. Upon seeing the shadow of the opaque object, students will identify the geometric figure created by the shadow.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

**Title:** The Horizons of Soil in My Backyard

**Description:**
Students will work in small groups to dig holes 1 meter deep. Students will work with measurements as they dig and measure. Students will observe the different types of soil and how the soil changes as they dig. Students will write and draw in their journals about the soil horizons. The need for soil as an important natural resource will be discussed. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.
**Standard(s): **

[SS2010] LWT1 (1) 9: Differentiate between natural resources and human-made products.

**Subject:**Mathematics (K - 2), or Credit Recovery Science (2), or Science (4), or Social Studies (1)

**Title:**The Horizons of Soil in My Backyard

**Description:**Students will work in small groups to dig holes 1 meter deep. Students will work with measurements as they dig and measure. Students will observe the different types of soil and how the soil changes as they dig. Students will write and draw in their journals about the soil horizons. The need for soil as an important natural resource will be discussed. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.

**Title:** The Length of My Feet

**Description:**
This lesson, one of a multi-part unit from Illuminations, focuses students attention on the attributes of length and develops their knowledge of and skill in using nonstandard units of measurement. It provides practice with and remediation of the measurable attributes of length. Several pieces of literature appropriate for use with this lesson are suggested.
**Standard(s): **

[MA2015] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2-MD3]

**Subject:**Language Arts,Mathematics

**Title:**The Length of My Feet

**Description:**This lesson, one of a multi-part unit from Illuminations, focuses students attention on the attributes of length and develops their knowledge of and skill in using nonstandard units of measurement. It provides practice with and remediation of the measurable attributes of length. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Get the Turtle to the Pond

**Description:**
This lesson, from Illuminations, provides opportunities for creative problem solving while encouraging young students to estimate length and angle measure. Students are asked to enter a sequence of LOGO commands to help the turtle get to the pond. Children can write their own solutions using LOGO commands and input them into the computer. The turtle then moves and leaves a trail or path according to the instructions given. Two possible solutions or paths that students might have produced can be seen.
**Standard(s): **

[MA2015] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2-MD3]

**Subject:**Mathematics

**Title:**Get the Turtle to the Pond

**Description:**This lesson, from Illuminations, provides opportunities for creative problem solving while encouraging young students to estimate length and angle measure. Students are asked to enter a sequence of LOGO commands to help the turtle get to the pond. Children can write their own solutions using LOGO commands and input them into the computer. The turtle then moves and leaves a trail or path according to the instructions given. Two possible solutions or paths that students might have produced can be seen.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Designing a Virtual Path

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to design a virtual path that enables a ladybug to hide under a leaf. They also develop navigational skills by testing to see if their path is accurate and then revising their solutions.
**Standard(s): **

[MA2015] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2-MD3]

**Subject:**Mathematics

**Title:**Designing a Virtual Path

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to design a virtual path that enables a ladybug to hide under a leaf. They also develop navigational skills by testing to see if their path is accurate and then revising their solutions.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2