Unit Planning

I. Title: Shapes, Shapes, and more Shapes

• - This deals mainly with the area of mathematics; this is a lesson that teaches students the basics of shapes. This particular unit is appropriate for Kindergarten but it will aid all the way through high school.
• - This unit will involve the basic recognition of shapes. This also involves the building and the uses of shapes.

II. Unit Objectives 

 

N.C. Standard Course of Study (NCSCS) Math
N.C. Standard Course of Study (NCSCS) Computers

• A.    The learner will explore concepts of geometry.    
  

B.     3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.

              

              3.02 Compare geometric shapes (identify licenses and differences). 

                  3.03 Model and use directional and position vocabulary.

       C. Computer Technology Skills 2 Students will demonstrate knowledge and skills in the use of computer and other technologies.

               2.05   Use teacher selected Internet resources/information to explore, identify, and discuss responsible use as a class activity. (6)

              2.04 Use multimedia software to identify and practice letters, numbers, shapes, and colors as a class/group. (5)

              3.03 Model and use directional and position vocabulary.

          3.04 Complete simple spatial visualization tasks and puzzles

III. Enabling Objectives (determining these objectives assigned in Chapter four)

Tasks:

• The learner will demonstrate knowledge and skills in the use of computer and other technologies. 

• 2.04 Use multimedia software to identify and practice letters, numbers, shapes, and colors as a class/group. (5)

                               1. I will introduce the students to the computer an how it is used
                         2. I will then introduce selected computer activities and how to
                            complete them
                         3. I will then allow the students to do the activities and ask
                            questions if necessary

• 2.05 Use teacher selected Internet resources/information to explore, identify, and discuss responsible use as a class activity.
  

                                1.  Students will be introduced to the internet and how to properly
                              use it
                          2. Students will be shown how to enter in a web site address
                          3. Students will engage in a semi teacher lead  activity using
                             certain  feature(s) on the computer

• The learner will explore concepts of geometry.

• 3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.

                                1. Students will be taught the names and the look of  certain
                             shapes
                         2. As a class we will look at an examples of how to build these
                             shapes then we will practice what we have learned by
                             building some of the shapes as a class
                         3. I will then let the students practice these skills on their own or
                             in  small groups

• 3.02 Compare geometric shapes (identify licenses and differences).

                              1. I will define and show an example of what it means to
                            compare
                        2. As a class the we will  practice comparing different shapes
                            shown on the overhead
                        3. Students will then practice comparing shapes on their own     

• 3.03 Model and use directional and position vocabulary.

                               1.  Students will be shown different ways to model the shapes
                             both on the computer, with modeling clay, and with pencil
                             and paper
                         2.  Students will be taught and will  practice the use of position
                             activity through  a  movement activity  that will be done in the
                             classroom
                         3.  Students will be allowed to practice modeling the shapes and
                             using directional vocabulary on their own 

• 3.04 Complete simple spatial visualization tasks and puzzles.

                                1. As a class we will practice looking at and identifying what the
                             shapes are
                         2. As a class we will complete a puzzle, on the overhead, using
                            the shapes learned
                         3. I will then allow the students to practice identifying the shapes
                            and completing shape related puzzles on their own

• Example of Enabling Objectives

• I. Unit Objective Math

• Students will have to learn the names of all of shapes such as circles, squares, triangles, rectangles, spheres, and cubes.

• Students will have to gain some level of hand eye coordination in order to draw and construct the shapes

• Students will have to learn what it means to make a comparison

• Students will have to learn directional and positional vocabulary in order to truly grasp the entire lesson

• Students will need to be able to identify the different looks of the shapes in order to complete the visualization tasks

• Students will need to know the name, look, and the other characteristics of the shapes in order to complete puzzles.

• II. Unit Objective for Computer Literacy

• Students will need to know the basics of using the computer

• Students will have to practice using multimedia software to prepare for the assignments that we will do on the computer

• Students will need to be able to identify their colors so that they can understand some of the instructions given by the teacher

• Students will need to be able to listen to instruction and be patient with others

IV. Introduction

First Lesson Plan

• –Students will learn to identify basic shapes
  

• –I will open with an icebreaker and grasp the students’ attention. Then I will introduce the topic of shapes. I will ask if the students know any shapes and if they can find them on the chart that I will have posted in the front of the classroom. (This will be done one student at a time)
  

• -After the students enter the lab we will go over some basic uses and care of and for the computer to ensure that the computer and the software is treated with care. We will then proceed to go into paint in our access folder on our computers and do practice drawing the shapes and adding colors to the shapes.

• – After the students have a pretty grasp of the shapes, how the shapes look, and the names of the shapes we will take a field trip throughout the school looking for theses shapes. The students will be asked to record what the shape was being used for (for example: a square was in the window).

• This lesson includes:

• Introductory parent/child newsletter (Shapes Newsletter):
 
• Introductory electronic slideshow (Shapes, Shapes, Shapes):

• Web cover page (info): Multimedia page which includes link introductory videoclip You will eventually  (As a further option for your technology portfolio, keep a camcorder and this videotape close at hand during the teaching of this unit plan and add additional short segments of you and your class in action during its teaching. Digital video editors such as iMovie should then later be used to refine this into a final and more finished video composition.)

• Higher Order Thinking Skills Example Starter Questions:

• Recall: Ask students to identify shapes that are being shown in front of the classroom as I point to them

• Analysis: What are the shapes we have covered? Sort the shapes. What are the uses of these shapes?
  

• Comparison: How do spheres and circles differ? How are they alike?  If you had to put the shapes in groups what groups would you make and why would those shapes go in it?
 
• Inference: Predict what would happen if you stack several squares on top of each other. Conclude what would happen if you put a circle on a triangle, a square, and a rectangle.

• Evaluation: What would you do if you had to create a tower squares but you had to use all of the pieces given to you and some of those pieces were triangles? Why do you select that solution?

V. Development

Set of 6 point lesson plans between the first (section IV.) and the last (section VI.) that would include:

•    – Shape identification

o   – Going to the computer lab and creating and manipulating the shapes and their colors

o   – Look for and try to keep count of how many different shapes you see and how the shapes were being used

                 o – How will students who cannot grasp the idea of using the computer    be handled? What will the consequences be for students who misuse the computer and or act up in the lab? A challenge will be making sure that all of the students understand what we are doing as a class and the use of the computers with shapes. 

• Lesson 1 – Shape identification- http://kidspration.com/ will provide the needed computer interaction/activity- Students will be taken to the lab and will do an online lesson provided by kidspration.com that will have been selected by me in advance.

• Lesson 2 –Modeling Shapes- Paint on computer access Students will use paint to create the shapes listed by name on a worksheet after completing the exercise the students will print out their work, put their name on it, and turn it in.

• Lesson 3 –Learning directional and positional vocabulary- Microsoft publisher - students will learn how to rotate the shapes using the directional cues and move them according to positional directions given.

 

VI. Conclusion

Last: Final Lesson Plan

• -  As a class we will play games and  do fun yet learning activities to reinforce what we have learned and possibly aid those who are still learning the  basics.

• -  Students will be involved in  activities that help review shapes on the computer on sites such as nickjr.com  and kidsprration.com to help enrich their learning experience.

• -  At the end of the unit students will be asked to do a project showing what they have learned about shapes.

• - Throughout this unit students will have the opportunity to see, feel, experiment with, be and use shapes. For their final presentation students will be able to put their imaginations to work in order to inform the class of what they have learned about shapes.

VII. Materials/Resources Available/Needed

These information resources include references to people, items on shelves and items in computer storage (diskettes, hard drives, and networks).

Brains

• Expert from the United States: Carol S. Gossett teacher, http://www.kconnect.com/ttt-math.html

• Expert from another country: - Non listed on searched sites
•  
• LISTSERVs: http://www.edhelper.com/math_preschool_mazes.htm

•  Newsgroups (blogspot.com): -Shaping things up.
  

           Shelves

• Set of Books for BK-12 students: -A set of age appropriate books and/or instructional materials for this unit plan. This element can be completed by using any of the 3 bulleted items below.

• Reading Center database catalog - Shapes : discovering flats and solids / by Michele Koomen ; consultant, Deborah S. Ermoian, Bear in a square/ by Stella Blackstone, Shape of Things by  Dayle Dodd,   Wing on a Flea: A Book about Shapes by  Ed Emberely, Greedy Triangle by
  Marilyn Burns, Mummy Math: An Adventure in Geometry by Cindy Neuschwander
  
  
• Curriculum Library Resources (http://www.scholastic.com/), online catalogs and resources.

• Video Resources (Amazon.com),(Google.com), Galloping Minds: Shapes and Colors (2003)
  
  

• Web sites 

• Encyclopedia Experts (Shapes):   http://www.geom.uiuc.edu/~demo5337/Group2/welcome.html 

• General Catalog database (Shapes): using yahoo.com ( http://www.icteachers.co.uk/children/sats/3d_shapes.htm  and  http://illuminations.nctm.org/LessonDetail.aspx?ID=L406) to be useful in showing and teaching shapes
  
 
• Web site Robot database (Shapes): - hotbot.com( eBay.com, 

  http://www.dltk-teach.com/shapes/index.htm, http://www.ontimesupplies.com/

• Web sites from Child Safe search engines unavailable tried disney.com, pbs.kids.org and, nickjr.com and found nothing 

MetaLibrary catalogs (info): http://dmoz.org/Kids_and_Teens/Pre-School/Shapes_and_Colors/ 

• Instructional Software (info)
  

• Shareware (info): - http://www.atozkidsstuff.com/shapes.html, google.com
  

• Commercial (info): - www.SmallWorldLearningSupply.com.

• Unit Plan Topic Database:

• Comparison Spreadsheet:  -
• Application file. Excel, Windows
• Web view of the file:
  

VIII. Equipment Needed

Tasks:

• This is a list specific equipment needed and where equipment will be secured in the room or returned after its checkout.

• Classroom layout

• classdisplaytable.html

• I would love to have shapes, letters, numbers, and student work posted in the room so the students can see the things that they are learning on a regular basis and be able to see their own work on display.

• Visible 3D shaoes that the studnets can not only look at but hold and use to learn and work with

• Larger shapes the the students can play on, play with and especially learn with

• Rulers

• Pencils

• Crayons, markers, and colored pencils

• Dry erase board positioned where every student in the classroom can get a good view of it

• Soft chairs and beanbags for comfortable seating

• Very few if any desks

• At least two computers for student use and one stricktley for the teacher(s)

• A classroom that I can design to make both my students and their parent feel welcome, and comfortabke, and one that engages students to want to learn

• No specific book lable or selection from which to teach
  

• Wish list Shopping Spreadsheet

• 3D shapes both large and small
  

• Reading books that involve shapes

• Pencils

• Paper

• Rulers

• Other itrems may be added later
  
 
• the Grant Development Process

IX. Evaluation

 

• – At the end of each lesson students will be given both a verbal and   written evaluation on what was learned.
• I feel that this is a good way to ensure that the students grasp what was taught but I feel that the means of evaluating students can also be made fun so that irt does not seem like the average every day run of the mill test but a fun activity.
  

• – Student mastery will be determined by in class participation and   evaluation results.
• This is logical deeming not all students are the type to be very active in a class discussion but seem to do very well in other areas that do not require as much if any talking
  

• I think that as teachers we must also grow in our skills and our means of reaching our students. Even if something wokred well think of things that one may add on to enrich the experience.
  

 

• Further technology integration:

• Grading Spreadsheet:

• Student Progress

• Application file Under construction Excel, Windows

• Web page view Student Progress.html

• Student information Database: Available upon special request for student protection Excel, Windows

• Extra credit: Have the students be creative and actually create the shape(s)

X. Time Period

Write commentary on the following tasks:

• – This unit is expected to take four weeks but five will be given in   order to allow for any hold up or misunderstandings.

• – Yes this lesson will fit the time slot allotted to teach a lesson

 

Unit Plan Author: - Courtney Walker

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