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Quintessence Lesson Plans - Staci

Page history last edited by Staci Nowakowski-Grimm 13 years, 11 months ago

                           

    Exploration of 3-Dimensional Shapes   

 

Submitted by: Staci Nowakowski-Grimm
Date: March 17, 2010
Edited by:
Date:

 

 

Unit Name: Let's Go Fly A Kite
Unit Length: Six Weeks

Overview: Analyze characteristics and properties of three-dimensional geometric shapes and develop a  mathematical understanding about geometric relationships in our world.

Lesson: I've seen that shape before.

DESIRED RESULTS:  Students will be able to name, and recognize three dimensional shapes in the real world.

TEKS and SE's

Mathematics:

1.4 Patterns, relationships, and algebraic thinking.

 (A) Identify, describe, and extend concrete and pictoral patterns in order to make predictions and solve problems.

1.4 Geometry and spatial reasoning.

 (A) describe and identify objects in order to sort them accroding to a given attribute using informal language;

 (B) Identify circles, triangles, and rectangles, including squares, and describe the shape of balls, boxes, cans and cones.

Three dimensional geometric shapes:

Students will be able to recognize, build, draw, compare and sort shapes.

Describe attributes and parts of shapes: circle, rectangle, square, triangle, parallelogram (sides and vertices); identify faces, edges, vertices (corners).

Sort using similar attributes (curved surfaces, flat surfaces).

Investigate and predict putting together and taking apart shapes.

Critical Vocabulary

Shapes, circle, rectangle, square, triangle.

Three-dimensional shapes: cone, cube, cylinder, edge, face, rectangular and triangular prism, pyramid, sphere.

 

Enduring Understandings (Big Ideas) 

Recognize, name and define common geometric shapes that are found in the the world around us.  Students will make connections with the mathematices they are learning and be able to recognize these shapes all around.

Essential Questions:

Where do we see shapes? What can you tell about shapes? How are they different? How would you describe the shapes? Which shapes roll? Which do not roll? Why?

Learning Goals and Objectives Students will explore and learn names of simple solid shapes. Students will be able to recognize, name, compare, and sort shapes that are three dimensional with 80% accuracy.

Materials Needed

Pattern Blocks, chart paper, paper, scissors, crayons and pencils.

Geo-Blocks

ASSESSMENT PLAN:

Performance Tasks Students will be asked to show their understanding by using a set of (5)  3 dimensional shapes that they will sort by attributes, draw the shape and label it with the vocabulary posted in the room. Students will complete this final task with 75% accuracy.

Students will be asked to cut out 3-dimensional shapes from their Shape Cards Sheet, name the shape and find a picture of an item from the newspaper ads. that represents that shape with 75% accuracy.

For GT students they can add how many corners, edges, faces.

Modified for students working below grade level: Glue picture of 3-dimensional shape and one from the newspaper ads. to match.

Other Evidence

Students will show knowledge and understanding of geometric shapes by completing center activity work and  on-line activities that compare, sort and describe the common geometric shapes.

LEARNING PLAN:

Engage:

Students will watch a video on UnitedStreaming, it will demonstrate the shapes around us.

Teacher and students will conduct a discussion of the video and what was learned.

UnitedStreaming.com Discovery Learning Video Geometry K-2

Discovering_Math__Grades_K_02__Geometry.mov


Explore:

Students will explore and familiarize themselves with the Geo Blocks. In small groups they will sort the shapes. Together as a whole class we will discus what was noticed about the sorted groups of shapes and why they fit in that group.

Teacher will create a chart to record the information and the class will decide how to organize the groups so that they are recorded by the same attributes. Each group will share and demostrate how their shapes fit in the sorted groups of different shapes.

As they share teacher will question students by asking: Which shapes roll? How are they alike/dislike? What do you notice about the corners, sides, faces?

 

Explain:

Shape chart of organized attributes of the shapes will hang in the classroom for student reference.

1. Students will work in center activities exploring and building with the geometric shapes.  As they build and create they will record what they notice about shapes and combining shapes to create something new.

2. Computer station: Students will interact with an activity on National Library of Virtual Manipulatives titled: Color, Shape and Size: They sort shapes by size, color, and shape.

http://nlvm.usu.edu/en/nav/frames_asid_270_g_1_t_3.html?open=instructions&from=search.html?qt=

3. Shape Spotting: Activity where students investigate the classroom to find examples of 3-dimensional shapes they have been studying about.  They record their object, label it with a geometric shape and display it near the chart created by the class.

4. Center Activity: Faces, Corners, and Edges.  Students recognize and name the shapes of the faces of the figures. They will use pre-printed name cards, and Shape Cards Sheet to match with the 3-dimensional shapes. Students will match the picture, name it, locate the shape of the face and record observations on a chart.

 

Elaborate:

Students will use the pattern blocks to see how many shapes fit to create a different shape and compare with others in their group.  For example: How many triangles will it take to make a trapezoid? Students will use pattern blocks to explore the different ways to make shapes using other shapes, record their work on a chart, and draw a picture of the shape and identify it.

Independently students will work to record what they know about shapes and 3-dimensional figures by sorting, classifying, and comparing the attributes discussed in whole group activities. They work to share their findings with a partner.

 

Evaluate:

Teacher will evaluate student learning and understanding by asking students to work independently on an assessment.  Together students and teacher will create a rubric and criteria for working with geometric shapes and pattern blocks.

Time:

30 Min.

 

 

 

 

 

 

 

 

 

 

 

20min.

 

30min.

 

 

20min.

 

 

 

 

30min.

 

 

20min.

 

 

 

 

 

 

 

 

 

 

 

20min.

 

 

20min.

 

 

 

 

 

30min.

 

 

 

 

 

 

 

20min.

Extensions:

Face Patterns

Have students explore patterns by counting faces on a group of cubes. First help them develop a chart:

Cubes      Number of Faces                   Sketch

1 Cube                   6

2 Cubes                 12

Shape Hunt Game

Students pick cards from a collection of shape cards from the Shape Cards Sheet and try to find an example of each shape. The hunt can take place within the classroom, throughout the school, at home, etc. Players can try to be the first to find all their shapes. Or they can try to find the most shapes in a given time.

Shapes on the Web

Students identify shapes they find as they explore web pages (with adult guidance) that contain photos of items for sale, sports activities, works of art, etc.

Modifications

Picture cards used with pictures, and names  for matching.  Use of pattern blocks and geo blocks at all center activities.

 

 

                                   

                       Geometric Patterns

                Shape and Pattern Designs

 

 

Submitted by: Staci Nowakowski-Grimm
Date:March 28, 2010
Edited by:
Date:

 

 

Unit Name: Let's Go Fly A Kite
Unit Length: 6 weeks

Overview: Recognize and identify different geometric shapes and patterns around our world and duplicte a pattern using simple geometric shapes.

Lesson:  Shape and Pattern Designs

DESIRED RESULTS: Students will be able to identify patterns in their every day world and duplicate a simple geometric pattern, with color, on a group mural.

TEKS and SE's

Mathematics

1.6(C) Describe and identify two- and three dimensional geometric figures in order to sort them according to a given attribute using formal and informal language.

1.4 Patterns, relationships, and algebraic thinking.

 (A) Identify, describe, and extend concrete and pictoral patterns in order to make predictions and solve problems.

1.4 Geometry and spatial reasoning.

 (A) describe and identify objects in order to sort them accroding to a given attribute using informal language;

 (B) Identify circles, triangles, and rectangles, including squares, and describe the shape of balls, boxes, cans and cones.

 Art:

1.1 Perception.

 (B) Identify color, texture, form, line, and emphasis in nature and in the human-made environment.

1.2 Creative expression/performance.

(A) invent images that combine a variety of colors, forms, and lines

(B) place forms in orderly arrangement to create designs.

 

Critical Vocabulary

nature, shapes, pattern, circle, square, heart, triangle, spiral, oval, rectangle, hexagon

Enduring Understandings (Big Ideas)

Students will recognize, describe, and compare two and three dimensional shapes, and locate a pattern using them in the real world.

 

Essential Questions

Where do you see shapes?  How do we use shapes? What do you notice whe the shapes repeat? Do you see a pattern? Can you identify and name the pattern?

Learning Goals and Objectives

Students will be able to recognize and identify 2-dimensional shapes with 75% accuracy.

Students will relate objects in our environment to simple geometric figures with 75% accuracy.

Students will identify patterns in nature and duplicte the simple pattern on paper, add design and ciolor with 75% accuracy.

Create simple patterns and designs with shapes with 80% accuracy.

Materials Needed

Pattern blocks

Shape activity sheets

Paper, Construction paper

Scissors, glue, pencils, crayons, markers, water color paints

ASSESSMENT PLAN:

Performance Tasks

Students will be able to recognize, create and identify a pattern using geometric shapes with 80% accuracy.

Students will design a simple pattern using the geometric shapes and attach it to a group mural depicting flying kites at school with 80% accuracy.

Other Evidence

Whole group discussion and sharing, demonstarting with pattern blocks and duplicating the pattern on their paper.

Recording patterns noticed in nature. 

Students will create a pattern using the different geometric shapes and apply color.

Students will work and practice with hands-on manipulatives and on-line sites.

LEARNING PLAN:

Engage:

Show students Math Monsters video demonstrating patterns with geometric shapes.

Ask students to watch for the different patterns that can be made with shapes.

Stop the video to discuss what they see and notice about shapes and patterns.

List the shapes they saw on a chart and ask students to draw a picture of the shape.

UnitedStreaming Educational Videos

http://streaming.discoveryeducation.com/

 


 

Explore:

Discuss the video by asking questions:

What shapes did you see?  Can you name any patterns?

Students use the NLVM (National Library of Virtual Manipulatives) website to

explore shapes and patterns by exploring the activity

Pattern Block Patterns.

Students will take turns working on the pattern block pattern site and with pattern blocks to formulate their pattern of shapes.

Explain:

Students work with partners and compare their pattern plans. Each student tells their pattern, and how they found it. They make connections with the on-line site, pattern block manipulatives, and the video watched earlier in the lesson. They support their work by showing it with the drawing and the blocks.Togther they find similarities in the shape patterns and differences.

 

Elaborate:

Students apply what they know about shapes and patterns and add designs to their pattern they created and discussed with a partner. They add a detailed design to their pattern by using paint or crayons to add color.  

The finished product will be combined with all student's pattern designs to create a mural of kite day at  their school. 

 

Evaluate: Students and teacher will create a rubric and criteria that shows learning expectations of patterns, simple geometric shapes and design.

 

Time:

30min.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20min.

 

 

Four 15min. group rotations

 

 

 

 

 

 

 

 

 

 

15min.

 

 

 

 

 

 

30 min

 

 

 

 

20 min

Extensions: Students will use geoboards to create congruent figures that they have discovered.  Demonstrate patterns through famous art works: "Pie Counter: by Thiebaud, "Three Musicians" by Picasso to show symmetry.  Students will be able to identify symmetrical patterns in in their world.

Students can write a story about their shape design and where they would see it in the real world.

Modifications: Teacher will support struggling students by providing models of patterns. Students will work with partners for peer support.

 

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