Component One: Organizational Information

Breanne
Teacher Name(s) Kindergarten
Taylor Grade Level(s)

Unit(s) / Topic(s) / 2D shapes and

Subject Area(s)
Mathematics Strand (s) objects
Start/Stop Times + Position of Lesson within
Lesson Duration
1 hour. Sequence:
1:1
What types of shapes can I find in our classroom?
Overarching Question(s)
What are these shapes specific characteristics?
How many of each shape can be found in the classroom?

Component Three: Learner Outcomes

General Learner Outcomes(s)
(GLOs)
(or equivalent)  Describe the characteristics of 2-D shapes, and analyze the
relationships among them.
Specific Learner Outcome(s)
(SLOs)  2: Sort 2-D objects, using a single attribute.
(or equivalent)
 3: Describe 2-D objects.

Component Four: Learning Objective(s) and Assessment Evidence

Learning
Objective(s)
 SWBAT identify 2-D objects
 SWBAT recognize characteristics of 2-D shapes.

Learning Driving Question(s) Intended Response(s)

Objective(s)

For example:
 The classroom clock is a
Which object in the classroom
circle! It has no sides and
is a
SWBAT identify 2-D the other shapes have sides
square/triangle/circle/rectangle?
objects to them.
Why do you think it is that
 Our desk is a rectangle! It
shape instead of another?
has four sides like a triangle
but two are longer.
 For example:
How many sides does a
square/triangle/circle/rectangle
SWBAT recognize have?
characteristics of 2-D
shapes How is the selected object
within the classroom a
triangle/rectangle/square/circle?
 It has four sides.
 It has no sides.
 It has 3 sides
 Because it has 3 sides like a
triangle.
 Because two sides are
longer than the other.
 Because it is round and has
no sides like a circle.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment

 https://education.alberta.ca/media/160360/ela-pos-k-  Printed out booklets.
9.pdf  Smartboard.
 https://www.youtube.com/watch?  Computer.
v=ifHslykDDFU&feature=emb_logo  Markers.
  Pencils.

Teacher Tasks
 copies of the booklet before class.
Print
 Trouble shoot smartboard and computer.

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention  After having another teacher play the music box to gather the
Grabber children, I will enter the classroom looking like a detective with a
longer jacket and magnifying glass and tell the children I am
looking for something. I will introduce myself as detective Furlanich
 I will ask them if they may guess what I am searching for. I Approx. 5
will give them hints such as: it is round, the other has four sides, minutes.
the other has 3 sides.
 I will tell explain to them that just as we have been learning in
class about different shapes, our classroom is full of shapes, but we
have to put on our imaginary detective glasses to find these shapes.
Time
Activities Allotment
Learning Youtube 2-D song and Powerpoint Presentation: Approx.
Activity #1  I will ask children to gather round the smartboard as we watch 10 minutes
 my detective friend, marmot, to help us remember what shapes we
are looking for.
 I will play the video and sing along with the children.
 After the film, I will ask them questions to confirm that they
recognize the unique characteristics of each shape:
o How many sides does a circle have?
o How many sides does a triangle have?
o How many sides does a square have?
o How many sides does a rectangle have?
o If rectangle and squares both have 4 sides, what is
different between them?
 Afterwards, I will pop up a PowerPoint that shows the 3 pages
they will be doing in the booklet. This will help them later do it on
their own. I will explain to them that first they will trace the shape
they find, then draw them, then count how many they found.
 Explain that it may be hard to trace and draw without a hard
surface, so students can walk around or just look around for these
shapes and leave their paper at their desk.
o If we have mini-whiteboards with clips on them, I will
provide these to students instead.
 Instruct children that after they have finished the first sheet,
tracing the shape, to raise their hand for a teacher to check and
then they can get a sticker on that page and move on to the
second page, drawing, etc.
 Draw on the presentation slide, drawing various versions of
triangles. Ask them if they are all triangles. Explain how they are.

Specific/Driving/Guiding Question(s) Intended

Response(s)
1. How many sides does a  0.
circle have?  3.
2. How many sides does a  4.
triangle have?  4.
3. How many sides does a  A squares
square have? sides are all the
4. How many sides does a same.
rectangle have?  A rectangle
5. If rectangle and squares has 2 short sides
both have 4 sides, what is and 2 long sides.
different between them
Transition Teacher Cues: Approx. 2
 Once explanation and example is done, I will ask children to minutes
put on their secret, invisible detective glasses on and to come get a
sheet from me.
 Safety precautions and classroom rules will need to be
reiterated during such an active activity:
o Ask children if they believe detectives are noisy? What
are they instead?
o Ask children how do detectives move when they are
searching for shapes? Do they run around? What do
 they do instead?

Learning Shape Hunt:

Activity #2 Once children are given the activity sheet, I will keep observing
whether students need scaffolding in order to find objects in the
classroom. By having students come to teachers to check on their
work in order to receive a sticker, this helps ensure that each page
is being completed sequentially and helps to determine whether
Approx.
particular children need extra support and direction.
45 minutes
I will have a sheet of paper that asks children to draw an image
containing 1 triangle, square, circle, and rectangle for those that
finish earlier.

Transition Once children are finished or time has reached its limit, I will ask
children to hand in their sheet.
Music box will play again to gather children to the sitting area.
Closure/Cliffhanger Time
Allotment
Assessment o The booklet is an assessment tool. Assessment will be
of Learning: done informally through the provided questions and through
observation. As students answer questions, this will help me
determine whether they recognize these shapes characteristics.
o As students bring in their sheet in order to receive a
sticker, I will be able to determine whether more guidance is
needed and whether the students understood the lesson
instructions.
o Additionally, observing students capabilities of
determining which objects are each of the mentioned shapes will
help me determine whether they are able to identify 2-D objects.
o Afterwards, I will record whether children were able to
meet the lessons objectives on the checklist provided below. This
will be added to my collection of formative feedback. By filling
this in for each child afterwards, I will more thoroughly
understand who may need more specific help. Teacher comments
helps me remember specifics, such as when a student was able
to meet criteria but struggled most with, for example, drawing
the shape.
 STUDENT: CHECKLIST CHECKLIST TEACHER
CRITERIA: CRITERIA: COMMENTS:
Did the child identify Did the child
2-D objects within the recognize
classroom? characteristics of 2D
shapes?

Component Seven: Teacher Reflection

 I asked the provided questions during instruction and during

assessment, which proved to be helpful in discovering where children
were in understanding their shapes.
 Having children go to a teacher to get a sticker before moving on to
the next page was a great way to assess students. Before giving them a
sticker, I would ask them questions regarding the page they were on
What worked well? that helped me assess whether children understood the characteristics of
Why? each shape. I was able to determine whether a child could, for example,
explain to me the different characteristics of the shapes but were unable
to draw them.
 Making this lesson into a detective activity went positively, for
children were engaged and motivated to find the shapes within the
classroom. Children were excited to participate and help their detective
teacher with her mission.

 During the first lesson, it was slightly difficult to move on at the right
time. I did not want to explain the three pages on the activity booklet at
the same time, for I was concerned that it would be overwhelming.
Instead, I stopped the children to explain the next page when at least
2/3 of the class is done. The first time doing this was relatively messy,
for children who were not done were not wanting to stop and listen.
What didn’t? Why not?
During the next lesson, I instead had children go to the teacher instead
to check their work and after receiving their sticker, I had the teacher
they went to explain briefly what the next page was. This went better,
for those behind did not feel pressured or behind while those who were
ahead did not get bored waiting.

What would you do  I learned through this lesson how important it is to make activities
differently next time to interesting to children. If I merely presented the booklet to children
 without having them, for example, put on their invisible detective
glasses, then they may not have been as engaged. I also realized that
moving while working help children not become fidgety during learning.
 During this lesson, since assessment was done during the activity, I
further promote
optimum learning for all allowed children to take their booklet home. However, if needed, I could
students? keep the booklet for a period of time to more thoroughly assess the
work done. This way, I could take some time to discuss with particular
children who may have struggled with, for example, drawing the shapes.
This sheet could be used during class catch up time to practice drawing
shapes.