Part One
| Title of Unit: Categorizing and Sorting 3-D Objects. Grade Level: 2 Subject: Mathematics Time Frame: 30-40 minutes for each lesson. Developed By: Hope Brenner & Hailey Sills Stage 1 – Identify Desired Results Saskatchewan Curricular Learning Outcome(s) What relevant goal(s) will this unit address? Spatial Sense, Logical Thinking, Mathematics as a Human Endeavour. Outcome(s): SS2.3 Describe, compare, and construct 3-D objects, including: Cubes Spheres Cones Cylinders Pyramids Indicator(s): a) Identify examples of cubes, spheres, cones, cylinders, and pyramids, as found in the classroom, home, and community. b) Sort a set of personally relevant 3-D objects and explain the sorting rule used. Essential Questions What provocative questions (one or two) will foster inquiry into the content? How can I identify the different 3-D shapes within the classroom? What are effective strategies to sort and categorize different 3-D objects? Knowledge – What math knowledge will students acquire as a result of this unit? (think of nouns – chunks of knowledge) Students will acquire the ability to effectively identify and distinguish the different 3-D objects inside the classroom, home, and community. Students will acquire the knowledge of sorting the different 3-D objects into specific categories. Skills – What math skills will students acquire as a result of this unit? (think of verbs – what will you be able to observe students doing) Identify Label Categorize/ Sort Students will know… How to identify the 3-D objects around them. How to sort 3-D objects into their proper categories. How to effectively work with other classmates to categorize the 3-D objects. Students will be able to… Successfully label and identify the 3-D objects in the classroom, community, and home. Place each 3-D object with partners into the proper categories and explain the reasoning. Stage 2 – Assessment Evidence (excerpt) What kind of mathematical misconceptions might students display during this unit? What can you, as a teacher, do to specifically address these? The misconception within this lesson is, “students frequently confused the vocabulary associated with 2-D and 3-D shapes. For example, students who have been asked to look for rectangles in the classroom might point to a tissue box” (Common Errors and Misconceptions, n.d., p. 1). The job of teachers is to provide information to the students that show and list the differences between 2-D and 3-D shapes. For this lesson, since the focus is on 3-D shapes, the teacher can provide the students with a sheet that lists all the specific 3-D shapes. Having these visual directions might aid the students in finding the proper 3-D shapes around them. Another strategy is to, “make sure students have opportunities to compare and contrast shapes that are likely to be confused” (Common Errors and Misconceptions, n.d., p. 1). The teacher can instruct the students to identify what a 2-D and 3-D shape is at the beginning of the lesson before jumping into labelling and identifying 3-D objects around them. Another strategy to address these misconceptions is by labelling the 3-D shapes as everyday objects (Common Errors and Misconceptions, n.d., p. 1). For example, the teacher can describe the 3-D cone shape as an ice cream cone or pylon. This may help to visualize all the 3-D shapes around the students in the classroom, at home or in the community. Evidence The students will complete a variety of activities that will help them achieve the goals of this lesson. This unit plan will be assessed through observation (formative assessment) as the teacher will observe how the students are comprehending, identifying, and categorizing the objects within these lessons. There will be a variety of activities and worksheets that will help with the assessment portion of this unit on 3-D shapes. Stage 3 – Learning Plan (Stage 3) Where are your students headed? Where have they been? How will you make sure the students know where they are going? The students are on their way to a better understanding of 2-D and 3-D shapes that surround them in their everyday life. It is important that the students are able to identify, label and categorize what the 3-D objects are that surround them in their classroom, school, home and the community. The teachers will ensure that the students are getting to where they need to be through guided instruction and collaborative work. The teacher will also provide the students with lots of helpful and clear examples of the different 3-D shapes, this will get the students to the end goal of the unit plan. How will you hook students at the beginning of the unit and engage their interest? At the beginning of the lesson, the teacher will ask the students to look closely at each of the 3-D shapes and come up with ideas of what they could represent in a real-life scenario. After a few minutes of thinking deeply, the teacher will ask if some students will share what they came up with. The teacher can write on the board some of the ideas and examples that the students shared. What events will help students experience and explore the big ideas and essential questions in the unit? How will you equip them with the needed skills and knowledge? Having the students do hands-on activities (i.e. moving around the classroom). This way, they are able to visualize the shapes and gain an understanding of the 3-D objects around them. This is a form of experiential learning that can be used as an instructional strategy. We will equip the students by providing examples and worksheets. We will also be using collaborative work to complete the learning task. How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? We can cause the students to reflect and think about their learning by completing Exit Slips or Math Journals at the end of a few lessons. This way the students are reflecting on what they learnt during the lesson by putting it into their own words. The teacher can leave comments and suggestions on the student’s Exit Slips and assignments, giving them feedback on their work. How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? The students will exhibit and self-evaluate their learning by completing the required tasks, worksheets, assignments and Exit Slips throughout the unit plan. This will help the students develop their knowledge, skills and understanding of the material and lessons. How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit? The teachers can tailor the lesson plan by making smaller groups to ensure that everyone has the opportunity to participate. Having the students explore the other areas of the school to find more 3-D objects. By tailoring this portion of the lesson, the teacher is not limiting the students to just in-class 3-D objects, but they are able to experience and explore the shapes around them. How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? The teachers will organize the lessons into a sequence that works together. In other words, one lesson cannot be completed without the other. Each student will be required to fully participate throughout the lessons. The teacher will create lessons that require all student engagement and participation. Required Resources & Materials for lesson activities Activity 1 Materials and Resources: Lesson 1 Activity Scissors Glue Written utensils (pencils, pencil crayons, markers, pens, etc). Activity 2 Materials and Resources: 3-D Shapes Mat Activity Worksheet Modelling clay/ Play-Doh Tooth pics, straws, pipe cleaners Glue scissors Construction paper Math journal Activity 3 Materials and Resources: Lesson 3 Activity Writing utensils Venn Diagram chart Exit Slip Lesson 3 Exit Slip How will we get there? Instructional Plan – activities: Activities/Lesson 1 Source of activity: Lesson 1 Activity Objective(s): The objectives are to help students get more familiar with the differences between 2-D and 3-D shapes. This lesson is the starting point for the rest of the 3-D lesson unit. The students must correctly label and categorize the 2-D and the 3-D shapes into their correct spaces. If the time allotted we also want to see the student’s creativity with the colours they choose to add to their shapes! Hook: Hello students! Today we will begin looking at 2-D and 3-D shapes, and the differences between them. To start, you will be given a worksheet. On the first page, you are asked to draw a 2-D shape, and then a 3-D shape. Get creative and use your imagination… There are so many different options of shapes to draw! The next part of the worksheet will be a matching activity. You will need to cut out the shapes and glue them in the space where they belong. Before you begin glueing, make sure you have me or Miss. Brenner takes a look at where you are going to place your shapes, to make sure they are in the correct spot. Brief description of the activity: Before the students begin completing the worksheet, the teachers will explain what a 2-D and 3-D shape is. This is to ensure that there is no confusion of both types of shapes. On page 1 of the worksheet, students will describe and draw what a 2-D and 3-D shape looks like. On the next page, individually cut out each shape. Begin to match the shapes to the correct name/term. Ask the teachers if it is correct. If correct, glue each shape into the empty space where they belong. If there is enough, the students can colour in the shapes to give a little bit more dimension and uniqueness. The teacher’s guidance will be used as a resource throughout this lesson. Assessment: This lesson is a form of formative assessment because the teacher is observing if the students have correctly matched the shapes before moving on to the next step. The teachers are looking closely at how the students are using their matching, organization and categorizing skills to complete the task. Activities/Lesson 2 Source of activity: 3-D Shape Creation/Modelling Mat Video 3-D Shapes Mat Activity Worksheet Objective(s): The objective of this activity is to bring the 2-D shapes to life (3-D shapes)! These activities will create a better visual aspect of the different shapes that surround the students. Another objective is for the students to show their understanding by using materials to justify their answers and knowledge of the lesson. Hook: Hello Students! Today we are going to have lots of fun with different shapes. We are going to be using modelling clay (Play-Doh) to create 3-D shapes. You’ll be given a worksheet with several different 2-D shapes that you need to turn into 3-D with the supplied materials. There are also a few other questions that need to be completed after you create the 3-D shape! We can’t wait to see the designs that you come up with during this activity! One thing to remember, be safe with all the materials that you are using. Brief description of the activity: Students will be given a worksheet that has several pages of different shapes. With the materials given to each student, they are to create a 3-D example for the listed shape. The materials include tooth pics, play-doh, Straws, pipe cleaners, glue, scissors, construction paper. If the students want different materials, they just have to ask the teachers. After creating the 3-D models, the students will describe each shape on the paper and list/count what each shape has in faces, edges and sides/Vertices. The teacher will provide examples of what a face, sides/vertices and edges mean. https://www.playdoughtoplato.com/wp-content/uploads/2016/08/3D-Shapes-6.jpg (this is the example that the teacher will provide for the students of what makes up each shape). Assessment: The form of assessment used after this lesson is summative. The students will write in their math journals what 3-D shape they enjoyed creating the most, which was the easiest and hardest to create. The teacher will also assess the students learning by viewing their worksheets after the lesson. The student’s 3-D shapes they created will be displayed in the back of the classroom on a shelf for everyone to see throughout the rest of the unit. Activities/Lesson 3 Source of activity: Lesson 3 Activity Objective(s): Hook: Hello students! Did you know that so many of the materials and objects that surround us every day in the classroom represent 3-D and 2-D objects? Well, Today we have a couple of activities we are going to do in groups of 4, to help us gain a full understanding of 3-D shapes. For the first activity, each group will be given a sheet that has spaces labelled 1-10. Your job is to look around the classroom and find 10 different 3-D shapes. You will take turns with your group members to draw the shapes you found on the worksheet with the name of what it is. After the first activity is completed, we will move on to the second activity in the same small groups. You will be given a Venn diagram chart on a large poster board with the categories ‘flat surfaces, curved surfaces, and flat/curved’. Your job as a group is to organize the shapes you found in the first activity in the diagram. At the end of the activity, we can look at all the groups together and see the different 3-D objects that we found. Brief description of the activity: In groups of 4, the students will go around the classroom and find the different objects in the room that look like 3-D objects and shapes. On the given worksheet, draw a version of the 3-D object that your group found and label what it is called. In the same groups, the teachers will have premade Venn diagrams on poster boards ready for each group to complete. The objective is to correctly organize what 3-D objects the students found in the chart by referring to what shape has a flat surface, curved surface and/or both. Once the groups are completed, the teachers will ask each group to share some of the 3-D that they found throughout the classroom. The students and the teachers can see some of the connections that the students were able to make throughout this lesson. After the discussion has ended, the teachers will hand out an Exit Slip to each student to complete individually about the lesson. Assessment: The assessment used throughout this lesson is summative. The teachers will review and assess the work done by each group. The teachers will review the different shapes that each group found and how they were able to categorize and sort the shapes into the Venn Diagram. The teachers will use summative assessment as well by reviewing what the students wrote in the Exit Slip. Lesson 3 Exit Slip. Original Source(s) of activities: Activity 1: We created a worksheet for the students to create Lesson 1 Activity. This activity has two parts and they will be completed individually. Activity 2: We used a worksheet that we found online 3-D Shapes Mat Activity Worksheet. We also provided a youtube video on the example of these worksheets 3-D Shape Creation/Modelling Mat Video. Activity 3: For this activity, we created an activity worksheet for the students to complete throughout the lesson Lesson 3 Activity. This activity has two parts, both to be completed in groups. |
Why these activities?
We chose these activities because we wanted the students to gain a firm understanding of 2-D and 3-D shapes. The first activity is the beginning of the shapes unit. We started with a simple activity to get the students familiar with the differences between 2-D and 3-D shapes. We thought this was appropriate because it is important to be able to differentiate between the two types of shapes. This activity was effective because it made connections that go along with the second activity/lesson. The second activity we chose was a bit more challenging. We gave the students a worksheet with several different 2-D shapes on it. They needed to take these shapes and use the materials given to represent them in 3-D. They are given numerous different materials to create the shapes however they please. Along with creating the 3-D models, the students have to answer on the same sheet how many sides, faces and edges each shape has. Once this activity is completed, the student will take out their math journals and write a response in them. The teacher will provide a few questions regarding which shapes were the hardest/easiest to create. This math journal response will give the teachers a better understanding of where each student is with their knowledge and understanding of 3-D shapes. We thought this activity was appropriate because it is pulling on the information we learned in lesson one, with a little bit of a challenge, which will push them to further develop their knowledge and understanding throughout their learning. This second lesson also connects to our third and final lesson. The third lesson involves having the students work collaboratively in groups of 4 while wandering around the classroom looking for a total of 10 different 3-D shapes. Once the groups have found all 10 shapes they need to put them into the Venn diagram, given to them by us. We thought this lesson was appropriate because it is a hands-on activity that challenges the students to look for 3-D shapes in their everyday environment, and then examine them for the Venn diagram. This activity also allows the students to work together to complete the tasks. We decided to do both individual and group work activities because we want to see how the students’ learning changes when they are alone or in a group setting. All three of these activities work together to create an understanding and further develop the student’s knowledge of 2-D and 3-D objects.
Assessment
Throughout this lesson, we will be using Formative and Summative Assessment to assess the students on their learning and understanding of the topic. We will be using observation to assess the students. Throughout the lesson, we will know that the students have learned the concept when they are able to individually and in pairs/groups, correctly identify, categorize and sort the different 3-D objects that they are presented with. The goal of this lesson on 3-D objects is for the students to become aware of the different shapes and objects around them that are identified as 3-D. The reason for summative assessment is to see how the students are responding to the worksheets that they completed throughout the lesson and class time. With summative assessment, the teachers will be able to review and assess the information provided on the worksheets from the students. The evidence of misconceptions that we need to look out for is that the students are not identifying 2-D objects as 3-D objects. This misconception will play a large role in how we assess the students’ learning and understanding of each lesson.
Extensions
How might the activities be extended for students who are ready for more of a challenge?
For each activity, we used several basic shapes. For those looking for more of a challenge, we could add more complicated and challenging 3-D Shapes to the activities. In activity 3, instead of the teacher creating the Venn Diagram and topic, the students and there could be in charge of creating their own with a different topic. Instead of being limited to just the classroom’s 3-D objects, with supervision, the groups could explore around the school to find more 3-D shapes. If possible, get an older grade (grade 8) to be buddies with the different groups to help them find different objects.
Adaptations
How might the activities be adapted for students who need more support?
To support students who may need more direction and aid throughout the lessons, the teachers could provide more examples at the start of each lesson. If possible, have a designated area within the classroom for the children to go to if they need extra one on one support to complete the tasks with a teacher.
Part Two
| Title of Lesson: Categorizing and Sorting 3-D Objects Subject & Grade: Grade 2 Mathematics Designer(s): Hope Brenner & Hailey Sills Original Source(s) of activities: Lesson 1 Activity (print off google doc if in person), Jamboard Activity (Lesson 1 Online Version). Outcome(s): SS2.3 Describe, compare, and construct 3-D objects, including: Cubes Spheres Cones Cylinders Pyramids Indicator(s): a) Identify examples of cubes, spheres, cones, cylinders, and pyramids, as found in the classroom, home, and community. b) Sort a set of personally relevant 3-D objects and explain the sorting rule used. Why these activities? We chose these activities because we want the students to gain a firm understanding of 2-D and 3-D shapes. The first activity is the beginning of the shapes unit. We started with a simple activity to get the students familiar with the differences between 2-D and 3-D shapes. We thought this was appropriate because it is important to be able to differentiate between the two types of shapes. These activities are effective because the students have to collaborate with one another to complete the second part of the activity. At the end of the lesson, the students have to complete a self-reflection task. This exit slip is effective because the students have to recall anything new that they learnt. Assessment: The during part of this lesson is a form of formative assessment because the teacher is observing if the students were able to describe what a 2-D and 3-D shape is as well as drawing their description. The teacher will observe the students to see if they have correctly matched the shapes to their correct name. During this formative assessment, the teachers are looking closely at how the students are using their matching, organization and categorizing skills to complete the task. The after part of this lesson is a form of summative assessment because the teacher is providing the students with a self-reflection exit slip. This exit slip is to be completed after the lesson and activities are done. One misconception could be that the students are unable to decipher between what a 2-D and 3-D shape look like. While completing these activities, the students might have difficulties finding the correct term for labelling the images of the shapes. Required Resources & Materials for lesson activities For this lesson plan the required materials are: Jamboard link Jamboard Activity (Lesson 1 Online Version) If in-person, students would receive a worksheet, scissors, pen/pencil, and glue. Lesson 1 Activity Exit slip (done in breakout room chat) What is one new thing you learnt during this lesson? Activity Plan: Stage: Mental Set (Hook): Hello students! Today we will begin looking at 2-D and 3-D shapes, and the differences between them. To start, you will be given a worksheet. On the first page, you are asked to draw a 2-D shape, and then a 3-D shape. Get creative and use your imagination… There are so many different options of shapes to draw! The next part of the worksheet will be a matching activity. You will need to cut out the shapes and glue them in the space where they belong. Before you begin glueing, make sure you have me or Miss. Brenner takes a look at where you are going to place your shapes, to make sure they are in the correct spot. Timing 5 Minutes Teacher Activity The teacher(s) will be explaining what the activities are and what is required of the students to complete during this lesson. The teacher(s) can demonstrate an example to the students if there is any confusion and/or questions about the activities. The teacher(s) will explain the objects and purpose of this lesson: The objectives are to help students get more familiar with the differences between 2-D and 3-D shapes. This lesson is the starting point for the rest of the 3-D lesson unit. The students must correctly label and categorize the 2-D and the 3-D shapes into their correct spaces. If the time allotted we also want to see the student’s creativity with the colours they choose to add to their shapes! Student Activity During the opening statement and hook the students are listening carefully to the teacher(s) explain and discuss the lesson. The students will have the opportunity to ask questions if they are confused about the activities. Development: Part 1 5 Minutes * If in person, this would be roughly 10-15 Minutes* Teacher Task The teacher(s) will explain part 1 of the lesson: Before the students begin completing the worksheet, the teachers will explain what a 2-D and 3-D shape is. This is to ensure that there is no confusion of both types of shapes. On page 1 of the jamboard, students will describe using the sticky note feature. Then the students will draw what a 2-D and 3-D shape looks like on the same page. **If this lesson was to be completed in person, there would be a worksheet instead of a jamboard to hand out to all the students. The students would also have more time to complete this task.** Student Task The students will complete part 1 of the activity using the Jamboard link provided. Development: Part 2 5 Minutes * If in person, this would be roughly 10-15 Minutes* Teacher Activity On the next page of the jamboard, the students can work together to match the correct names of the 2-D and 3-D to the images provided. The students will use the sticky note feature to label the shapes with correct names. **If done in person, the students would cut out each image from the worksheet and glue the shapes into the empty space where they belong.** Student Activity The students during part 2 will collaborate with one another to match the correct names to the 2-D and 3-D images provided. Use the sticky notes to label the term of the shapes. Click on the sticky note of the shape’s name and drag it to the shape image. Assessment: Formative Assessment The during part of this lesson is a form of formative assessment because the teacher is observing if the students were able to describe what a 2-D and 3-D shape is as well as drawing their description. The teacher will observe the students see if they have correctly matched the shapes to their correct name. During this formative assessment, the teachers are looking closely at how the students are using their matching, organization and categorizing skills to complete the task. Summative Assessment The after part of this lesson is a form of summative assessment because the teacher is providing the students with a self-reflection exit slip. This exit slip is to be completed after the lesson and activities are done. Student Task Students are being observed by the teacher(s) throughout the activities. Students will complete a self-reflection exit slip at the end of the lesson. Closure 5 minutes Teacher Task The teacher will hand out and describe the exit slip to the students. Student Task Students will be given a question at the end of the lesson that they need to answer before leaving. They will type their answers in the breakout room chat. The question is: ‘What is one new thing you learnt during this lesson?’ **If this lesson was in person, students would be given a sticky note where they could answer the question and hand it in before leaving.** |
Extensions – How might the activities be extended for students who are ready for more of a challenge?
For each activity, we used several basic shapes. For those looking for more of a challenge, we could add more complicated and challenging 3-D Shapes to the activities. In activity 3, instead of the teacher creating the Venn Diagram and topic, the students and their could be in charge of creating their own with a different topic. Instead of being limited to just the classroom’s 3-D objects, with supervision, the groups could explore around the school to find more 3-D shapes. If possible, get an older grade (grade 8) to be buddies with the different groups to help them find different objects.
Adaptations – How might the activities be adapted for students who need more support?
To support students who may need more direction and aid throughout the lessons, the teachers could provide more examples at the start of each lesson. If possible, have a designated area within the classroom for the children to go to if they need extra one on one support to complete the tasks with a teacher.