OBJECTIVES:
The student should be able to:
• Identify the properties of a circle, triangle, rectangle, and square.
• Create a shape picture using the following shapes: circle, triangle, rectangle and square.
TIME: (2) 60 minutes
MATERIALS
precut shapes out of construction paper
magazines
scissors
glue
tag board
worksheet on shapes and their properties
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will begin the lesson by playing “Guess My Shape”. She will say I have 4 equal sides and four corners. What am I? (square) The teacher will continue by using all four shapes.
ACTIVITY:
Teaching Model: The teacher will review all the shapes and their properties by placing a picture of each shape on the board. She will discuss what makes each shape different and alike.
Guided Practice: The teacher will ask the students to share their thoughts on their “Shape Scavenger Hunt” from yesterday. (The students went on a “Scavenger Shape Hunt”. They were given magazines and scissors. They looked for and cut out pictures in the shapes of circles, squares, triangles and rectangles.) TSW be given about ten minutes to sort their shapes into piles of circles, squares, triangles and rectangles. TTW also give them another bag of precut shapes out of construction paper. They will be using their magazine cut outs along with the precut shapes to create their shape picture. TTW briefly show the shape picture she has made so the students have a better understanding of what they will be creating. TSW then be given a sheet of tag board to begin creating their own shape picture.
Independent Practice: The learner will create a shape picture using the pictures from the magazine and precut shapes of circles, triangles, rectangles and squares. TLW identify the properties of a circle, triangle, rectangle, and square on a given worksheet when they have completed their shape picture.
Closure: As a class, they will discuss their shape pictures. They will identify the shapes used.
EVALUATION/ASSESSMENT:
Informal: The teacher will monitor during guided practice.
Formal: The students will be given a worksheet where they will have to identify the shapes and their properties.
The students will complete a picture using shapes.
ART CONTENT/CONCEPTS:
none provided
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Math:
Unit 6 - Geometry
Grade Level Expectations
Math:
GLE 21- compare and contrast geometric shapes according to their properties.
Standards and Benchmarks
Math:
G-2-E- identifying geometric shapes using a variety of materials
Visual Arts:
VA-AP-E4 – recognize that there are many possibilities and choices in the processes for designing and producing visual arts
VA-CE-E3- use art vocabulary and the elements and principles of design used to convey the language of art (create and discuss own artwork).
VA-AP-E1- use elements and principles of design and basic art vocabulary for expressing responses to the work of others.
Content Standard # 5 – reflecting upon and assessing the characteristic and merits of their work and the work of others
MODIFICATIONS | ACCOMODATIONS:
I am the regular education teacher in an inclusion setting. My class consists of 15 regular education students and three special education students. The special education students are included throughout every lesson. All three special education students will be included in this lesson. They will be given assistance when cutting if needed.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
I feel my lesson went really well. My students enjoyed it. I was glad that I broke it up into two days. The “shape hunt” in the magazines took one class period. It takes a while for the students to locate and cut the pictures of the shapes. The second day also takes a whole class period to put the pictures together. I will definitely do this lesson again.
REFERENCES:
Harcourt Math: Teacher’s Edition, Volume 2
Lafourche Parish Math Work Plan 2
Louisiana Comprehensive Curriculum
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