Detailed Lesson Preparation Guide

Elementary Education
Name: Amanda Pershke

Grade: 1

Concept/Topic: 3D Shapes

Time Needed: 1 hour

Note: A detailed lesson plan is specific enough for another teacher to read and teach effectively.
There should not be any question regarding what to do or how to do it.Backward Design Approach:
Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
What relevant goals will this lesson address? What new understandings will the students have as a
result of this lesson? These goals must me measurable and connect to your planned assessment.
Consider the “Big Ideas” in which you will be helping students develop an understanding.
What questions will foster inquiry, understanding, and transfer of learning? Students will be able to
answer this question or questions as a result of this lesson.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
1.G.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining
attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.
1.G.2
Compose two dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, and quarter-
circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right
circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
Assessment Plan:
How will you know if the objectives/desired results have been met? What will you see and/or hear that
is evidence of student understanding? How will you know that students really understand the identified
“Big Ideas?”
Students will be assessed by observations throughout the unit, and by using the day 107 CMAPP
assessment at the end of the unit. This will show me what students are understanding, and what needs
to be reviewed before moving on.

Meeting the student where they are:

Prior Knowledge/Connections:
What can target students be expected to know and/or understand about the concept/topic? How does
this lesson connect with other things that students may have learning or experienced? How will you help
students to make the connections between what they already know and what they will be learning in this
lesson?
Students have worked with 3D shapes in kindergarten and had a previous unit on 2D shapes so they will
be familiar with the face names, attributes, etc.
Lesson Introduction/Hook:
How will you focus, excite, engage, and/or elicit knowledge as you introduce this lesson? Think of ways
you can appeal to student interest and cause students to be excited about what they will be learning
about.
I will excite students by having them think about all of the 3D shapes that are prevalent in their everyday
lives. They will find many 3D shapes around the classroom to activate previous knowledge and get
ready to learn the new vocabulary for each 3D shape.
Heart of the Lesson/Learning Plans
Differentiation/Same-ation:
How does my ONE lesson ensure engagement for all students? What is it about the presentation and
content of the lesson that makes it accessible to all students? This should be integral to the lesson and
not simply last minute additions or different work for separate groups. All students should be engaged
and a goal of mastery should be in place for all.
This lesson is engaging for all students because it involves all students as a whole group. Students are
able to turn and talk multiple times throughout the lesson to get help/share their own ideas with a
partner. There is also a visual on the chart paper using words and pictures, along with a verbal
explanation to cater to all different types of learners.
Lesson Development:
Provide a detailed description of how the lesson will progress. What will you do as the teacher? This
should be a detailed step by step account of how a lesson unfolds from beginning to end.
This lesson starts out by having students review the unit on 2D shapes. We will discuss the different
shapes and their attributes. Once students are finished with this class discussion, the idea of 3D shapes
will be introduced by showing students the different shapes, having them name the shape, discussing
the attributes (edges, faces, and points).
Once students understand this vocabulary, I will call on students to find examples of this shape that they
see in the classroom. With a real world example, I will point out where the edges, vertices, etc. are on
the object. Students will also be shown a foam 3D shape that they are able to pass around the room and
get to explore.
This is done for each shape (cube, cone, sphere, rectangular prism, and cylinder).
Once all shapes have been introduced, students are able to have a whole group discussion about real
world examples that have not yet been discussed. This gives every student and opportunity to think
about their personal lives and make connections.
Specific Questioning:
Student questioning should be planned ahead of time. Think about your students and their needs. Plan
questions that will challenge all students.
-What are real world examples for cubes/cylinders/cones/spheres?
-How many edges does this cube have?
-What shape is the face of a cube?
New Vocabulary:
List and define all new vocabulary that students will need to understand in order to have optimal success
with desired learning results. How will you use this vocabulary in the context of the lesson?
-cube
-cylinder
-cone
-rectangular prism
-sphere
Concluding the Lesson/Closure/Debriefing:
How will you wrap things up and tie together the ideas presented? How will you help students make
meaning from their experiences?
-This lesson will be wrapped up with a whole class discussion about the different 3D shapes we see
everyday. We will also discuss how 2D shapes relate to some 3D shapes (face).
Materials/Resources:
List everything that is needed to deliver the lesson. Cite any materials that you used in crafting the
lesson. Be specific and review this as you rehearse.
-chart paper with different 3D shapes/attributes/examples
-foam 3D shape manipulatives
-3D shapes from around the classroom
Teaching Behavior Focus:
What is the goal for my teaching behavior and/or actions? See TBF List for suggestions.
Calling on a variety of students
Follow-Up Activities/Parent Involvement
Have students look for 3D shapes in their own homes and communities. Draw the item, name the shape.