Understanding By Design
Unit Design
For
Geometry Unit
Kindergarten
Developed by
Renee Scott
Pontiac Academy for Excellence
2011
[pic] [pic] [pic]
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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