Blended Learning Lesson Plan

Lesson Title:
Identifying our shapes!
Objectives:
● Students will be able to name pictured two dimensional shapes.
● Students will be able to draw or identify shapes based on the name.
State Standards:
1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon,
rhombus, trapezoid, and circle).
Context:
I am teaching this lesson as an introduction to our unit on shapes. I will teach students to be able
to look at a pictured shape and state the name of said shape. I will also teach students to pick out
or draw a shape after being given the name. In this unit we will dive further into shapes, with our
next lesson focusing on defining attributes of shapes. After students have a solid knowledge of
shapes, they will learn how to divide shapes into two or four even parts. Students will have a
basic knowledge of shapes from kindergarten, but this will be the first time we focus on them. In
this lesson I am teaching the basic shapes and their names so that students will be able to identify
them in later lessons. This is important knowledge for students to have because not only will it
help in the development of their geometry skills, but it will also allow for practice of reading,
handwriting, and allows for creative expression through drawing.
Data:
Students will be grouped into three groups. Two slightly larger groups and one smaller group.
Because this is an introductory lesson, I want to have two larger groups of students that I know
will be able to independently comprehend the lesson. I want the smaller group to consist of
students who will need face to face time with me to discuss the content before doing the work
independently. These groupings will be based on a cut and paste activity from the previous day.
Students had to cut out and match up shapes to their names after viewing a powerpoint lesson on
shapes. Students that struggled with the worksheet or missed the lesson will be placed in the
smaller group. The purpose of the worksheet was to evaluate their knowledge but to also see how
each student worked independently in a small amount of time. Data will be collected from this
lesson through documentation of a quiz completion on Khan Academy, a fill in the blank
worksheet, and a half worksheet students will complete with me. This data will provide me with
more evidence as to how my students work independently, collaboratively, and in small groups.
Materials:

Part of Lesson Materials Needed

Introduction ● Smart board and word document

displaying instructions
● Youtube video sing and dance along
shape review
https://www.youtube.com/watch?
v=QaF84YHNQNg

Teacher Directed ● White board marker

● Smart board and power point
presentation on shapes
● Individual whiteboards to answer with
and write on
● Jack Hartmann video review on shapes
https://www.youtube.com/watch?
v=svrkthG2950

Collaborative Station ● Fill in the blank/drawing worksheet

● Pencil
● Colored pencils

Independent Digital ● Ipad

● Earbuds/headphones
● Khan Academy Practice: Identify
shapes, and Practice: Classify shapes
https://www.khanacademy.org/math/c
c-2nd-grade-
math/x3184e0ec:geometry/cc-2nd-
shapes/e/recognizing-shapes

Closure ● Individual whiteboards and dry erase

markers for a whole group review
● Assessment worksheet matching the
name to the shape
● Smart board and power point
Procedures:
Introduction (15 minutes):
Students will have just returned from lunch and will come into the classroom, put away their
lunch boxes, and sit at their desks. I will give them a minute or two to settle in and will have a
focus playlist song on when they come into the room. This will help them settle down from
recess and mentally prepare for the lesson. Once students are ready I will get their attention by
saying, “Reeeed Robin!”, to which they will respond “Yum!”, indicating their attention is on me.
I will call them to the carpet and I will have a word document up of what materials they will
need at their stations. This will also include directions for what students are supposed to do at
each station, as well as what they should do if they finish their work before the time is up. We
will have just learned as a class about different shapes the day prior so this lesson will be focused
on review and making sure the information is retained. After explaining the lesson in detail I will
make sure everybody knows what they are supposed to be doing. Then, before I tell them which
group they are in, we will watch an educational video on shapes as a class. The song has motions
with it so students can get up and move around and sing along. I believe review songs are most
effective for students this age because it keeps them engaged and after repeatedly listening to
these songs they will remember the lyrics, which is also the information they need to know. This
song is a good review tool because it repeats the shapes’ names and reviews how many sides
they have. After the song is played I will instruct students to sit back down on the carpet and wait
quietly for their group assignment. Group 1 will go to the back table, pick a partner, (or group of
three if odd numbered), grab one of each worksheet, and sit around the table to complete their
partner work. Group 2 will head to the other side of the classroom to get iPads and sit at a desk
and complete their work. Group 3 will go grab their whiteboards and expo markers and return to
the carpet for our small group instruction. I will tell students each station will only last 15
minutes so staying focused is important. I will also let them know when to switch stations and
which station they need to go to next.
Teacher Directed (15 minutes):
At the teacher directed station, I will be helping my students review, but I will also be able to get
a better idea of where each individual student is at since they’ll be broken up into smaller groups.
I will have one group that is smaller than the other two that will come to this station first. The
purpose of this station is to be able to evaluate my students’ learning styles as well. To see who
does better with visual, auditory, and kinesthetic learning. Once students are seated on the carpet
with their whiteboards, I will pull up a review power point. Some slides will show a picture of a
shape and they will have to write on their board what shape is in the picture. Other slides will
show the name of a shape and students will have to draw that shape on their board and show it to
me. Lastly, some slides will ask how many sides a certain shape has, and again students will
answer to the best of their abilities on their boards. This power point questionnaire will consist of
about 10 questions. I will not be taking a formal assessment from this station but this review
game will hopefully give me a good idea of if any of my students need extra help or instruction.
After the board activity I will pull up a Jack Hartmann video on Youtube. Jack Hartmann’s
channel is full of educational songs for students. This video is a great resource because it not
only covers all of the required shapes, but it also compares each shape to something in real life
that is that shape. This is useful because it provides a connection for students to real world
situations. After the video ends there might be a minute or two left before they switch stations. I
will take this extra time to ask my students if they have any last questions about what we
reviewed or about what is expected of them at their next stations. Lastly they will put up their
whiteboards and markers and move to the next station.

Collaborative (15 minutes):

At the collaborative station students will work together to complete two worksheets. Both
worksheets will be located at the back table in the classroom. The pairs will take one of each
worksheet and work together to complete them. One of the worksheets has pictures of eight
different shapes. Students will work together to choose from the word bank and write the name
of the shape in the box. All of the shapes in the worksheet are shapes we learned about in class
so this station shouldn’t be too difficult. This worksheet will be done only in pencil unless both
worksheets are completed with time left to spare. If the partners finish both worksheets early,
they can either quiz each other on the material, or I will allow them to color in this worksheet.
The second worksheet they will complete is in a way the opposite of the first. There are six
boxes to fill in on this sheet. Each box contains the name of a different two dimensional shape.
Students have to work collaboratively to decide what that shape looks like and use colored
pencils to draw that shape. Students can either switch off answering questions or work together
however works for them. I will encourage students to communicate with each other rather than
just each doing one worksheet in silence. That way they build communication and collaboration
skills. Once both worksheets have been completed, students will clean up their station and turn
both worksheets with their names on them into the turn it in bin on the back table. If partners
finish early I would also encourage them to look around and see if any of the other students in
their group needed help with either assignment.

Independent Digital (15 minutes):

At this station, students will work independently on their iPads. They will pick up their tablet and
their headphones and return to an empty desk to begin their work. Students will have 15 minutes
to complete two short practice quizzes on Khan Academy. The first quiz, identifying shapes, is a
7 question quiz. The questions in this quiz focus on what kind of shape is shown in the picture.
For example, a question might ask you to select all of the rectangles. Since a square is also a
rectangle the student would have to select both of those answer choices to get the question
correct. If the student does not get the question correct, it will let them select another answer, get
help on the question, or move on to another question. The second quiz, classifying shapes shows
a picture of a shape, and the student has to identify all of the categories that shape could fall in.
For example, a square could be a square, a rectangle, or a quadrilateral. On Khan Academy I can
assign these quizzes to my students to be due on any certain day. Because of this I will be able to
go back in and access their scores at any time. If students finish this assignment early they can
move onto a third quiz, analyzing shapes. This quiz is a touch more difficult and features 3
dimensional shapes, which we have not covered yet. Because of that it is not required but I know
I will have a few students that can complete that practice as well. After students’ time at this
station is up they will return their iPads to the charging docks and their headphones to their
desks.
Closure (20 minutes):
Once students have completed all three stations I will ask them to put up all previously used
materials, get their whiteboards and an expo marker, and join me on the carpet. I will ask them if
anybody wants to share anything that they learned, and then we will move into the final review. I
will have students answer about 10 more review questions like the ones in the teacher led station.
I will ask them about how many sides a certain shape has, the name of shapes, and to draw
shapes. After the students have reviewed one last time I will ask them to put up the whiteboards
and markers and return to their desk. Once they are settled at their desks I will ask students to
take out a pencil and I will hand out one last worksheet. I will explain the instructions to them
and ask if they have any questions before they begin. On this worksheet students will have about
10 minutes to match up six shape names to their corresponding picture. This will be my final
assessment of their knowledge on this topic before we move on into more shape related math.
Once each student has completed their assignment, they will turn it into the turn it in bin and
return to their desk until further instruction is given. The completion of this worksheet marks the
end of the lessons. After all students have turned in their work they will line up at the door for
specials.

Rationale:
1. “Name of the Shape Game”
I chose this piece of multimedia because I have seen Jack Hartmann videos used in many
classrooms before and I find his content entertaining and educational. This video also
does a good job of connecting our lesson to the real world which I feel is necessary and
 important. It supports my objectives and standards because it identifies the required
shapes and associates a name to a picture. I know this video is high quality because I
have personally seen it used in several classrooms and I have seen the positive reaction
students have to his videos. The only critique I have for this video is that I wish a few
more shapes had been included. This multimedia would be good for every type of learner
because there is not complex vocabulary used in the video, the words are very repetitive,
the colors are bright and engaging to keep attention, and you can also enable captions on
the video as well.
2. “Shape Up!’
I chose this video because it allowed me to incorporate physical activity into a math
lesson. This video reviews shapes through arm movements drawing the shapes. It is also
repetitive, short, and engaging. This video supports the standard and objectives because it
teaches students about what shapes look like. I know it is of high quality because it is
made by the same channel as the last video. Again, I wish more shapes had been included
in the video but overall the video is educational and fun. This video is not one that will be
very detailed or specific but it is catchy enough for students to remember which will
hopefully help with them retaining vital information. Although this video does have
physical movement, the movement is not essential to understanding the video. I would
also probably give students the option to stand but only if they wanted to.
3. Khan Academy Practice: Identifying & Classifying shapes
This piece of multimedia is a useful classroom tool in many ways. Although I only
utilized the practice quizzes for this lesson, Khan Academy has a plethora of possibilities
for students to learn. They have videos and quizzes that can take students through a
lesson step by step. These quizzes contain intermediate level questions related to this
lesson that will make students really have to think about their answers. They also allow
students to retry a question or get help if they get stuck. This is helpful because it gives
students the opportunity to understand their mistake, learn from it, and correct it. This
tool is of high quality and I know this because I have personally used it as a student and
have explored it as a tool for an educator. You are able to assign lessons or specific
assignments to your students. The downside to this is that on the quizzes there is no
option for an auditory version of the question and answer choices to be read aloud. Other
than that I do not have any other criticisms for this tool.