LESSON PLAN

December 3rd, 2D and 3D Shapes 1/2

Date Lesson Title Grade Level
2019
Time in Lesson 30 mins Subject Math Lesson # 1
Developed by Alessandra Bernabei

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will begin to understand the Assessing their worksheets to see if they understand 2D shapes,
difference between 2D shapes and 3D shapes. Students will provide help as they work on finding shapes
experience finding these shapes around the classroom.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Anchor Charts SA, S, D: Will require one-on-one help in finding shapes around the
Worksheet classroom, guide them towards shapes, assist with drawing and
Smartboard labelling
Provide some hints for students who may be having difficulty, refer
back to anchor charts

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?
Adapted from Wiggins, Grant & J. McTighe (1998)
Ask students if anyone knows the difference between 2D and 3D shapes and how they are different from each other. Give me examples of
shapes you know.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Introduction above. Ask students to describe a circle, square, Students will be describing shapes to teacher to draw on the 5 mins
triangle and rectangles to me. “If I could not see that shape, board.
how would you describe it to me to draw?” Draw what they
describe for each shape on the board to see if it’s accurate.
Go through anchor chart for 2D shapes and make sure every Students will be listening to anchor chart review and reading 15 mins
student knows what each shape is. Get them to read chart out the chart together. Students will be working on
with me. Explain the classroom shape hunt activity worksheet, going around the classroom to find different
worksheet. “You will need to go around the classroom find shapes they can draw and label.
circles, squares, rectangles and triangles. Draw what you find
and label it”
Gather students back at the carpet and go through each shape Students will be sharing their answers on what shapes they 5 mins
asking for student answers on what they found. found around the classroom.

Play 3D shapes video song to introduce 3D shapes Students will be watching, listening and singing along to the 5 mins
https://www.youtube.com/watch?v=guNdJ5MtX1A 3D shape song.
Ask for students to sing along to song

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

I will ensure students walk away with a sense of understanding if they were able to describe the shapes, find shapes around the classroom
and accurately draw and label the items. Students will understand the importance of learning shapes because on their activity around the
classroom they will see shapes are everywhere.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

1. The song was successful, students were engaged, singing along and following the actions (making shapes with their arms)
2. Groups may have worked better this shape hunting activity, will consider this next time
3. Assess worksheets, go over the activity with students and get their feedback, what shapes did they have a hard time finding?,
continue this when we are in the gym and in other spaces in the school.. ask students what shapes they see around them

Adapted from Wiggins, Grant & J. McTighe (1998)