Lesson Plan 1- shapes

I. RATIONALE:

Please describe the research article that you found that supports this lesson AND provide a link.

II. OVERVIEW

Grade Level: Kindergarten
Subject(s): Math
Topic of Study: Shapes
Time Allotment: 30 min

Standards:
K.G.A.2: Correctly name shapes regardless of their orientations or overall size.

Objectives:
By the end of this lesson, the students will be able to find shapes in their environment, no matter the size. The students will be able to find and name the shapes with an 80% accuracy.

(What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment)

Reflection: Assessing Prior Knowledge and Planning Instruction

· What do the students need to know prior to the lesson?
The students will already have been introduced to 5 different basic shapes and the idea of stating relative positions. They may still get confused on several shapes, but they know the majority of them. The students should already be comfortable using relative position terms as this has been taught before this lesson.

· How will prior knowledge and experience be assessed?
I will be handing out a coloring page with the 5 shapes on them for them to color in and draw a picture. As the color, I will be talking about the characteristics of different shapes and their names. I will also talk about the relative position of the specific shape I am talking about compared to the other shapes. It will be an informal assessment as I will assess by talking to individual groups on the shapes and their names.

· How will you use this information in the planning process?
I will not spend as much time reviewing the shapes since the students should already be familiar with them. Since I will be talking to each student/group (deepening on class size) I will know which shapes the students are having troubles with and be able to review that shape more in the instructional period.

· Why should the content of this lesson be taught at this grade level?
Shapes are a beginning foundation for learning geometry, so by the students start geometry in math they should have a year or more of experience dealing with them. It also helps students connect classroom work to their life. By showing them a circle on a page is also a circle in objects they see every day, they will connect the two points.

· How do the objectives that you have for the lesson align with the standards?
The objective is for the students to be able to correctly name shapes in their environment. This aligns with the standards because it is for the student to be able to name shapes no matter their size or orientation. Students will name shapes with an 80% accuracy because it is a review activity so students should know their shapes.

· When will the lesson be taught in the course of the school year? Why?
This lesson will be taught during the first quarter of the year, because shapes are a basic fundamental idea that all children need to know. It is also a good way to help start them learning that pictures are connected with written words, if they are not already there.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

1.    Students will walk into the classroom with a worksheet on their desk. The worksheet will contain outlines of 5 different shapes with their name listed under them. The students will be able to color in the shapes so they become used to seeing them. As they color I will be walking around the room talking to individuals/groups and asking them how many shapes they recognize on the sheet that they are coloring. They will be allowed to talk about the different shapes and what they think each of them are together.

2.     Once I get a feel for where the class is at, I will review all of the shapes, spending more time on shapes I think the students may be struggling with. I will put up a picture of a shape on the smart board and ask the students to say what shape it is. On the smart board for example, there will be a picture of a circle, and also a clock. I will explain to the students that both are pictures of a circle, one is just also called something else. I will also have a student come up to the board and outline the clock that is from the real-life picture. I will do this for every shape listed on the worksheet.

3.    Once that is finished, we will play ISpy in the classroom. We will use shape names to play ISpy around the class. I will start by saying ISpy a circle on the north wall. The students will look around the room and see I am talking about the clock above the door. Each student will have a chance to take a turn spying a shape. I can also say ISpy a circle next to a square if the students would like.

4.    Once each student has had a turn to spy something, they will each be given a camera. Before they are given it, I will review the proper way to handle the camera and how to hold and work it. We will then all go outside, taking our colored pictures of the shapes with us. Students will be asked to take a picture of each shape listed on their sheet. This could be the sun for a circle or a pine tree for a triangle. Each student will take their own picture, but they will be finding objects in pairs. They can choose to take the same picture or choose two different pictures for every shape.

5.    Once all the students have their 5 pictures on their camera, we will all head back to the classroom. I will help any student take the camera card out of the camera and plug it into the computer. Students will then open Pixie with their shapes. On pixie they will draw the outline of the shape with their mouse so I can clearly see what shape was represented in each picture and what they meant it to be. They will also write a sentence about the picture using the correct shape name (which is spelled out correctly on their sheet). The sentence will be set up for them in an outline format of “ISpy a __(name of object)_ that is shaped like a __(shape name)____” This will be done individually.

6.    I will be assessing their work based on their pixie documents. For example if they take a picture of a triangle tree and draw it as a square, I will know they do not understand the shape, especially if they label it as a triangle in their sentence. 

Technology Integration:

The teacher will use technology in the original review of the shapes. I will show pictures of shapes on the smart board to the students. The students will also be using digital cameras to take pictures outside of the shapes they find. They will then use the SD card to transfer the pictures onto the computer. From there they will open Pixie and upload the pictures. They will then use pixie to trance shapes and write a sentence.

Differentiated Instruction:

· Cognitive delay
If someone has a cognitive delay I will have him or her work with a buddy to do this activity. They will have their own coloring sheets to color in, but they will work together to find and take their own pictures. I will possibly pair them with a gifted student who I know already knows the shapes well and will help them without just doing it for them. They will then also work together on the computer to draw the lines around the shapes, and their buddy will explain it to them as well as demonstrate. They can possibly even help them draw it depending how severe their delay.

· Gifted
For gifted student I will make the assignment a little more challenging. On their coloring pictures, I will also list two to three extra shapes for them to color. I will talk with the individually about the extra shapes and explain the characteristics and their names. When the students go outside to take pictures of their shapes, the gifted students will also be challenged to find the extra shapes in their environment. On the sentence they will be typing out the full sentence and will be able to add a second sentence if they wish.

· ELL
For an ELL student, they will receive a special coloring paper. On the paper, it will list the shapes along with their names in English as well as their native language. That way they will be able to see how the two names mean the same shape. I will also try and do my research on the student’s native language, either online or talking to parents/ an interpreter. That way if the student does not speak any English I can try to explain the instructions to the student in their native language. If possible I will have an interpreter in my class or ask a parent to volunteer. But if those resources are not available I will do my best with the language.

Reflection: Designing Instruction

· Why are you using the instructional methods you have described?
I will be using different types of group/partner/individual work throughout the lesson, because then children have the opportunity to work with someone if they are struggling. It also promotes a social culture in the class, which is key for developing the child’s vocabulary and language use.

· How do the instructional methods align with what you know about best practices (think about your methods classes)?
 I know that all children learn in different ways, and no child is the same. This is why I will be doing some group work, partner work, as well as individual work. It will start with group work when the students are coloring and talking about the shapes. They will do partner work in finding the shapes outside. Then individual work in tracing and naming the shapes.

· How are you engaging students in creative and higher order thinking?
Having the students take pictures of shapes they find outside is promoting higher order thinking. They have to see a 2-D picture on a paper and find a shape that looks the same that may not look exactly like the paper picture. Such as a pine tree is taller and skinnier then the equilateral triangle that is on their paper. They are being creative by finding the shapes in nature that another student might not recognize is that shape.

IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

I will have all of the students submit their pixie work to me, and I will use that as my assessment. I will make sure they outlined the correct shape as well as put the correct shape name at the bottom of the document. If the student names 4/5 shapes correctly, they will meet my objective of naming with an 80% accuracy.

Reflection: Planning Assessment (InTask Standard 6):

· How does the assessment align with the standards and objectives of this lesson?
The standards are for children to name shapes no matter their overall size or orientation, by taking the pictures they are naming the shapes. I will assess if they name and draw 4/5 shapes correctly, which is align with the objective.

· How does the assessment demonstrate that the students have been successful in learning the content?
If they can name the shapes and outline them correctly, they have been successful in the lesson. However if they are just putting random names down and drawing shapes that do not correlate, I will know they were not successful and in turn did not understand the lesson.

· How does the assessment demonstrate student engagement in higher order thinking?
They are realizing that shapes are in their every day life. They must look at a tree and realize it is also a triangle, or a clock is also a circle. They are expanding their knowledge outside of the lines they see on paper.

· How does the assessment demonstrate that individual student needs were met?
The student’s needs were met for working in partners, groups, and individually. I will be personally talking with each student to make sure that they understand the lesson. I will adapt as the lesson goes through to their needs.

IIV. MATERIALS AND RESOURCES***************************

In this section include any examples you have created for the students, resources (software, weblinks, books, crafting items, etc.) and other necessary items

Materials needed for this activity: paper with shapes on it, a digital camera, a computer, and pixie software.

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1.     How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?
This lesson inspires learning because they are thinking about shapes beyond a 2-D figure and finding they see shapes in their every day life. It inspires creativity because the students have to think creatively about how a tree could also be a triangle, or how their shoe prints could make an oval.

2.     How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
The students are using digital cameras, a computer, and a program to do their work. They are using technology that they will grow up using, so it is good to get them using technology at a young age. They will be learning and experimenting with the different features on the camera as well as on Pixie. The assessment will be based on their products created using technology.

3.     How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
The lesson is based of using technology to learn about shapes. They will be working on the computer to upload the shapes they found, as well as working on drawing and naming the shapes. They are learning how to better use the technology they are working with while also learning their shapes.

4.     How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

1. advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   I will be teaching the students how to properly use the cameras before they use them, and demonstrate how the students will upload their photos to Pixie. In this activity the students will be generating their own work using their own ideas.
2. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   All the students will have the same access to the technology as their peers. The way the lesson is set up the students will be able to converse and receive help from their peers if they do not understand a certain part.
3. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   I will demonstrate how to use all of the technology and the correct way to use it before the students will use it. That way they can see the proper way of handling it before they can experience it. I will be using the technology along side them so they can constantly see a model of how to use the equipment.
4. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
   For this lesson there is not a need for cultural understanding or global awareness in dealing with shapes.