Ryan Cowan
Shapes
Overview
I have planned a two week unit about shapes for
kindergarten. I am interested in this
topic for several reasons. First, I
believe it is important to provide hands-on learning experiences for
kindergarteners. Research has shown that
young children learn best through concrete experiences. Children can see and touch shapes, they are
not abstract. Shapes provide a medium
for hands-on learning experiences. They
can be used to teach math, art, science and reading. Students can sort and identify shapes by
attribute. Books on shapes can be used
to teach reading. Scientifically speaking,
students can design, produce, and invent objects with shapes. Artistically speaking, students can create
pictures with shapes. I believe my unit
presents exciting lessons about shapes.
The purpose of my unit is to create awareness of the use
of shapes in math, science, and art.
People use shapes to create things, this is important. I want children to understand how shapes are
used to create objects in the world (buildings, cars, classrooms, etc). More importantly, I want students to use
shapes to create their own objects. My
unit requires students to cut shapes and make new shapes. Then, they have to decide if the shapes are
equal or not equal. This unit teaches
lessons in geometry, art, science, and reading.
It allows students to be creative either independently or
collaboratively. Finally, it requires
students to reflect on what they have learned.
Goals
1.
Students will be able to compare and classify plane shapes.
2.
Students will be able to recognize and recite high-frequency
words.
3.
Students will be able to describe the use of shapes in the world.
4.
Students will be able to develop pictures using shapes.
5.
Students will be able to recognize the difference between equal
and non-equal parts.
Standards
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students know about letters, words, and sounds. They apply this knowledge to
read simple sentences.
1.15 Read simple one-syllable
and high-frequency words (i.e., sight words).
1.17 Identify and sort common
words in basic categories (e.g., colors, shapes, foods).
2.4 Retell familiar stories.
2.5 Ask and answer questions
about essential elements of a text.
1.0 Writing Strategies
Students write words and brief sentences that are legible.
1.3 Write by moving from left
to right and from top to bottom.
1.0. Listening and Speaking Strategies
Students listen and respond to oral communication. They speak in clear and
coherent sentences.
Comprehension
1.1 Understand and follow one-and two-step oral directions.
1.2 Share information and ideas, speaking audibly in complete, coherent
sentences.
1.0 Students sort and
classify objects:
1.1 Identify, sort, and classify objects by attribute and identify objects that
do not belong to a particular group (e.g., all these balls are green, those are
red).
Geometry
2.0 Students identify common objects in their environment and
describe the geometric features:
2.1 Identify and
describe common geometric objects (e.g., circle, triangle, square, rectangle,
cube, sphere, cone).
2.2 Compare familiar plane and solid objects by common attributes (e.g.,
position, shape, size, roundness, number of corners).
2.0 Students solve problems
in reasonable ways and justify their reasoning:
2.1 Explain the reasoning used with concrete objects and/ or pictorial representations.
Visual and
Performing Arts: Visual Arts Content Standards.
Students apply artistic
processes and skills, using a variety of media to communicate meaning and
intent in original works of art.
2.6 Use geometric
shapes/forms (circle, triangle, square) in a work of art.
Science
Investigation
and Experimentation
4. Scientific
progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the
content in the other three strands, students should develop their own questions
and perform investigations. Students will:
d. Compare and
sort common objects by one physical attribute (e.g., color, shape, texture,
size, weight).
Instructional Overview
In order to give children the best learning experiences,
teachers must provide a literature enriched unit, within an integrated
curriculum, that accounts for different learning styles. My unit makes use of both direct and indirect
instruction. Direct instruction provides
a strong conceptual foundation for independent research. Once the groundwork is laid, students are
free to explore indirectly. My
instructional unit (shapes) encompasses a wide range of academic disciplines:
math, science, reading, writing, and art.
This is important because an integrated curriculum creates connections
across subjects, and it creates a theme.
I believe any unit should be enriched through literature. All of my lessons incorporate story
time. I have chosen ten books about
shapes, one to be read each day. Story
reading enhances learning by providing a strong, repetitive foundation for the
unit. My unit incorporates reflective
journal writing that reinforces each lesson.
Overall, many different strategies interplay to ensure student success
throughout my unit.
Teachers should approach units methodically. My unit makes use of an overview, background
knowledge, and unit significance. This
approach helps children process information logically. A general overview (see lesson plan) provides
an introduction, so students are not thrown suddenly into something new. Background knowledge helps students recall
what they already know about the unit.
Then, they can think about what they would like to discover. Teachers must discuss the importance of
units. A discussion makes the unit more
meaningful because students learn the significance of the theme. Again, I believe in both direct and indirect
instruction. Direct instruction provides
an essential foundation for indirect teaching.
Indirect instruction lets students work together creating responsibility
and teamwork. My approach moves students
from general information to specific information. More importantly, it provides a methodical
approach to learning.
My unit moves from knowledge acquisition to analysis and
synthesis. For example, in math lesson 1
students match shapes by appearance and place them into the appropriate
column. The focus is on knowledge
acquisition and directed instruction.
This directed lesson requires students to distinguish shapes visually
and then sort them. In art lesson 3,
students apply previous knowledge about shapes to create pictures. In lesson 3, students have moved from
knowledge acquisition to knowledge application.
This progression moves students towards independence. Listening to stories provides a strong
foundation for analysis and synthesis.
My unit moves students forward by requiring them to create their own
shape books. In lesson 2, students have
moved from listening, responding, and discussing stories to creating their own
stories. Creating the class book
involves students actively; moreover, it is a logical step for future
lessons. Finally, my final lesson
requires students to sort shapes by physical attributes (color, texture,
appearance, size, or any other). Then,
students are required to invent new shapes by cutting them into 2 parts. Students must reflect on whether or not their
parts are equal or not equal. With this
lesson, students have moved from acquisition to creation and reflection. I believe each lesson builds up to the next
lesson. Of course, this is a two week
unit. There are other subsequent lesson
ideas not mentioned in this ISP.
It can be seen that my unit incorporates several
carefully planned procedures. My unit
makes use of both direct and indirect instruction which accounts for different
learning styles among students. As a
teacher, I would guide my students through indirect instruction. Indirect instruction is important because it
creates teamwork and responsibility. My
unit is enriched with literature. I
believe stories provide a wealth of conceptual knowledge for students. More importantly, it encourages discussion
and provides thematic unity. I believe
that teachers must provide background information because it allows students to
make connections to new material. My
unit incorporates background knowledge and it discusses the significance of
learning about shapes. Finally, my unit
moves from knowledge acquisition to analysis and synthesis. Students must be allowed to apply knowledge
in order for learning to be meaningful.
However, a strong understanding of conceptual information is needed
before analysis and synthesis. I believe
this careful planning provides the best opportunity for learning because it is
logical, organized, and accommodating.
Assessment Overview
My unit requires a combination of both formal and
informal assessment. Lesson 1, The Magic Hat, asks students to match
shapes by physical appearance. The whole
group activity is assessed informally because students are working with teacher
guidance. As a teacher, I would mentally
note students experiencing difficulties during the group activity. The assessment is based on students’
abilities to select shapes by appearance and place them in the correct column. After the whole group activity, a formal
worksheet is used to measure individual student knowledge. Students are assessed based on their ability
to color shapes appropriately. The
independent worksheet is a good way to measure individual, not group
achievement; thus, this type of assessment is formal. The worksheet is graded by using a checklist,
one check for each shape. As a teacher,
I would place the checklist in my students’ academic portfolios. Overall, I feel these assessments match the
activities nicely.
Lesson 2, The Book
of Shapes, uses only formal assessment.
I chose formal assessment for several reasons. First, this is an individual project guided
by the teacher. Formal assessments go
well with individual projects. Second,
it is an important project in that it requires students to create a book. The importance alone negates formal
assessment. Third, a formal rubric (see
assessment instrument) is used to convey the seriousness of the project. The rubric would be explained beforehand, so
students would have a clear knowledge of expectations. This ensures success because students know
what is required. I believe formal
assessments compliment formal assignments well.
This assignment is an important part of my unit because it focuses on
reading, writing, and math. Thus, I
chose formal assessment.
Lesson 3, Make
Pictures from Shapes, makes use of informal assessment. This fun activity lets students create
pictures using shapes. Students are
assessed based on their ability to complete the task. There is no formal assessment. Students who complete the assignment will
receive a check in their academic portfolio.
I chose informal assessment for two reasons. First, I believe that teachers should use a
mixture of both formal and informal assessment to measure students’
abilities. Informal assessments relieve
stress students might feel since their performances are not being formally
judged. Second, this activity is
designed to be creative and fun. I
believe informal assessments compliment fun activities nicely. Furthermore, young children should not be
formally judged on artistic capabilities.
Instead, the activity should focus on self-expression, creativity, and
learning.
Lesson 4, Whole,
Halves, Equal, and Not Equal, makes use of both formal and informal
assessments. A group worksheet is used to
informally assess students based on their ability to create whole and half
shapes. This is a collaborative, group
activity. Formal assessment can not be
used, since individuals can not be measured.
However, groups are assessed based on their ability to finish. All groups receive a check mark for
completion and correct answers. This
checkmark goes into students’ academic folder under group work. On the other hand, formal assessment is used
during independent work time. For this
assessment, each student must explain, to the teacher, which shape is either
whole or half. In addition, they must
explain whether or not the halves are equal or not equal. A checklist for each verbal answer is used to
formally assess students. Again, this is
added to the students’ portfolios. I
chose formal assessment because verbal activities measure individual
knowledge. Students are assessed based
on their ability to verbally explain answers.
Lesson 5, Sorting buttons makes use of both formal and
informal assessments. The sorting
activity is a group activity, and students are informally assessed based on
their ability to successfully complete the project. Those students who finish receive a check in
their portfolios. This part is
informally assessed because it is a collaborative, group project. As a teacher, I would make mental notes of
students experiencing difficulties.
Again, groups are assessed based on their ability to finish the project. During independent work time, students are
called individually to explain how they sorted their buttons. A checklist is used to record information,
and that information would be placed in the portfolio. Students are formally assessed based on their
ability to sort buttons appropriately (color, shape, size, or texture). This verbal formal assessment is an accurate
measure of individual knowledge.
I chose a variety of assessments for several
reasons. First, my unit incorporates
many different types of activities; likewise, it makes sense to have an assortment
of assessments. Group activities can not
accurately measure individual understanding of a concept, because students are
working together to solve problems.
Because of this, all group activities are informally assessed based on
accuracy and completion of the task.
Individual activities are formally assessed since they are an accurate
measure of individual achievement. In
other words, students are not working together to solve problems. I chose formal assessments for formal
assignments and informal assessments for fun group activities. Finally, all assessment information is
recorded in each students’ academic portfolio.
This allows students to see their progress, and it make the information
readily available for parent conferences.
Assessment Instrument Task
Activity: Students
will go to desks and write their
names on their books. Next, students
will read the title page together with the teacher- “Book of Shapes.” For each page, the learner will trace words. Then students will glue one appropriate shape
above the words. The class will do each
page together.
Example:
Read
page 1 everyone, “I can see a circle.”
Now, you trace the words and then glue one circle above the words.
Read
page 2 everyone, “I can see a square.”
Now, you trace the words and then glue one square above the words.
Read
page 3 everyone, “I can see a triangle.”
Now you trace the words and then glue one triangle about the words.
Read
page 4 everyone, “I can see a rectangle.”
Now you trace the words and then glue one rectangle above the words.
Assessment: During free time, the teacher should ask each
student to read their books individually.
Assessment will be based on students’ abilities to restate the story and
read high-frequency words. A formal
rubric will be used (see example). Also,
students will be assessed based on their abilities to match shapes
appropriately to the correct page.
Finally, all students should reflect on their learning by writing in
their journals.
Authentic Assessment Instrument
|
Level |
Shape |
Words |
|
Level 3 |
Student labels 1 appropriate shape for every page. |
Student traces all words and can restate entire
book. |
|
Level 2 |
Student labels 1 appropriate shape for at least 2
pages. |
Student traces all words and can restate some of the
book. |
|
Level 1 |
Student labels 1 appropriate shape for at least 1
page. |
Student traces all words but can not restate book. |
|
Level 0 |
|
|
Overview
Grade:
Kindergarten
Topic:
Shapes
Time: 1 hour
Goal:
Students will receive an overview of the unit.
Objective:
1.
The learner will
chart what they already know about shapes.
2.
The learner will
chart what they want to know about shapes.
3.
The learner will chart
any questions they have about shapes.
Materials: A large piece of chart paper, markers, and a
video about shapes.
Procedure: Teacher will sit on the carpet with students
and discuss the new unit. Together, the
class will chart the objective questions.
Then, a video about shapes will be played.
Assessment: No formal assessment for a unit overview.
Magic Hat of Shapes
Grade:
Kindergarten
Topic:
Shapes/Math
Time: 1 hour
Goal: To be
able to recognize plane shapes.
Objectives: 1. The learner will classify shapes by
attributes.
2. The learner will match
shapes to a chart.
3. The learner will explain
the results of their findings.
Materials: A top hat; a piece of butcher paper; an
assortment of small solid plane shapes: triangles, circles, squares, and
rectangles; one large square, circle, triangle, and rectangle; and a book
titled “Snake Gets in Shape.” Also, an
assessment worksheet for each student is needed.
Procedures:
Anticipatory Set: The teacher will read the story “Snake Gets in Shape,” and ask
questions.
1.
Is this a square,
circle, triangle, or rectangle?
2.
What are the
differences between these shapes?
3.
How can you tell
them apart?
After reading the story, the
teacher will display the large: square, rectangle, circle, and triangle. The teacher will pass each large shape around
the circle and let students explore them.
After discussing the shape attributes, the teacher will present the hat
and butcher paper (see pic).
|
circle |
triangle |
square |
rectangle |
Activity:
Students will be called individually to choose a small shape out of the magic
hat. Then, the student will match each shape
to its column on the butcher paper chart.
The teacher will continue calling each student, so they can all classify
a shape.
Closure:
After all shapes have been sorted, the teacher should call on volunteers to
explain the results of the experiment.
Here are some questions:
1.
Which shape do we
have the most of?
2.
What is the
difference between a circle and the other shapes?
3.
Which shape has
three sides?
4.
Which shape has
four sides?
5.
What is the
difference between a square and a rectangle?
Assessment: Students will be given a worksheet with an
assortment of shapes. Students will be
asked to color the circles-green, triangles-red, rectangles-blue, and
squares-yellow. Assessment will be based
on students’ abilities to identify the shapes; thus labeling them with the
appropriate color. During free time, the
teacher should ask individual students to explain the differences between the
shapes on the worksheet. Finally, all
students should reflect on their learning by writing in their journals.
Book of Shapes
Grade:
Kindergarten
Topic:
Shapes/Reading & Writing
Time: 1 hour
Goal: To
restate a story using high-frequency words.
Objectives:
1.
The learner will
create a book of shapes.
2.
The learner will
memorize high-frequency words.
3.
The learner will restate
story to the teacher.
Materials:
1.
A small book for
each student.
2.
An assortment of
construction paper shapes: circles, squares, rectangles, and triangles put at
each group desk.
3.
Glue and pencils
4.
A book called
“Bear in a Square.”
5.
One large
rectangle, circle, square, and triangle for a visual display
Prep Work: The
books should be made in advance. Teacher
should cut an assortment of construction paper shapes and put them in a box at
each group table. Glue and pencils must
be passed out before the activity.
Procedures:
Anticipatory Set: Using the large shape representations, the teacher will review plane
shapes and pass them around the circle.
Teacher will display the following vocabulary words: I, can, see,
circle, square, rectangle, and triangle on a pocket chart. Next, the teacher will read “Bear in a
Square” and discuss the shapes in the story.
The teacher will call on individual students to come up and find high
frequency words in the story.
Teacher
will present the book (model) that the students will be making. The teacher will read it aloud and explain
that the class will be making the same book together, page by page.
Activity: Students
will go to desks and write their
names on their books. Next, students
will read the title page together with the teacher- “Book of Shapes.” For each page, the learner will trace
words. Then students will glue one
appropriate shape above the words. The
class will do each page together.
Example:
Read
page 1 everyone, “I can see a circle.” Now,
you trace the words and then glue one circle above the words.
Read
page 2 everyone, “I can see a square.”
Now, you trace the words and then glue one square above the words.
Read
page 3 everyone, “I can see a triangle.”
Now you trace the words and then glue one triangle about the words.
Read
page 4 everyone, “I can see a rectangle.”
Now you trace the words and then glue one rectangle above the words.
Assessment: During free time, the teacher should ask each
student to read their books individually.
Assessment will be based on students’ abilities to restate the story and
read high-frequency words. A formal
rubric will be used (see example). Also,
students will be assessed based on their abilities to match shapes
appropriately to the correct page.
Finally, all students should reflect on their learning by writing in
their journals.
Using Shapes
to Make Pictures
Grade: Kindergarten
Topic:
Shapes / Art
Time: 1 hour
Goal:
Students will apply knowledge about shapes to make pictures.
Objectives:
1.
The learner will
identify triangles, circles, rectangles, and squares in pictures.
2.
The learner will
consider the use of shapes in the world.
3.
The learner will
create pictures using triangles, circles, rectangles, and squares.
Materials:
1.
A book titled
“The Shape of Things” by Dayle Ann Dobbs
2.
Large sheets of
white construction paper
3.
An assortment of
plane shapes: circles, rectangles, triangles, and squares
4.
Glue and crayons
Prep Work: An
assortment of construction paper shapes must be made prior to teaching. All shapes should be in a box at each group
table. Glue and crayons should be at
each group table. Also, large sheets of
white construction paper should be laid out for each student before the
activity.
Procedures:
Anticipatory Set: Teacher will read the story
“The Shape of Things”
During the story the teacher
will point out shapes in the pictures (example- a square window, a circle for a
tire, or a triangle for the top of a house.) The Teacher will discuss with
students the prevalence of shapes in the world.
Students should be encouraged to find shapes in the classroom. Teacher will explain to students that they
are going to use shapes to make pictures.
The white construction paper will be the background. Students can color a background and use
shapes to make things. Teacher will
present a picture (already done) to serve as a model.
Activity: Students
will be allowed to go to their desks and begin their projects. This lesson is not teacher directed. Students should be encouraged to practice
group discussion and collaboration.
Assessment:
Students will be assessed based on their abilities to create objects from the
paper cut-outs. Students should be asked
to verbally describe their use of shapes.
Finally, all students should reflect on their learning by writing in
their journals.
Equal and Not Equal Parts
Grade: Kindergarten
Topic:
Shapes/Math
Time: 1 hour
Goal:
Students will be able to recognize the difference between equal and not equal
parts.
Objectives:
1.
The learner will
identify shapes that are whole.
2.
The learner will
identify shapes cut into halves.
3.
The learner will
describe halves as either equal or not equal.
Materials:
1.
A book titled “Shapes”
by Jane Simon.
2.
A pocket chart
with the vocabulary words: whole, half, halves, equal, and not equal.
3.
Visual
representations of shapes that are whole, halves, equal, and not equal to go on
the pocket chart with the vocabulary.
4.
An assortment of
paper shapes.
5.
A worksheet for
independent work.
Prep Work: An
assortment of shapes must be cut and placed in a box at each group table. The teacher will use a large drawing of
shapes that are whole and not whole to teach the lesson. A pocket chart with appropriate vocabulary
words will be used to teach vocabulary.
A worksheet for independent work will be used as an assessment.
Procedure:
Anticipatory Set: Teacher will read the vocabulary from the pocket chart and discuss the
meanings of whole, halves, equal, and not equal. A visual representation of each vocabulary
word will accompany the definitions on the pocket chart. Teacher will read the story “Shapes” and
further discuss the concept using examples in the story. Here are some comprehension questions that
may be used:
1.
What shapes is
this?
2.
Is this shape
whole or not whole?
3.
How do you know
it is not whole?
4.
Is this shape
divided into halves?
5.
Are the halves
equal or not equal (same or different)?
Teacher will explain that
students will be doing a worksheet in which they will glue shapes that are
either whole or halves. Teacher will
demonstrate from a model (already made).
Teacher will explain that each box on the worksheet says either “whole”
or “half.” If the box says “whole,”
students will glue a whole shape in that box.
If the box says half, students will cut a shape in half and glue both
parts in the box. The halves may be
either equal or not equal.
Activity: This
lesson is not teacher directed. Students
will go to their desks and work collaboratively on their worksheets. If the box says “whole,” students will glue a
whole shape in that box. If the box says
half, students will cut a shape in half and glue both parts in the box. The halves may be either equal or not
equal. Teacher should encourage students
to discuss any problems with their group, and they should work together.
Assessment: Students
will be assessed based on their abilities to distinguish 1 whole from 2
halves. Teacher will evaluate each
worksheet keeping this in mind. During
free time, each student should be called individually and asked whether or not
their halves are equal or not equal.
Finally, all students should reflect on their learning by writing in
their journals.
Sorting Shapes
Grade: Kindergarten
Topic:
Shapes/Science
Time: 1 hour
Goal:
Students will be able to sort shapes base on one physical attribute (color,
shape, texture, or size).
Objectives:
1.
The learner will
identify different ways for classifying shapes.
2.
The learner will
create a plan for organizing shapes.
3.
The learner will
produce their own chart of sorted shapes.
Materials:
1.
A book titled
“Color Zoo,” by Lois Ehlert.
2.
An assortment of
buttons
3.
Glue
4.
A sorting
worksheet
5.
An assortment of
attribute shapes of different sizes, colors, and textures.
Prep Work: Ask
all students to bring in a bag of buttons the previous week. Mix all of the buttons together and place in
small bowls. Give each group table a
bowl of buttons. Place glue, worksheets,
and buttons at each table before teaching the lesson.
Procedure:
Anticipatory Set: Ask students to brainstorm different ways that people sort things. Teacher might discuss how people sort their
clothes in their closets, or how people sort dishes and silverware in their
kitchens. Explain that sorting helps
people organize things. Read the book
“Color Zoo,” and discuss the concept addressed in the book. Call on children to ask questions about
sorting in the book.
1.
How did sorting
happen on this page?
2.
On this page,
they sorted by what?
Explain
to students that they are going to do a group project with their buttons, but
first they are going to sort some attribute blocks.
Activity: Both
teacher and students should sit in a circle on the rug. Call on individual students to sort the
attribute blocks in any way they choose.
Let them sort them in the middle of the circle, so every student can
watch. After they are done, ask them to
explain how they sorted. Did they sort
the shapes by color, texture, size, or shape?
Continue this experiment for about 15 minutes. Explain to students that their buttons are
ready to be sorted. Show them the
worksheet. Explain to students that they
may sort their buttons any way. Help
students to write how they sorted their buttons.
Assessment: This
activity is not teacher directed.
Assessment will be based on students’ abilities to sort buttons by some
physical attribute using the worksheet.
During independent work time, teacher should help individual students
write a sentence about how they sorted at the bottom of the worksheet. Finally, all students should reflect on their
learning by writing in their journals.