What Shape Am I? SOURCE: http://www.uen.org/Lessonplan/preview.cgi?LPid=10715
AUTHOR: Utah GRADE LEVEL/SUBJECT: 1st grade; Math Objective: Students will identify, describe, and create simple geometric figures.
Materials:
- Shape Poems and Songs (pdf)
- Attribute blocks or paper models of shapes
1. Stage-Based Learning:
I know that students in my classroom will be in different developmental stages. Some students may be in the preoperational stage, while others may be in the concrete operational stage. Considering the different stages my students are in, I would explain the directions for each activity in small, simple steps and in two ways to facilitate student understanding and comprehension. The matching model shapes to shapes in the classroom will be good for students in the preoperational stage and students early in the concrete operational stage because of the hands-on element and the use of concrete props.
2. Uniqueness of Individual Learning:
In addition to the students in my classroom being in different stages, each student will also have a unique background and therefore, a unique set of background knowledge. Most children will have some knowledge of shapes, but in order to capture student’s attention (and hopefully activate any preexisting background knowledge) I will start the lesson with the “I spy” game. The students will then name shapes that they know as I write them on the board. Having students be “shape spies” will help students add new information by connecting their existing knowledge of shapes to the new information about shapes they will learn. In addition, the lesson has a variety of activities to facilitate individual learning styles—there will be a discussion, a hands-on activity, working in partners, a Venn diagram, and shape song chants to help them remember their shapes.
3. Experience that Involves Action:
When students are able to participate in a lesson, they usually have more fun and their learning of the concept being taught is more concrete and stored in their long-term memory. My entire lesson involves student participation: the “I spy” game, having student’s be shape spies while finding and matching model shapes to shapes in the classroom, filling out a diagram with a partner, having a class discussion, and learning to recite the shape song chants. Each of these activities will help students learn about shapes and internalize that knowledge in their long-term memory.
4. Necessity of Social Interaction:
Throughout the lesson, students will have the opportunity to learn from and work with each other. Students will listen to classmate’s comments and ideas and contribute their own comments and ideas when we are playing “I spy” and having a class discussion. Students will work in partners as “shape spies” to find and match model shapes to shapes in the classroom. Students will also work in partners to fill out the Venn diagram. By participating in class work and partner work, students will be able to learn and help each other.
· Adaptation (assimilation):
I will begin my lesson with the “I spy” game and then have students list shapes they know as I write them on the board. Students will then be “shape spies” as they match model shapes to shapes they find in the classroom. This will help students connect their existing schema about shapes to the new information they will learn about shapes.
· Disequilibrium/Cognitive Dissonance:
Disequilibrium, or the “out-of-balance” state, contributes to student learning. When students experience disequilibrium or conflict, learning will result. In this lesson plan, I will foster an environment where disequilibrium will exist, but monitor student learning to avoid creating a situation where frustration overpowers learning. I will use adaptations to help the students internalize the new information about shapes into their schemas.
· Schemas:
As previously mentioned, my students will have unique backgrounds and therefore, they will have a unique set of background knowledge or schemas. Throughout the lesson, I will try to help students make connections to their schemas so students will understand that shapes are everywhere and they are important in daily life.
· Discovery/Guided Discovery Learning:
In this lesson, students will be able to participate in guided discovery learning as they are “shape spies.” Students will locate shapes in the classroom and try matching the shapes they find to the provided model shapes. Students will be able to discover which model shape fits with different shapes they find in the classroom. In addition, students will have to find out if the model shape matches with a classroom shape by manipulation—they may have to turn one of the shapes to make a match. Also, students will have to determine if the size of the classroom shape fits the size of the model shape and if that fact makes a difference. In this activity, students are working together to problem-solve and discovering new information about shapes through hands-on experience without help from me, the teacher.
· Classification:
When the students are done being “shape spies,” they will work together as partners to fill out the Venn diagram. Students will write down the differences and similarities between different shapes. This will help students who are in the preoperational stage share their own ideas and learn from the ideas of their partner. We will then have a class discussion about shapes as we classify the shapes into student-generated categories.
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