3 Dimensional Lesson Plan for 2nd grade PDF

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Summary

2nd grade lesson plan for teaching three-dimensional shapes by their attributes...

Description

GCU College of Education

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name:

Elissa Dickard

Grade Level:

2nd Grade

Date:

August 22, 2021

Unit/Subject:

Math

Instructional Plan Title:

Three-Dimensional Shapes

Lesson Summary and Focus:

In this lesson we will be talking about three-dimensional shapes. We will classify the shapes based on their attributes. The students will learn what attributes to use like edges, vertices, faces and curved surfaces. The students will be able to tell how many each shape has. We will do several activities to enforce the material.

Classroom and Student Factors/Grouping:

Most of the class has a proficiency level above 3. Some native languages included inthe class are: Spanish, Vietnamese, Liberian English, Russian, Navajo, Somali, and Burmese. There is a student, Maria, that is an English Language Learner that will need special modifications/accommodations to understand the lesson because she speaks little to no English. She is also 2 years above the others in Math. Since the school doesn’t have a GT program, I will offer other activities for her. In the class, I have 6 students with IEP or 504 plans (including students with ADHD, High Functioning Autism, glasses, and several listed as having a learning disability that perform at a lower grade level). Most of the class falls under the “low” economics status.

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GCU College of Education

LESSON PLAN TEMPLATE National/State Learning Standards:

TEKS Math 2.8A

Specific Learning Target(s)/Objectives:

Students will be able to classify three-dimensional shapes by their specific attributes such as edges, vertices, faces and curved surfaces.

Academic Language

Classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms) and triangular prisms, based on attributes using formal geometric language;

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Classify Three-dimensional Sphere Cone Cylinder Rectangular Prisms Cubes Triangular Prisms Edges Vertices Faces Curved Surfaces

For learning vocabulary, together we will make a class anchor chart. We will talk about the vocabulary and draw one example of each. The students will copy this anchor chart into their math journals. They will be able to refer back to this throughout the lesson.

 We will watch the YouTube video before going over vocabulary. (Link here: https://www.youtube.com/watch?v=6r_-1qJe-JE)  3D Shape Posters on board.

Resources, Materials, Equipment, and Technology:

1. Anchor Chart (Example:

2. 3. 4. 5. 6. 7.

https://www.teacherspayteachers.com/Product/3D-ShapeAttributes-720681) 3D Shape Poster (pdf attached) Math Journals Colored pencils for making chart and coloring shapes White Board Real world examples of the 3D shapes (Scavenger Hunt) Three-Dimensional Shape Manipulatives for each group (in box)

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GCU College of Education

LESSON PLAN TEMPLATE 8. 9. 10. 11. 12.

13. 14.

15.

16.

Two-Dimensional Shape Manipulatives for each group (in box) 3D Shape Net Buddies (used for the lesson) 3D Shapes Attributes Worksheet (Assessment) Who Am I? Cards Scavenger Hunt Worksheet (Extension Assignment) YouTube Video (https://www.youtube.com/watch?v=6r_-1qJe-JE) IPads (used for gifted students, early finishers and students with disabilities) https://www.education.com/games/3d-shapes/ (sample games) “I Am Finished Early” chart (this chart includes activities from previous lessons…some will be on the IPad or other technology in the classroom) https://www.education.com/games/3d-shapes/ (sample games) The Busy Box (this will have things like tangram cards,3D shapes for building a person, etc.)

Section 2: Instructional Planning

Anticipatory Set For this I will let the students tell me what they notice different about figures in the 2 boxes in front of them. First, we will talk about the 2D shapes because that is what they are familiar with. The students will be able to use the box with the 2D shapes to help answer the questions.

Time Needed

10 Minutes

Some questions to ask: 1. What are the characteristics of a circle? 2. What are the characteristics of a square? 3. What is a triangle? 4. What shape has 2 long sides that are the same and 2 short sides that are the same? Next, I will ask, “How are the 2 boxes of shapes different?” “How can you describe the new shapes to me?”

● For each math groups, the students will have 2D SHAPE MANIPULATIVES to use. ● For each math groups, the students will have 3D SHAPE MANIPULATIVES to use. Multiple Means of Representation

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Time Needed

GCU College of Education

LESSON PLAN TEMPLATE

 Direct Instruction: During the lesson we will do an activity called “3D SHAPE NET BUDDIES”. While talking about the attribute of each 3D shapes, the students will be able to fill in the blanks on the shapes. I will be modeling the 3D shapes with the students, giving them step by step instruction. By doing this, it will help the all students (including the ELL, gifted, learning disabled, etc.) understand the material. By having the students make their own 3D shape it will give them a visual model of what we are learning.  Concept Development: The lesson will be for learning the names of the shapes and how to sort/classify the shapes. This will be done after the anticipatory set to help students learn the vocabulary before we start the lesson. Together, we will make a CLASS ANCHOR CHART. The students will record it in their MATH JOURNALS. 3D SHAPE POSTERS will also be on the board for students to reference. ● I will use ANCHOR CHARTS to teach students the vocabulary. They will record the chart in their MATH JOURNALS. This will be done after the anticipatory set. I will also have the 3D SHAPE POSTERS for each shape that we are learning. These will be posted on the board. ● I will use 3D SHAPE NET BUDDIES to teach students about the attributes of threedimensional shapes. ● I will model one example on the WHITE BOARD before allowing students to work on their 3D SHAPE NET BUDDIES. This will be an individual activity, while I am talking about each shape. ● YOUTUBE VIDEO will be used to help enforce the material. (https://www.youtube.com/watch?v=6r_-1qJe-JE) DIFFERENTIATION:

● English language learners (ELL): English Language Learners will be able to use their ANCHOR CHARTS and the posters available. The YOUTUBE VIDEO & the 3D BUDDIES will be useful for these students as well. These students need visuals to help enforce the material. ● Students with special needs: For the students with IEPs or 504 plans, I will follow their plan that is laid out for them. The 2D and 3D SHAPE MANIPULATIVES will be great hands-on activities for the special needs students. ● Students with gifted abilities: For the students classified with gifted abilities or those that are at higher levels in math I will provide other WORSHEETS or GAMES (some with technology) to work on from the “I am finished early” chart, or they will be able to chose an activity from the BUSY BOX. ● Early finishers (those students who finish early and may need additional resources/support): The early finishers will be able to chose an activity from the BUSY BOX or from the “I AM FINISHED EARLY” CHART.

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30 minutes

GCU College of Education

LESSON PLAN TEMPLATE

Multiple Means of Engagement ● I will have the students work in their math groups. The activities for groups will be a SCAVANGER HUNT, which will help give real life examples in the class room and the “WHO AM I?” GAME. ● For the “WHO AM I” GAME, each group will receive 3 cards. They will have to read the cards and find the right shapes and explain why they picked that shape. The cards will come with a sheet where the students will record their answers. (Example: Student A will read the “Who am I” card – I am a shape that has no faces and no vertices? Student B will say, “You are a sphere because they do not have any faces or vertices.”) ● For the “SCAVENGER HUNT” students will have to look around the classroom to find examples of the 3D shapes. They will record their items by taking a picture with their IPADS. Each group will get to show an example to the class.

Time Needed

“Who Am I” activity 15 minutes

Scavenger Hunt 15 minutes

DIFFERENTIATION: ● English language learners (ELL): For the English Language Learners, being in GROUPS with stronger students will help support their needs. I will also be going around helping any student that is struggling. The SCAVENGER HUNT will offer an opportunity for them to see real examples of the shapes. ● Students with special needs: MATH GROUPS will help the students with special needs. They will be able to use any MANIPULATIVES to help. ● Students with gifted abilities: For students with gifted abilities, I will group them with the students that need a little extra help. ● Early finishers (those students who finish early and may need additional resources/support): For the early finishers, they will be able to help their groups.

Multiple Means of Expression FORMATIVE ASSESSMENTS: o

o

EXIT SLIPS: The students will pick one 3D shape and write a couple of sentences describing the attributes in their MATH JOURNALS. They will draw a picture to show they understand what the shape looks like. They will have to turn in at the end of class. ANCIPATORY SET: The students will pick one object from home to show during the opening the next day. They will have to tell the 3D shapes it looks like and then list the attributes of the shape.

o

THUMBS UP/THUMBS DOWN: The students will participate in questions throughout the class to help demonstrate their knowledge. This will help me know if I need to go over the material again.

o

FLIPGRID: The students can answer questions about the material.

SUMMATIVE ASSESSMENTS: o

3D SHAPE ATTRIBUTES WORKSHEET: The test will have all the shapes list. The

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Time Needed

Exit slips and opening activity (if picked) 10 minutes

Worksheet 20 minutes

GCU College of Education

LESSON PLAN TEMPLATE students will have to tell how many edges, vertices, faces and any curved surfaces each shape has.

DIFFERENTIATION: ● English language learners (ELL): For the ELL students, they will be able to use their MATH JOURNALS which includes their ANCHOR CHARTS. This will be a great tool because it will have examples for the students to help them understand the words. ● Students with special needs: For the students will special needs, the THUMBS UP/THUMBS DOWN will be a great tool. These students will be given a shorter summative assessment or receive a longer amount of time to do the worksheet. They can also have their test read aloud or done at the teacher desk to offer more instruction during the test. ● Students with gifted abilities: For the gifted students, I can utilize ABOVE GRADE LEVEL ASSESSMENTS by adding different questions to their test. FLIPGRID can also be used to make the assessments fun and engaging for the students.

● Early finishers (those students who finish early and may need additional resources/support): For the early finishers, they can choose an activity from the BUSY BOX.

Extension Activity and/or Homework Students will take how the Scavenger Hunt Worksheet. At home, they will look around their homes to find an example of each shape. They will tell what the item is and draw a picture of the shape. They will then tell the attributes of each shape. They can get help from their families with this activity.

Time Needed

30 minutes

REFLECTION The main instructional models being used in the lesson plan are, direct instruction and concept development. First, direct instruction is important because it gives students explicit

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GCU College of Education

LESSON PLAN TEMPLATE steps to reach the lesson’s objectives (Estes & Mintz, 2016). The teacher gives the instruction to the students, then they take on the responsibility for demonstrating their knowledge of the lesson. Through direct instruction, the students in this class, will have a clear object to reach, have their prior knowledge assessed, have the content taught so it promotes their learning, they will be assessed on their knowledge, and they will get to do independent practice. This is a great strategy to use because as a teacher I will be able to have differentiated instruction. It allows for flexible grouping and a variation in questions for assessments. “Questions can be adjusted based on learner readiness, experiences, interests and preferred approaches to learning (Estes & Mintz, 2016).” Concept development will help students label and classify the threedimensional shapes. Concept development is good for diverse learners because it can meet a variety of needs in the way that it is structured and implemented (Estes & Mintz, 2016). The assessments in the lesson are put in place to inform the teacher on what to teach next. In the lesson plan, I use anticipatory sets, exit slips, Flipgrid, and thumbs up/thumbs down for formative assessments. All of these ways allow for every student to do their best. Exit slips are used so teachers can adapt and differentiate the planning and instruction for future material (Alber, 2011). Thumbs up/thumbs down is an easy way to check the diverse learners understanding of the material and it will allow a teacher to change tactics on how they are giving instruction (Alber, 2011). Throughout the lesson and assessments, the students will be able to use technology. The games done on the IPad reinforce the lesson. It will also help with student’s engagement. The students will be able to use Flipgrid for assessments. This can make it easier for some students to answer questions so they don’t have to speak up in the classroom. This will also allow for immediate assessment, which will be a great aid in differentiating instruction.

REFERENCES: Alber, Rebecca. (2011). 3 Ways Students Data Can Inform Your Teaching. Retrieved from: https://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

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GCU College of Education

LESSON PLAN TEMPLATE Estes, Thomas H., & Mintz, Susan L. (2016) Instruction: A Models Approach (7th ed.). Pearson.

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