Title: Shapes
By: Scott E. Engle
Table of Contents
Theme: The shapes of everyday life
Grade Level: First
General Subject Area: First Grade Mathematics
Specific Subject Area: Shapes and Symmetry
Goal: To investigate and learn different shapes
Unit Length: Once week
5 Lesson Plans:
Topics Previously Taught:
Line segments
arches
parallel lines
Perpendicular lines
General Objectives:
Students will know the similarities and differences of shapes
Students will be able to identify, recognize, and create shapes and state what characteristics and rules they have.
Students will be able to relate shapes to everyday life.
Assessment Techniques:
Formative Assessments: Questioning will be used as a way to evaluate whether or not that students are understanding the concepts of shapes throughout each lesson. There will be mixed questions throughout the lesson to make sure that students are understanding. In addition, at the end of each lesson, the students will be constructing pages for their final book on shapes that can be used by the teacher through observations to make sure that the students understand the topic.
Summative Assessment: The completed book made by the students will show if the students understood what was being taught in the unit. In addition to the book made by students, they will be writing in journals that will be looked at by the teacher at the end of the unit to assess whether or not the appropriate knowledge was learned from the unit.
Additional End Of Unit Written Assessment:
Observation of students: The teacher will observe the students during classroom work to assess whether or not the students comprehend the material.
Portfolios: Students will be required to put collections of papers as well as drawings into a folder that will be evaluated at the end of the unit by the teacher.
Journals: Students and teacher journals of learning will be taken each day to see if students understand the concepts.
Discussion: During every lesson the teacher will be evaluating students based on participation in classroom activities and what they donate to the classroom discussion.
Instructional Strategies:
Multiple Intelligences - We will be using a variety of activities designed to incorporate all of the intelligences so that every student can learn.
Learning Centers - Bulletin Boards with activities will allow students to explore hands-on activities and learn through inquiry.
Differentiated Instruction - Through the activities in class, students will be encouraged to go at their own pace and different activities will be available to make sure nobody is held back or left behind.
Webquests - In addition to the web quest included, students are encouraged to complete a variety of other web quests to allow students to further investigate shapes. This allows students to base their learning on inquiry after the basic concept is already learned.
Cooperative Learning - Students will be placed in groups according to ability to make sure that all students can help one another to succeed.
Adaptation Strategies for all Learners:
Tiered Learning centers - Learning Centers will be designed so that all leaning levels and intelligences are actively learning.
Assignments based on student choice - By allowing choices you give the students an opportunity to be creative and pick a topic for an activity that interests them.
Assessment on student levels - Different assessments will be required throughout the unit to make sure that all the students are learning. The final assessment will take into account the different levels of learning that took place.
Cooperative grouping with mixed groups - Groups for class projects and assignments will be designed so that advanced learners can help other learners in their groups. We will also have the multiple intelligences mixed in groups so that everyone can contribute something to the group and all the students will help each other to construct their learning.
Scaffolding - Students will be encouraged to reach to the next "level." They will be aided to apply what they already learned and use it for their new knowledge.
Remediation Plan:
Remediation will take place if students do not meet the standards required by the lessons. Remediation will directly relate to the assessments and direct the students into reviewing key concepts. If needed the teacher will meet with the students individually and review concepts to make sure that all standards are reached. Remediation will be directly after the lesson and will not be postponed to any later time to ensure that the topics are fresh in the student's minds and can be easily reviewed.
Culminating Activity:
End of the unit assessment
Review and completion of shapes portfolio created step-by-step during each lesson. This portfolio will be discussed by each student with the class and will be kept by the teacher for parent-teacher conferences.
List of Standards being addressed:
2.9 Geometry
A - Name and label geometric shapes.
D - Find and describe geometric figures in real life.
E - Identify and draw lines of symmetry in geometric figures
F - Identify symmetry in nature.
G - Fold paper to demonstrate the reflections about a line.
Lesson 1
Squares/Geometry
First Grade
45 Minutes
Objectives:
In class, students will be able to identify, recognize, and create squares stating what characteristics and rules they with 95% accuracy.
PA Standards:
2.9 Geometry
A- Name and label geometric shapes.
D- Find and describe geometric figures in real life.
Materials:
· A variety of different sized squares for group use
· Yarn
· Large square for measuring
· Paper for plotting
· Old Magazines
· Scissors
Resources:
· Website
· Textbook
· Magazine
· Encyclopedia
Procedures:
1. Discuss the history of geometry with many examples of past civilizations and where it is at today. (7 min.)
2. Display various sized squares (5 min.)
3. Ask the students to tell what they know about that shape. (5 min.)
4. Write down the following responses: (3 min.)
· They have four sides
· They have four corners
· The sides are all the same
5. Display a large square and use yarn to confirm that squares do indeed have sides that are equal in length. (5 min.)
6. Help the students to make a large square using cubes. (10 min.)
7. In a group students will cut out pictures of squares from magazines and glue them to a paper about squares given to them. (10 min.)
Assessment:
Students will be tested on what they learn through a few types of assessments.
· Evaluation will consist of participation, following directions, and completing handouts and projects.
· Students will be split up into groups and directed to make a picture using a square, which will be presented to the rest of the class, and hung up on the bulletin board.
· Students will be asked about certain squares throughout everyday instruction to assess the student’s ongoing knowledge of them.
Closure:
We will take this time to review and reflect on squares, making sure that the students are aware of the different characteristics of the shape.
Lesson 2
Triangles
First Grade
45 Minutes
Objectives:
Given the request in class, students will be able to categorize triangles stating what characteristics and rules they have to be judged by the teacher.
PA Standards:
2.9 Geometry
A- Name and label geometric shapes.
D- Find and describe geometric figures in real life.
Materials:
· Triangle cut out of cardboard
· Shopping Bag
· Various sized triangles
· Scissors
Resources:
· Website
· Textbook
· Magazines
Procedures:
1. Place a triangle cut out of cardboard in a shopping bag. (1 min.)
2. Allow students to feel the cut out triangle through the shopping bag and describe it. (4 min.)
3. After everyone has felt it, show the triangle to the triangle to the class and discuss the major characteristics of it. (10 min.)
4. In a group students will cut out pictures of triangles from magazines and glue them to a paper about triangles given to them. (20 min.)
5. Refer to the papers about triangles and squares to review. (10 min.)
Assessment:
Students will be tested on what they learn through a few types of assessments.
· Evaluation will consist of participation, following directions, and completing handouts and projects.
· Students will be split up into groups and directed to make a picture using a triangle, which will be presented to the rest of the class, and hung up on the bulletin board.
· Students will be asked about certain triangles throughout everyday instruction to assess the student’s ongoing knowledge of them.
Closure:
We will take this time to review and reflect on triangles, making sure that the students are aware of the different characteristics of the shape.
Lesson 3
Symmetry
First Grade
1 Hour
Objectives:
In class, students will be able to assemble and draw symmetrical shapes and locate the line of symmetry with 95% accuracy.
PA Standards:
2.9 Geometry
E- Identify and draw lines of symmetry in geometric figures
F- Identify symmetry in nature.
G- Fold paper to demonstrate the reflections about a line.
Materials:
· Butterfly pattern
· Various symmetrical and nonsymmetrical shapes
· Various small designs for decoration of the butterfly
· Scissors
· Glue
Resources:
· Website
· Textbook
· Magazines
· Encyclopedia
· Library
Procedures:
1. Pass out one shape to each child.(Some are symmetrical, some are not) (5 min.)
2. Tell students to fold their shape in half and place them in the center of the classroom. (5 min.)
3. Tell students to group the shapes into two separate groups and explain their reasoning. (10 min.)
· If students do not group them into symmetrical and nonsymmetrical groups ask some leading questions.
4. Introduce the word symmetrical and explain the line of symmetry.(10 min.)
5. Cut shapes in half that are symmetrical and show the students that both sides are the same. (5 min.)
6. Discuss things in the classroom that are symmetrical. (10 min.)
7. In partners, have the students create a symmetrical butterfly. Each group will be given one butterfly and pieces needed to decorate the wings. One person will glue one piece to their side and the other will glue the matching piece to their side creating a symmetrical butterfly. (15 min.)
Assessment:
Students will be tested on what they learn through a few types of assessments.
· Evaluation will consist of participation, following directions, and completing handouts and projects.
· The students will be quizzed on shapes. They will have to write symmetrical or non- symmetrical next to each shape.
· Students will be asked about symmetry throughout everyday instruction to assess the student’s ongoing knowledge of it.
Closure:
We will take this time to review and reflect on symmetry, making sure that the students are aware of the different characteristics it as well as the line of symmetry.
Lesson 4
Circles
First Grade
1 Hour
Objectives:
Given an activity, students will be able to identify circles and state what characteristics and rules they have to be judged by the teacher.
PA Standards:
2.9 Geometry
A- Name and label geometric shapes.
D- Find and describe geometric figures in real life.
Materials:
· Q-tip
· Popsicle sticks
· Crayon
· Dental floss
· Yarn
· Plastic containers
· Sand
· Different sized coins
· Coffee filters
Resources:
· Website
· Textbook
· Magazine
· Encyclopedia
Procedures:
1. Bury a variety of coins in sand in large pans. (5 min.)
2. Guide students to their sand pan and have them find the coins in the sand. (10 min)
3. Ask the students what the characteristics the items have that they found in the sand. (5 min.)
4. Lead a discussion about circles and the definition of them. (5 min.)
5. Give students five different items: (5 min.)
· Q-tip
· Popsicle stick
· Crayon
· Dental floss
· Yarn
6. Pass out a paper divided into two sections: Items that do make a circle, and Items that do not make a circle. (10 min.)
7. Students will test each item and see if they can make them into a circle. If they can they will glue them onto the side that says Items that do make a circle, if not students will glue them on the other side. ( 20 min.)
Assessment:
Students will be tested on what they learn through a few types of assessments.
· Evaluation will consist of participation, following directions, and completing handouts and projects.
· Students will be split up into groups and directed to make a picture using a circle, which will be presented to the rest of the class, and hung up on the bulletin board.
· Students will be asked about certain circles throughout everyday instruction to assess the student’s ongoing knowledge of the shape.
Closure:
We will take this time to review and reflect on circles, making sure that the students are aware of the different characteristics of the shape.
Lesson 5
Rectangles
First Grade
1 Hour
Objectives:
In class, students will be able to differentiate between rectangles and other shapes stating what characteristics and rules they have to 95% accuracy.
PA Standards:
2.9 Geometry
A- Name and label geometric shapes.
D- Find and describe geometric figures in real life.
Materials:
· 6 ˝” x 11” rectangle cut out (white)
· 4” x 5” rectangle cut out (blue)
· ˝” x 11” rectangular strips (red)
· Glue
· Small star stickers
· Toothpicks
· Betsy Ross - the book
Resources:
· Website
· Textbook
· Magazine
· Encyclopedia
· Library
· Informative Book
Procedures:
1. Hand out two square patterns to each student. (5 min.)
2. Ask students to place both squares right next to one another and describe the new shape they have made. (5 min.)
3. Explain the name rectangle and describe the characteristics of a rectangle and how they differ from a square. (10 min.)
4. Ask students to locate things in the room that are rectangular. (5 min.)
· Point out that the flag is rectangular
5. Discuss the history of the flag while reading the story about Betsy Ross. (10 min.)
6. Have students create a flag with red, white and blue paper. (15 min.)
7. Review all of the shapes and discuss their differences. (10 min.)
Assessment:
Students will be tested on what they learn through a few types of assessments.
· Evaluation will consist of participation, following directions, and completing handouts and projects.
· Students will be directed to create a flag with the use of a rectangle.
· Students will be split up into groups and directed to make a picture using a rectangle, which will be presented to the rest of the class, and hung up on the bulletin board.
· Students will be asked about certain rectangles throughout everyday instruction to assess the student’s ongoing knowledge of the shape.
Closure:
We will take this time to review and reflect on rectangles, making sure that the students are aware of the different characteristics of the shape or the history of the flag.
Materials and Resources:
Materials:
A variety of different sized squares for group use, Large square for measuring, Paper for plotting, Old Magazines, Triangle cut out of cardboard, Shopping Bag, Various sized triangles, Butterfly pattern, Various symmetrical and nonsymmetrical shapes, Various small designs for decoration of the butterfly, Scissors, Q-tip, Popsicle sticks, Crayons, Dental floss, Yarn, Plastic containers, Sand, Different sized coins, Coffee filters, 6 ˝” x 11” rectangle cut out (white), 4” x 5” rectangle cut out (blue), ˝” x 11” rectangular strips (red), Glue, Small star stickers, Toothpicks, Betsy Ross - the book
Bibliography:
Internet Websites:
Kidspsych.org: Retrieved October 1st from -
http://www.kidspsych.org/shapes.html
Sanford-artadventures.com: Retrieved October 2nd from -
http://www.sanford-artedventures.com/study/g_shape.html
Desktoppub.com: Retrieved October 1st from
http://desktoppub.about.com/cs/designelements/a/shapesintro.htm
Mathleague.com: Retrieved October 3rd from
http://www.mathleague.com/help/geometry/polygons.htm#triangle
Smm.org: Retrieved October 3rd from -
http://www.smm.org/sln/tf/s/shapewalk/shapewalk.html
Books and Periodicals:
Brown, Ruth. (1982). If at first you do not see.
New York, NY: H. Holt.
Ziebel, Peter. (1989). Look Closer.
New York, NY: Clarion Books.
Dr. Suess, Dr. Suess. (1997). The shape of me and other stuff.
New York, NY: Random House.
Hutxhins, Pat. (1987). Changes, Changes.
New York, NY: Atheneum.
Hoban, Tana. (1996). Shapes, Shapes, Shapes.
New York, NY: Harper Trophy.
Take me to the end of the unit assessment
©Scott E. Engle - Rightengle.com