NAME: Jessica Eggeson
EDEL 200, SECTION: 12 GROUP: B-2
PRACTICUM TEACHER: Christina Coelho
GRADE LEVEL: Fourth
LESSON OBJECTIVE: The students will
construct the cubes and prisms to describe their attributes.
Construct cubes and prisms*
and describe their attributes
*parallelogram:
a four-sided figure with both pairs of opposite sides parallel
*rhombus:
a parallelogram with all sides equal
*trapezoid:
a four-sided figure with one pair of opposite sides parallel
*congruent:
two figures that are the same shape and size
*quadrilateral:
a two-dimensional figure with four sides
*prism:
solid shape with fixed cross-section (right prism is a solid shape with two
parallel faces that are congruent polygons and other faces that are rectangles)
CONTENT LIST:
Geometric
shapes
Names
of the shapes
Definition
of each shape
MATERIALS/MEDIA LIST:
Tangrams
Wonderfoam
Scissors
Glue
Tape
Pencils
Poster
of geometric shapes, lined paper
Plain
paper
Shapes by Shel Silverstein markers
________________________________________________________________________
I.
Motivation:
1. Introduction: I will start by introducing myself to the students. I will introduce
my topic by reading the students a poem called Shapes by Shel
Silverstein. While I am reading the
poem, I want the students to draw out what they believe is described in the
poem. I will read the poem a couple of times to the students so they can make
sure they did not miss anything described. After they are done with their
drawings, we will look at the drawing in the book and see how it compares to
what they had imagined. This motivates
them for the lesson by gearing their thinking towards the lesson plan.
2. Goal for learner: Today we are going to construct cubes and learn about their
attributes.
II.
Procedure: After the motivation, I
will ask the students to tell me what they know about shapes.
1. New information: After we discuss what the
students think about the shapes. I will
show the students an informational poster. The poster will include the
following information along with a picture of each shape.
-Parallelogram:
a four-sided figure with both pairs of opposite sides parallel.
-Rhombus:
a parallelogram with all sides equal.
-Trapezoid:
a four-sided figure with one pair of opposite sides parallel.
-Congruent:
two figures that are the same shape and size.
-Quadrilateral:
a two-dimensional figure with four sides.
-Prism:
solid shape with fixed cross-section (right prism is a solid shape with two
parallel faces that are congruent polygons and other faces that are rectangles).
From this poster, the students will be able to see
the differences and similarities between the shapes. I will have each student
take turns reading the definitions. After each definition I will ask them why
the picture of the shape fits the definition. I will also use the questions in
checking for understanding after the appropriate definition has been read. I
will also ask them again after we have gone though all the definitions in order
to make sure they really did grasp the meanings.
Checking for Understanding
1) Is a rhombus a parallelogram?
2) Is a parallelogram always a
rhombus?
3) What does congruent figure
mean?
2. Modeling: Next, I will tell the
students that I am going to make a parallelogram using at least three tangrams.
I will lay the pieces I used to make the parallelogram on a piece of paper, let
them look at the pieces so they can see how I placed them together. Then I will
trace around each piece and then show them what I did. Then, I will cut the
definition out from the type written list I have made for them and glue it next
to the shape I created. After I am finished, I will again show the students
what I have done.
Checking for
Understanding
1. How many tangrams did I use
to make this shape?
2. After I have created the
shape what did I do?
3. What is the last thing I did?
3. Guided Practice: Next, I will tell the
students they are going to do exactly what I just did, but with their own
materials. I will give the students tangrams, construction paper, and markers
to share between the three of them. I will tell the students to use at least
three tangrams to make one of the shapes we have been talking about. After they
created the first shape with the tangrams I will tell them to trace the
tangrams they used to make the shape. After they trace the shape I will tell
them to decide which shape they have created. Then I will tell them to cut out
its definition from the list I provided for them and glue it next to the shape.
Checking for Understanding
1) How did you make each shape?
2) Were there any shapes that
were difficult to make? Why?
3) Could you have made each
shape using different shapes then the ones you used?
4. Practice Application: After the
students have drawn the shapes and matched them with definitions, I will have
them apply what they have learned to construct prisms out of Wonderfoam and glue. I will explain to the students again
that a prism is solid shape with fixed cross-section, which means it is three-dimensional.
Then I will tell them to cut the shapes out of the wonderfoam
and glue them together to foam a prism. Then they will cut the out shapes that
I have drawn, and glue them together to form a prism. This will give the students a
self-constructed 3-D model of a prism to view.
This will help them to better understand the concepts and definitions of
the shapes that they created. By having
a model in front of them, the students can grasp the definition more visibly. After
they have created the prism I will have them, on a sheet of lined paper write down
as many of the attributes of each shape (parallelogram, rhombus, congruent
figures, trapezoid, prisms and quadrilateral) as they can. I will this use this
to evaluate what they have learned.
5. Closure: To close the lesson, the students will
explain the geometrical shapes to each other by telling each other some of the
attributes of each shape. I will start with the example of a rhombus. I will
say that it is a parallelogram that has all equal sides. Then I will ask for a
volunteer to tell me about one of the other shapes. After we have gone though
all the shapes I will ask the students to give me examples of where they might
see these shapes everyday. To get them going on this I will use the example of
a window being a parallelogram. Though out the activity I will contribute other
examples such as; a cardboard box is a prism, the tires on a car would be
congruent. By doing this, the students will see that these shapes are not just
a part of geometry but are also a part of their everyday life.
B.
Rubric
NAME: DATE:
SUBJECT:
SKILL:
|
|
Proficient 5 |
Basic 3 |
Unsatisfactory 1 |
Score |
|
Could explain in writing
what the definition of the shape is. |
All of the shapes |
Most of the shapes |
None of the shapes |
|
1.) Extended Practice: I would have the students go outside and find where we see these shapes in our everyday life. Then we would go back into the classroom and discuss what they found.
2.) Lesson
Extension: I would explain to the students how to find the area of the shapes
we talked about the previous day. Afterwards, I would have students draw each
shape using different measurements. Then they would use these measurements to
find the area of each shape.