You are on page 1of 2

Name: Meagan Weaver

Date: April 13, 2015
Lesson Details
Lesson Title
Learning 3D shapes: For this lesson we are going to use a smart board. There is going to be two levels to this lesson. First, I am
going to have different shapes on the board (at the top), and at the bottom I will have different shape names written in different text
boxes. The students will take turns dragging the shape names to the correct shapes. After we have mastered this, I will replace the
shapes with objects seen in the real world such as a ball, a yield sign, cone, etc. then have the students match the shape names to
those pictures.

Content Area
Math: learning 3D shapes

Grade Level
Kindergarten

Timeline
2 of 4

Date of Lesson
April 15, 2015

UBD Stage I: Identify Desired Results
Lesson Objectives
Students will be able to:
1) Identify shapes
2) Relate shapes to objects they see outside of school in their everyday life

Standards
PA Standards: Geometry 2.3
ISTE Standard #4: Critical thinking, problem solving, and decision-making
Students use critical thinking to plan and conduct research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
a.

Identify and define authentic problems and significant questions for investigation

b.

Plan and manage activities to develop a solution or complete a project

c.

Collect and analyze data to identify solutions and/or make informed decisions

d.

Use multiple processes and diverse perspectives to explore alternative solutions

Enduring Understandings
When my students leave my classroom I want them to have an understanding on how to identify shapes (2D and 3D) and the names
of them. I want this knowledge to stick with them for the rest of their lives because that is something that will be used forever.

Essential Questions

UBD Stage II: Determine Acceptable Evidence
Assessment Tasks
Students picked up on identifying shapes very well. They have also been able to match up shape names with objects they see
outside of school.

Formal: At the end of the four lessons I will give a test. Students should be able to accurately identify what
shapes are 3D, 2D, and their names.
Informal: I will give a worksheet with a word bank and shapes. The assessment will be matching. The
students will then draw lines to match the shape with the correct word.

Assessment Adaptations
For a few students I have adapted the assessments. I gave little hints such as “count the sides” and up in the corner there is a key
for them to look at. The key says things like pent=5 sides, oct=8 sides, etc.

Rubric/Scoring Criteria
I will score these assessments by making sure the students have matched the shape with the word correctly.

UBD Stage III: Plan Learning Experiences and Instruction
Materials and Resources
1) I will use Power Point for the lesson (on the smart board) as a fun, interactive way for them to learn.
2) The informal assessment will be a worksheet for them to do matching. I will be there answer any questions that may come up.
3) The summative assessment will be the test at the end that will test how well the students have learned all of the material.

Procedures and Content
1)

This should take about 45 minutes.
T: Teacher will bring up power point on the smart board and go to the shapes file. The teacher will then point to each shape
asking the students what they are.
S: Students will volunteer to come up to the board and correctly match each shape with the correct word.

Homework
Students will get shape worksheets each night to do and practice with at home. It will start out with basic shapes (circle, rectangle,
triangle etc.). It will then move on to more complicated ones such as octagon, polygon, and pentagon. Then they will get homework
on 3D shapes. The last day of the shapes lesson will be pictures of things they would find in the world. The questions will say
something like, “is the above shape a sphere or a circle? ”.

If Time Activities
If there is extra time during the day I will use the shapes we have in the classroom. I will go around and point to the shapes and the
students will all say out loud what shape it is.

Procedural Adaptations/Differentiated Instruction
I have aids in the classroom that will help me with students who need adaptions or differentiated instruction. We will put the students
who struggle with reading in a circle on the other side of the room. An aid will be there to help them read. The same thing will happen
with ELLs. For my gifted students I will get rid of any word bank that I have on either the test or the informal assessments so it will be
more of a challenge for them. Any student who has a physical need there will be tools in the classroom that will help them. Any
student who has a cognitive or behavioral problem I will be around the room to keep them on task or help with anything needed.

Lesson Reflection
I think everything that was done in this lesson was necessary and helpful to the students. I think I could come up with more
worksheets and things to make the lesson more interesting, but hands on and being active is the best way for students to learn in my
opinion. But, because students all learn differently I could incorporate more of a variety to meet the needs of all students.