Understanding By Design



Unit Design

For

Geometry Unit

Kindergarten

Developed by

Renee Scott

Pontiac Academy for Excellence

2011

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Unit Design Worksheet

|Unit Title: Geometry Concepts |Subject/Course: |

|Topic: Geometry: 2D & 3D Shapes |Grade(s): Kindergarten |Staff Name: R. Scott |

|Stage 1 - Desired Results |

|Established Goals/Common Core Standards: |

|Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

|1. K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, |

|beside, in front of, behind, and next to. GLCE: G.GS.00.01 Relate familiar three-dimensional objects inside and outside the classroom to their geometric name, |

|e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism. |

|2. K.G.2 Correctly name shapes regardless of their orientations or overall size. GLCE: G.GS.00.02 Identify, sort, and classify objects by attribute and |

|identify objects that do not belong in a particular group. |

|3. K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). GLCE: G.GS.00.01 Relate familiar three-dimensional |

|objects inside and outside the classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism. |

|Analyze, compare, create, and compose shapes. |

|4. K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, |

|differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). GLCE: G.GS.00.01 Relate familiar |

|three-dimensional objects inside and outside the classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, |

|refrigerator/prism. |

|5. K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. GLCE: G.GS.00.02 Identify, sort, and|

|classify objects by attribute and identify objects that do not belong in a particular group. |

|6. K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” GLCE: |

|G.GS.00.02 Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. |

| |

|Kindergarten Math GLCE for Geometry (Michigan) moving out of curriculum: G.GS.00.03 Create, describe, and extend simple geometric patterns. |

|Understandings: |Essential Questions: |

|Students will understand that... | |

|shapes in the environment can be relative positions (above, below, beside, in |1. What are shapes you can find in your environment? |

|front, behind, next to). | |

|they can identify shapes regardless of their orientation in the environment. |2. How do shapes differ in size and orientation? |

|they can identify shapes in the environment as two- or three-dimensional. | |

|they will be able to analyze and compare two- and three-dimensional shapes in |3. How do you distinguish between 2 D and 3 D shapes? |

|different sizes and orientations using informal language to describe their | |

|similarities, differences, parts (e.g., number of sides and vertices/“corners”)|4. What are the attributes to create a shape? |

|and other attributes (e.g., having sides of equal length). |4. How do you distinguish shapes? |

|they can model shapes in the world by building shapes from components (e.g., |5. How do you use real world objects to create shapes? |

|sticks and clay balls) and drawing shapes. | |

|they can compose simple shapes to form larger shapes. For example, “Can you |6. How do you combine shapes to create other shapes? |

|join these two triangles with full sides touching to make a rectangle?” |6. How do you form a larger shape from combining simple shapes? |

| | |

|Students will know... |Students will be able to... |

| | |

|how to identify and describe shapes. |use higher order thinking skills to create shapes from real world objects. |

|how to analyze, compare, create, and compose shapes. | |

| |recognize, create, and compare shapes with different attributes. |

| | |

| |describe their physical world using geometric ideas (e.g., shape, orientation, |

| |spatial relations) and vocabulary. |

| | |

| |identify, name, and describe basic two-dimensional shapes, such as squares, |

| |triangles, circles, rectangles, and hexagons, presented in a variety of ways |

| |(e.g., with different sizes and orientations), as well as three-dimensional |

| |shapes such as cubes, cones, cylinders, and spheres. |

| | |

| |use basic shapes and spatial reasoning to model objects in their environment |

| |and to construct more complex shapes. |

|Unit Enduring Understanding: |Unit Question: |

| | |

|Students will understand that a 2D shape is “flat” vs. a 3D shape which is a |How is a 2D shape different than a 3D shape? |

|“solid”. | |

| | |

|Students will understand that 2 shapes can join together to create a different | |

|shape. | |

|(Example: 2 triangles join to form a rectangle.) | |

|Stage 2 - Assessment Evidence |

|Performance Tasks: (Summary in GRASPS form, end of the unit)(Summative)(After) |

| |

|GRASPS: |

| |

|Goal: To create a model of a classroom including 2D and 3D shapes. |

| |

|Role: The students will act as architects with the task of creating a replica of a classroom incorporating 2D shapes and 3D shapes. |

| |

|Audience: The teacher will act as the audience for the students creating the 2D &3D shape model of the classroom. |

| |

|Situation: The students will be provided a variety of construction paper and colored play dough. The students will then create a variety of 2D shapes using |

|construction paper and 3D shapes using the play dough to model classroom objects. The students will incorporate an example of 2 simple shapes joined together |

|to form a larger shape. |

| |

|Performance: Playing the role of an architect, the students will create a model of a classroom by displaying their work inside a shoebox. |

| |

|Standard: The students will be judged on the creation of their classroom model and incorporation of 2D and 3D shapes. If a student is not successful |

|incorporating both 2D and 3D shapes, they will be given prompts by the teacher to reach their goal. |

| |

|Key Criteria: (Rubrics, etc.) |

| |

|Geometric Shapes: |

|6 pts- shows clear understanding of Geometric Math concepts: |

|Creates three+ 3D shapes, five+ 2D shapes and creates an example of two shapes coming together to create a larger shape in the replica of the classroom. |

| |

|5 pts- communicates understanding of Geometric concepts: |

|Includes at least 1 example of two shapes put together to create a larger shape, at least three 2D shapes and includes 2 3D shapes in the classroom replica. |

|Use more than one appropriate strategy to solve problems. |

| |

|4 pts- shows proficient understanding of Geometric concepts: |

|Joins 2 basic shapes to create a larger shape and creates at least two 3D shapes in the classroom replica. |

| |

|3 pts -shows some understanding of Geometric concepts: |

|Creates one-two 3D shapes and creates 2D shapes but fails to put together 2 small shapes to make a larger one in the classroom replica. |

| |

|2 pts -shows minimal understanding of Geometric concepts: |

|Creates 1-2 2D geometric shapes in the classroom replica. |

| |

|1 pt-shows no understanding of Geometric concepts: |

|Cannot demonstrate use of basic skills without assistance. Is unable to apply strategies to solve problems |

| |

| |

|Proficiency Levels: |

|6 Exceptional Proficiency |

|5 Advanced Proficiency |

|4 Proficient (demonstrates the student is meeting the standard). |

|3 Developing Proficiency |

|2 Limited Proficiency |

|1 Minimal Proficiency |

|Other Evidence: Quizzes, Tests, Prompts, Observations, Work Samples |

|Before |During |After |

|Brainstorm/KWL |Trace/cut materials to create 2D shapes |Recognize/name basic 2D shapes (square, triangle, |

| | |circle, rectangle) |

|Daily discussion questions |Use manipulatives to create 3D shapes | |

| | |Recognize/name basic 3D shapes (cubes, cones, |

| |Manipulate shapes in the room to create larger shapes|cylinders, spheres) |

|Daily examples of environmental objects to portray 2D| | |

|and 3D shapes |Compare 2D vs. 3D shapes |Create 2D shapes “flat” with the use of construction |

| | |paper. |

| | | |

| | |Construct a variety of 3D shapes |

| | | |

| | |Model objects in the classroom environment. |

|Describe the assessment/s and state the prompt if applicable. | | |

|x F x S | | |

| | | |

|What type of scoring tools will be used for evaluation? | | |

|□ Analytic rubric □ Checklist | | |

|□ Holistic rubric □ Answer Key | | |

|□ Criterion rubric □ Other | | |

| | | |

|Student Self-Assessment and Reflection: |

| |

|Illustrate as many different shapes as you can think of. |

|Students will use crayons/markers to create shapes as seen in the classroom environment. |

|Stage 3 - Learning Plan |

|Differentiated Instruction (Layers, Tiered, etc.): |

| |

|Basic (C): |

|What Basic new knowledge do I need them to know/learn? |

|Discuss shapes with examples: circle, square, triangle, rectangle |

|Name shapes that are found in the surrounding environment |

|Discuss shapes in the environment as relative positions: above, below, beside, in front, behind, next to. |

|Students sort shapes according to similar attributes |

|Each student completes individual activities pertaining to shapes |

| |

|What shapes do you see at school, outside, in your house, or anywhere else in your environment? |

| |

|Identify shapes in the environment as relative positions (above, below, beside, in front, behind, next to). |

|How can you make larger shapes by putting together small shapes? |

| |

|Do all shapes have the same attributes? Can you name some of the similarities/differences? |

| |

| |

|Applying (B): |

|How can they apply this new info to previous info? |

|Apply, compare, manipulate, demonstrate |

|Students are actively engaged in creating shapes by tracing and cutting out shapes. |

|Students use manipulatives to create different shapes. |

|Students use objects in the classroom environment to join together to form larger shapes. |

|Students go on a scavenger hunt in the room to find 2D and 3D objects. |

| |

|Compare 2D vs. 3Dshapes. |

| |

|Find examples of 2D AND 3D objects in the room. |

| |

|Manipulate shapes in the room to create larger shapes. |

| |

|Demonstrate a 3D shape by manipulating materials in the classroom to show a solid form. |

| |

| |

|Learning (A): |

|What debatable issue in the real world deals with this topic? |

|Current events, debates, leadership, decision? |

|Practical examples of 2D and 3D shapes. |

|Classroom model to portray 2D and 3D shapes. |

| |

|Students act as an architect. |

| |

|Students act as book author, creating a shape book. |

| |

|Learning Activities: (consider the WHERE TO elements) |

| |

|“Whereto” |

|(to be used as a checklist for building and evaluating the final lesson plan) |

| |

|W: Where are we going? Why? What is expected? |

|Students will have an opportunity to explore/predict/manipulate objects to gain an understanding of how geometry is embedded in their surrounding environment. |

|H: How will we hook/hold student interest? |

|The use of technology, games, books, hands on manipulation as well as projected completion of a classroom project which will be designed by the student. |

|E: How will we equip students for expected performances? |

|Opportunities to practice/manipulate objects/predict |

|R: How will we help students rethink and revise? |

|During exploration of centers and daily activities |

|E: How will students self-evaluate and reflect on their thinking? |

|Upon the completion of student classroom project and classroom KWL |

|T: How will we tailor learning to varied needs, interests, styles? |

|The use of movement, learning games, hands on manipulatives, technology to enhance the learning process & opportunities by the teacher to use higher level |

|questioning |

|O: How will we organize and sequence the learning? |

|Introduction to 2D and 3D shapes (Level C) |

|Engaging students-Applying (Level B) |

|Practical examples-Classroom project (Level A) |

| |

| |

|Learning (A): |

|Practical examples of 2D and 3D shapes. |

|Classroom model to portray 2D and 3D shapes. |

|Essential Vocabulary |

|Describe: to tell or depict in written or spoken words; give an account of. |

|Name: to give the name of |

|Identify: to recognize or establish as being a particular person or thing |

|Analyze: to examine carefully and in detail so as to identify causes, key factors, possible results, etc. |

|Compare: to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences |

|Model: a representation, generally in miniature, to show the construction or appearance of something. |

|Building :anything built or constructed |

|Compose: to make or form by combining things, parts, or elements |

|Circle: a ring, circlet, or crown. |

|Square: a rectangle having all four sides of equal length. |

|Triangle: closed plane figure having three sides and three angles |

|Rectangle: a parallelogram having four right angles. |

|Oval: having the general form, shape, or outline of an egg; egg-shaped. |

|Octagon: a polygon with eight sides |

|Pentagon: a polygon with five sides |

|Hexagon: a polygon with 6 sides |

|Similar: having the same shape but not necessarily the same size |

|Different: not identical; separate or distinct |

|Curve: continuously bending line, without angles |

|Equal: evenly proportioned or balanced |

|Flat: level; having no depth |

|Angles:  two rays sharing a common endpoint. |

|Faces:  flat surface of a 3-D shape. |

|Sides:  the line or curve on the edge of a shape joining its vertices. |

|Corners:  point where surfaces meet – vertex. |

|Congruent:  having the same size and same shape. |

|2-D:  having 2 dimensions; length and width. |

|3-D:  having 3 dimensions; length, width and height. |

|Flat:  having little or no depth. |

|Divide:  to separate into parts, groups or sections. |

|Area:  the size a surface takes up measured in square units. |

|Equal:  having the same amount or value. |

|Above:  in, at or to a higher place. |

|Below:  in or toward a lower place. |

|Beside:  by or at the side of. |

|In Front Of: a place or position directly before anything. |

|Behind:  at or toward the rear of. |

|Next To:  nearest in place or position. |

|Sphere: three-dimensional solid that is perfectly round. A ball. |

|Cone: a solid shape with a circular base and a curved surface that tapers to a point. |

|Cube: a solid shape that has 6 square faces all equal in size, 8 corners, and 12 equal edges. |

|Cylinder:  a solid shape with one curved surface and two congruent circular bases. |

|Prism: a solid three-dimensional shape with two identical parallel bases.  All other faces are rectangles. A prism takes its name from the shape of its base, |

|e.g. square prism, triangular prism, hexagonal prism. |

|Rectangular Prism: a prism with two identical, rectangular bases. |

|Triangular Prism: a prism with two identical, triangular bases. |

|Square Pyramid: a solid shape with a polygon as a base and triangular faces that taper to a point. A pyramid takes its name from the shape of its base, e.g. |

|square, triangle, rectangle, pentagon, hexagon, octagon. |

|Size: how big or small something is. |

|Roll: to move along a surface by revolving or turning over and over, as a ball or a wheel. |

|Combine: to bring into or join in a close union or whole |

| |

|Sequencing the Learning |

|Basic (C) Monday |Tuesday |Wednesday |Thursday |Friday |

|Present lesson on shapes. |Review basic shapes by holding |Review basic shapes by finding |Review basic shapes by reading:|Review basic shapes by |

|Educate students how shapes can |up examples…circle, triangle, |items in the room to use as |“A Circle Here, A Square There”|activities: |

|be found in the surrounding |square, rectangle). |examples of shapes found in the| by David Diehl | |

|environment. | |environment. | |1. Playing “Shape Shadow Hunt” |

| |Engage students by playing | |On work mats Students sort |Teacher places shapes on the |

|KWL Ask students what they know|“Shapes, Shapes Stand up Now!” |Place laminated shapes around |shapes by using pattern blocks |overhead projector. |

|about shapes/want to know about | |the room (on the floor)….play |to place in the correct corners|Students are called up to |

|shapes. |Each student is given a random |freeze game by playing |of their work mat. |identify a given shape as it is|

| |laminated shape. |music…students freeze on a | |called out by the teacher. |

|Review basic shapes by holding |Students sit in a circle with |shape…must call it out when |Examples: | |

|up examples…circle, triangle, |their shapes and listen as the |they are called on. |Square corner |2. Playing “Name that Shape” |

|square, rectangle) |teacher sings out… | |Circle corner |Attribute blocks are placed in |

| | |Students rotate through centers|Triangle corner |a bag. |

|Review relative positions: |Song of: circle, circle stand |for reinforcement of shapes. |Rectangle corner |Students are called one by one |

|above, below, beside, in front |up now, circle, circle stand up|(triangles) | |to reach into the bag and feel |

|of, behind, next to. |now. (all students with circles| |Students rotate through centers|the shape. They must then |

| |stand up and hold up their |CENTERS: |for reinforcement of shapes. |identify what the shape is and |

|Students practice placing shapes|circle) |Construct a triangle book | |tell why they thought it was |

|in relation to other objects in |Circle, circle sit back down, |“Things Shaped Like Triangles” |CENTERS: |that shape by the attributes. |

|the environment. |circle, circle sit back down. |A Printable Activity Book |Follow directions from | |

| |(song is repeated until all | |worksheet to color each shape |3. Have students put together |

|Activity: |shapes have been called out) |A small, triangular shaped book|as it is identified in the |two shapes pulled from the bag |

|5 students are called to the |Students exchange shapes and |with triangular things to draw,|directions |to create a larger shape (exp…2|

|front of the class. |song is repeated! |including mountain, volcano, |(example: circles/ red |triangles combine to make a |

|Each student is given a | |rocket, banner, and pyramid. A |squares/blue etc…). |rectangle). |

|different laminated shape card. |Students rotate through centers|one-page printout. | | |

|5 more students are called up to|for reinforcement of shapes. | |Make a collage of rectangles |4. Students use whiteboards to|

|act as a model/partner for the |(circles/squares) |Trace triangles from attribute |cut out from pictures in |create a shape as it is called |

|shape holding student. | |blocks |magazines. |out by the teacher. |

|The teacher will call out |CENTERS: | | | |

|different positions for the |Use yarn to glue around circles|Use GEO Boards to create |Label the shapes by placing the| |

|shape holders to manipulate |as given on colored worksheet. |triangles |correct shape word/pictorial | |

|around the model student. | | |next to the given shape as | |

| |Use blocks from play area to |Construct triangles from |provided. | |

|Example: |create squares with a friend. |Wikistixs. | | |

|Teacher calls out… | | |Matching shapes by playing “I | |

|”place your shape above your |Use straw manipulatives to | |spy a shape.”(Similar to memory| |

|partner” |create squares. | |card game.) | |

|“place your shape below your | | | | |

|partner” |Glue pretzels on paper to | | | |

|Teacher completes calling out |create squares. | | | |

|the remainder position words. | | | | |

|beside, in front of, behind, | | | | |

|next to | | | | |

| | | | | |

|Activity: | | | | |

|Trace the shapes from the | | | | |

|worksheet provided. | | | | |

|Cut out each shape. | | | | |

|Put them in an envelope to take | | | | |

|home. | | | | |

|Apply (B) Monday |Tuesday |Wednesday |Thursday |Friday |

|Introduce 3D shapes |Show examples of 3D geometric |Show examples of 3D Geometric |Revisit 3D shapes by reading |Revisit 3D shapes by taking a |

| |shapes on line. |Shapes on line |“Cubes, Cones, Cylinders, & |classroom quiz on line at: |

|Read “The Wing on a Flea” by Ed | |illuminations. |Spheres” by Tana Hoban | |

|Emberley |(shapes can be manipulated on |(shapes can be manipulated on | |(the website allows students to|

| |line) |line..students can discover the|- Students name/teacher lists |name 3D shapes from items found|

|- Students go on a Scavenger |- Students create 3D shapes by |“faces” of the shapes and |all the 3D shapes they found in|in the environment) |

|Hunt in the room to find 3D |using printable, foldable |manipulate the shapes by |the book that was discovered in|- Students will manipulate |

|“solid” shapes |geometric shape patterns |spinning them on line) |the environment |Playdough to create 3D shapes |

|- Students go on a scavenger | | | |as called out by the classroom |

|hunt in the room to find 2D |Students will create: |Practice creating 3D shapes |- Students practice creating 3D|teacher. |

|“flat” shapes |- Cube |with hands on manipulatives “ |shapes with hands on | |

|- Use a Venn Diagram to describe|- Cone |sticks and balls: |manipulatives. |Using the online website noted |

|the similarities/differences |- Cylinder | | |above… |

|between the 2D and 3D shapes. |- Rectangular Prism |Students will create: |- Students use a mapped out | |

| |- Sphere |- Cube |diagram/worksheet to create a |Students will refer to |

| | |- Cone |base for a cube and then build |pictorials as they are |

| | |- Rectangular Prism |off that by putting together |portrayed on the classroom |

| | |- Triangular Prism |toothpicks and marshmallows to |monitor to use playdough to |

| | | |build up and out to create a |create 3 D shapes. |

| | | |cube. |3D shapes to create: |

| | | | |- sphere |

| | | | |- cube |

| | | | |- cone |

| | | | |- cylinder |

| | | | |- rectangular prism |

| | | | |- triangular prism |

|Learning (A) Monday |Tuesday |Wednesday |Thursday |Friday |

|Students spend classroom time |Actual creation of shoebox |Actual creation of shoebox |Actual creation of shoebox |Students share their creations |

|creating a replica of a |replica of classroom |replica of classroom |replica of classroom |and discuss the items they made|

|classroom. | | | |2D/3D to depict a classroom |

|Students will be given a shoebox| | | |environment they created by |

|to create the classroom | | | |using a combination of 2D and |

|environment. | | | |3D shapes. |

| | | | |- Completion of KWL Ask |

|- Students are to use a | | | |students what they Learned |

|combination of 2D and 3D | | | |about shapes |

|geometric shapes to create items| | | | |

|they would find in the | | | | |

|classroom. (refer to rubric for | | | | |

|expected results) | | | | |

| | | | | |

|- Students will be given | | | | |

|construction paper for creation | | | | |

|of 2D shapes and Playdough for| | | | |

|constructing 3D shapes | | | | |

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