Name of Activity:
Purpose of Activity:
Students will be able to demonstrate, with their bodies, the four types of angles: Right, Acute, Obtuse, and Straight.
It would be helpful, but not a requirement, for students to have prior knowledge of four types of angles.
Suggested Grade Level:
Enough yarn balls (a soft object for tagging) for 1/4 of the class. A whiteboard or large poster to review/teach the four types of angles before the activity. Visual and verbal representations of each angle would work best.
Chasing, Fleeing, Dodging
Description of Idea
There will be four rounds of Anglepalooza. For each round, 1/4 of the students hold a yarn ball, visible to others, to tag classmates. Each round will be designated as either Right, Acute, Obtuse, or a Straight angle. When tagged, that player must freeze and show a number, between 1-10, of that type of designated angle, with his/her body parts. For example, during the “Acute Angle” round, a student could choose to show six, less than 90 degrees, angles with his her bent elbows, legs, arms/torso, bent from waist, etc. — either sitting, standing, kneeling, lying down, etc. A tagged student can be set free by another untagged student who stands with arm raised (to avoid being tagged) in front of frozen classmate, and has to correctly guess the number of angles being shown by frozen player in order to set him/her free and resume play. Play four rounds, allowing for each student to be a tagger. A 5th round can be added where the tagger has to designate the type of angle that has to be made by the frozen player, then the rescuers have to identify the angle, as well as, the number that has been made.
To simplify the game for younger students, allow for frozen players to use numbers between 1-5 for each type of angle.
For older students, require that the number of angles be shown at a certain level (low, middle, or high) or symmetrical/non-symmetrical.
Teacher can observe students during rescue phase to ensure correct demonstration of the type of angle each round. Quiz frozen players to assess understanding.
Students can also use self-assessment and peer-assessment formats during and/or after the activity.
Make sure to have students walk first instead of running. Other types of locomotor activities (e.g., sliding, skipping, etc.) are best to use as well.
Adaptations for Students with Disabilities:
Students with mobility or sensory impairments could use an extended soft object, such as a foam noodle, to use for tagging, instead of a yarn ball. Students with cognitive disabilities could, instead of showing number of angles with body parts, they could go to a table and trace over a number of that type of angle with a pencil or crayon (provide multiple worksheets with each type of angle). This could be an alternate option for the whole class when someone is tagged.