Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.

Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.

Successfully reported this slideshow.

Like this document? Why not share!

No Downloads

Total views

1,900

On SlideShare

0

From Embeds

0

Number of Embeds

2

Shares

0

Downloads

18

Comments

0

Likes

1

No notes for slide

- 1. 2 Week Unit Lesson Plan…Shaye Howell FRIT 8530 Technology Integration Plan and Podcasts Understanding by Design – Backwards Design Process Shapes in Our World Stage 1 – Desired Results nd2 Grade MathContent Standard(s):M2G1. Students will describe and classify plane figures (triangles, square,rectangle, trapezoid, quadrilateral, pentagon, hexagon, and irregularpolygonal shapes) according to the number of sides and vertices and the sizes of angles(right angle, obtuse, acute).M2G2. Students will describe and classify solid geometric figures (prisms,pyramids, cylinders, cones, and spheres) according to such things as thenumber of edges and vertices and the number and shape of faces and angles.a. Recognize the (plane) shapes of the faces of a geometric solid and count the number offaces of each type.b. Recognize the shape of an angle as a right angle, an obtuse, or acute angle.M2G3. Students will describe the change in attributes as two and three-dimensionalshapes are cut and rearranged.Understanding (s)/goalsStudents will understand that: Some figures are two-dimensional and some figures are three-dimensional. Shapes can be found in the environment all around us. Figures can be recreated by putting two or more figures together, cutting, and rearranging. Plane figures can be described and classified according to the number of sides and vertices and the sizes of angles. Solid figures can be described and classified according to the number of edges and vertices and the number and shape of faces and angles. Angles can be defined as acute and obtuse.Essential Question(s): Week 1 What are some shapes that you know? Is it possible to change a shape into another shape? Are squares and cubes the same shape? How are they alike and different? Are circles and spheres the same shape? How are they alike and different? What is a parallelogram? A trapezoid? A right angle? A kite? Can you describe a shape without telling the name of it? Week 2 Do shapes have faces? Can you determine the side, the vertices, and the faces of shapes? What are the different angles you see in a shape?Student objectives (outcomes):Students will be able to: • Recognize and name the following basic two-dimensional figures: triangles, quadrilaterals (rectangles, squares) and circles. • Recognize and name the following three-dimensional figures: spheres and cubes.
- 2. • Observe concrete objects in the environment and represent the objects using basic shapes. • Combine basic figures to form other basic and complex figures into basic figures; decompose basic and complex figures into basic figures. • Compare geometric shapes and identify similarities and differences of the following two and three-dimensional shapes: triangles, rectangles, squares, circles, spheres, and cubes. • Recognize the (plane) shapes of the faces of a geometric solid and count the number of faces of each type. • Recognize the shape of an angle as a right angle, an obtuse, or acute angle. Stage 2 – Assessment EvidencePerformance Task(s): Find shapes in magazines and then label. Use camera to locate shapes around school and create Power Point presentation. Use four shapes to create a geo critter from construction paper. -Extension…Write about the geo critter. Recreate shapes learned using geo boards and rubber bands. Write a description of shapes intended to teach future 2nd graders. (This could be the first attempt at assisting the students in making a podcast.) http://illuminations.nctm.org/ActivityDetail.aspx?ID=70 (check for understanding as students use) I Can Create a Solid Figure, toothpick and marshmallow activity Castle Creations using items brought in (started last week)Other Evidence:pre-assessment Essential Question-Discussions Drawing shapes by identifying when word is presented, claws up/claws down PP (podcast) feedbackformative assessment Oral quiz with dry erase boards Daily Homework Practice (Math workbook pages-not graded) Walk-a-bout field trip at school to take pictures of shapes in our world Shape Portfolios Journals Use of Attribute Blocks (monitoring) Geo Critter/descriptions Teacher and students will tour the Math Museum and sort the shapes. Computer Center Activities 1. IXL –Online math Practice 2. http://www.Firstinmath.com (use at school and home-students have passwords) 3. http://www.ixl.com/math/practice/grade-2-identify-planar-and-solid-shapes Students have access to view podcastsummative assessment evidence Math Museum-Shapes in Our World (Graded Homework Project) Power Point Presentation- Shapes in Our World Quiz Students will use A Maths Dictionary for Kids, to create a Shapes in Our World Glossary Unit TestResources:The Math Curse by Jon Scieszka and Lane Smith Math practice websites
- 3. http://www.ixl.com/ http://www.homeschoolmath.net/ Stage 3 – Learning PlanLearning Activities:Week 1Day 1- Shapes in Our WorldKeywords- Shapes, Quadrilateral, Plane Figures, Circle, Square, Triangle, Rectangle,Pentagon, Hexagon Essential Question: What are some shapes that you know? Class Discussion-Brainstorm Introduce Unit, Standard, and new vocabulary (keywords) to be applied to Standards Bulletin Board • Student volunteers will be selected to draw shapes on the board as vocabulary (key terms) cards are presented. Other students will participate in Claws up/Claws down (our version of thumbs up/thumbs down) • Provide materials: magazines, scissors, glue, Shape Portfolios (teacher made/pages labeled with shapes discussed) • Students will cut shapes from magazines to apply to their Shape portfolios as teacher monitors progression of activity • Portfolios will join other portfolios and student-made books in classroom crate to be viewed for pleasure reading during Reading Centers • Shape cards will be held up for students to view while students respond by writing the name of the shape on dry erase board (practice use/association/ spelling of key terms) • Students will reflect what they learned by writing/illustrating in their journal • Math Museum-Shapes in Our World (Homework Project) will be assigned…Throughout the rest of this week (Due Friday), students will bring in examples of each shape found at home to feature in the Math Museum (counter top)which is divided into sections by shapeDay 2- Shapes in Our WorldContinue Unit, Review Standard, vocabulary (Standards bulletin board) Essential Question: Is it possible to change a shape into another shape? Class Discussion-Brainstorm • Attribute shapes will be presented/manipulated by using Flexcam/LCD projector • Student volunteers will be allowed to manipulate the shapes used for instruction to create other shapes • Students will be given individual sets of attribute blocks to manipulate (hands on) • Students will then be instructed to create a design or image • Students will be given a quiz wks 1 (Shapes will be labeled using key terms) • Students will reflect what they learned by writing/illustrating in their journalDay 3- Shapes in Our WorldContinue Unit, Review Standard, vocabulary (Standards bulletin board)Intro/display new key terms: solid figures, cube, sphere, rectangular prism, cylinder,pyramid, cone Essential Question: Are squares and cubes the same shape? How are they alike and different? Are circles and spheres the same shape? How are they alike and different? Class Discussion- Brainstorm • A sign in the shape of a square and a wooden model cube will be shown to students to discuss differences. A CD and a wooden model sphere will be shown to students to discuss differences. The discussion will include the words two-dimensional and three-dimensional. Models of other wooden figures will be presented. • Podcast will be presented to students to welcome the realization that shapes are in the world around us. • Students will be divided into groups as we take a walk-a-bout field trip throughout the school and onto the playground. Students will use a camera to capture their own pictures of shapes in our world. • The pictures will be downloaded from the camera into the student’s folders for use later when creating a Power Point.
- 4. • Students will be asked to recall the names of the solid figures, and then they will find objects in the classroom that are the same shape. • Students will be given a quiz wks 2 (Shapes will be labeled using key terms) • Students will be instructed to bring in empty boxes, containers, etc. that represent solid figures. Items will be used in a hands-on activity next week (allowing plenty of time for items to be brought in). Fellow teachers and I will be adding to this collection of items as well to ensure that there will be many items. • Students will reflect what they learned by writing/illustrating in their journalDay 4- Shapes in Our WorldContinue Unit, Review Standard, vocabulary (Standards bulletin board)Intro/display new key terms: adjacent, congruent, parallelogram, trapezoid, right angle, kite Essential Question: What is a parallelogram? A trapezoid? A right angle? A kite? New vocabulary Class Discussion-Brainstorm • The story, The Math Curse by Jon Scieszka and Lane Smith will be read to the students. Students will watch for the four new shapes in the story. • Cardboard shapes of the new key terms will be presented to the students. Students will be asked to use descriptive words to describe the shapes. The words adjacent and congruent will be used in descriptions, and the number of sides will be counted and stated. • Students will recreate the shapes on geo boards. Teacher will check for understanding. • Students will use paper shapes to create geo critters, and then write descriptions of their geo critters explaining what shapes were used for the body parts of the critter. Geo Critters will be shared and put on display in the hall. • Students will reflect what they learned by writing/illustrating in their journalDay 5- Shapes in Our WorldContinue Unit, Review Standard, vocabulary (Standards bulletin board)Essential Question: Can you describe a shape without telling the name of it? • Students will participate in an oral review of skills taught. • Teacher and students will tour the Math Museum and sort the shapes. • Teacher and students will read a recipe (review) and combine ingredients into bowl. Teacher/students will roll dough onto wax paper. Students will identify/use shape cookie cutters to cut cookies. Cookies will be sent to the kitchen to be baked. • Students will begin working on power point presentations of Shapes in Our World. (Computer Lab) • Students will reflect what they learned by writing/illustrating in their journal
- 5. Learning Activities: Hands on Materials: toothpicks, marshmallowsWeek 2Day 1- Shapes in Our WorldContinue Unit, Review Standard, vocabulary (Standards bulletin board)Intro/display new key terms: sides, vertices, facesDo shapes have faces? • Students will review identifying plane and solid figures with IXL site. http://www.ixl.com/math/practice/grade-2-identify-planar-and-solid-shapes • Students will continue to explore comparing sides, vertices, edges, and faces with IXL site. http://www.ixl.com/math/practice/grade-2-compare-sides-vertices-edges-faces • Students will explore counting sides, vertices, edges, and faces with IXL site. http://www.ixl.com/math/practice/grade-2-count-sides-vertices-edges-faces • Students will be given toothpicks and marshmallows to create 2 three dimensional solid figures. Choices include cube, rectangular prism, or pyramid. Upon completion of figures, students will identify/count the sides (toothpicks) and the vertices (marshmallows) as teacher checks for understanding. Students will record results on activity rubric, I Can Create a Solid Figure. • Students will view teacher made podcast of directions for an interactive site. This will be an interactive activity for the students to manipulate solid figures and enable Teacher to check for understanding (formative assessment). (sides, vertices, faces) http://illuminations.nctm.org/ActivityDetail.aspx?ID=70Day 2- Shapes in Our WorldContinue Unit, Review Standard, vocabulary (Standards bulletin board)Intro/display new key terms: sides, vertices, facesCan you determine the side, the vertices, and the faces of shapes? Part 1 • Students will be shown a review of the basics to making a PP with the following teacher (Howell) created screencast. Students have already created PP presentations this year. URL: http://screencast.com/users/Shayeh/folders/Jing/media/a0c20f33-b107-443c-9539- bb044dba1229# Students will divide into 4 groups to complete the following activities. This would be a great day for a parent volunteer. 2 Groups will… • Students will use A Maths Dictionary for Kids, online to gather information to begin creating a Shapes in Our World Glossary. Students will rotate on classroom computers. http://www.amathsdictionaryforkids.com/ 2 Groups will… • Students will begin Castle Creations using items brought in (started last week). The items will be used to build a castle. Once created, students will draw a blueprint of their Castle Creation, and they will write about it labeling examples of the plane figures, solid figures, sides, vertices, and faces they can observe.Day 3- Shapes in Our WorldContinue Unit, Review Standard, vocabulary (Standards bulletin board)Intro/display new key terms: sides, vertices, facesCan you determine the side, the vertices, and the faces of shapes? Part 2 • Students will be shown a review of the basics to making a PP with the following teacher (Howell) created screencast. Students have already created PP presentations this year. URL: http://screencast.com/users/Shayeh/folders/Jing/media/a0c20f33-b107-443c-9539- bb044dba1229# Students will divide into 4 groups to complete the following activities. This would be a great day for a parent volunteer. 2 Groups will… • Students will use A Maths Dictionary for Kids, online to gather information to begin creating a Shapes in Our World Glossary. Students will rotate on classroom computers. http://www.amathsdictionaryforkids.com/ 2 Groups will… • Students will begin Castle Creations using items brought in (started last week). The items will be used to build a castle. Once created, students will draw a blueprint of their Castle Creation, and they will write about it labeling examples of the plane figures, solid figures, sides, vertices, and faces they can observe.Day 4- Shapes in Our World
- 6. Continue Unit, Review Standard, vocabulary (Standards bulletin board)What are the different angles you see in a shape?

No public clipboards found for this slide

Special Offer to SlideShare Readers

The SlideShare family just got bigger. You now have unlimited* access to books, audiobooks, magazines, and more from Scribd.

Cancel anytime.
Be the first to comment