Unit Plan: Shapes

Math / Grade 1

Big Ideas

Math | Grade 1

  • Objects and shapes have attributes that can be described, measured and compared (Math Gr 1-2)

Concepts:

  • Designs develop out of natural curiosity  (ADST 1-3)
  • Skills can be developed through play (ADST 1-3)

Essential Questions

Students will keep considering…

  • How do shapes contribute to a design?
  • How to shapes combine to make a whole?
  • What characteristics define shapes?
  • What 2D shapes can I see on 3D objects?
  • How do I give directions?
  • How can I use shape to design something bigger?
  • How can shapes represent something larger?
  • How can I use shape to design something bigger?
  • How can shapes represent something larger?
  • How can I give direction?

Evaluative Criteria

N/A

Monitoring Progress

Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:

  • Class discussion
  • Group and pair discussions

Resources

AUDIO

TEXTS

 

Reflection

How will teachers and their students reflect on and evaluate the completed project?

Teacher Reflection

  • What aspects of the unit went well?
  • What did students struggle with?
  • What did you struggle with?
  • What would you add/revise the next time you taught this unit?
  • Were there any unintended outcomes?
  • Were students engaged?

Stage 3 – Learning Plan

 

EXECUTE THE LEARNING PLAN

LEARNING EVENTS:

  • These learning events/activities are suggested activities only. 
  • In some cases the plans are not fully completed lesson plans. 
  • The teacher may choose some lessons/activities to span over several lessons. 
  • Teachers may add, revise and adapt these lessons based on the needs of their students, their personal preferences for resources, and the use of a variety of instructional techniques.

Learning events are enriched for students when teachers consider the “WHERE TO” acronym and guiding organizer by Wiggins and McTighe.

> Click here for more information on WHERETO

<h2>Where To</h2>
<table style=”height: 1175px;” border=”2″ width=”813″ cellpadding=”8″>
<tbody>
<tr>
<td width=”67″><strong>W</strong>here:</td>
<td width=”212″>Where are we going in this lesson Why? What is expected of my students during and after this lesson?</td>
<td width=”378″>• Present the performance task to students early in the unit • Post essential questions; students can generate their own questions as well • Check for  misconceptions</td>
</tr>
<tr>
<td width=”67″><strong>H</strong>ow:</td>
<td width=”212″>How will I hook and hold student interest during this lesson?</td>
<td width=”378″>• Use a provocation as an entry point • Present students with a mystery or challenge</td>
</tr>
<tr>
<td width=”67″><strong>E</strong>quip:</td>
<td width=”212″>How will I equip students for expected performances? How will I make sure to teach the foundational skills so that they can understand and complete tasks?</td>
<td width=”378″>• Access understandings and experience with solid instructional practices • Consider strategies that work for divers e learners • Incorporate literacy 44 strategies</td>
</tr>
<tr>
<td width=”67″><strong>R</strong>ethink and Revise:</td>
<td width=”212″>How will I help students reflect, rethink and revise their ideas, writing, and tasks?</td>
<td width=”378″>• Have students rethink the big idea • Have students reflect on  their learning  to build understanding</td>
</tr>
<tr>
<td width=”67″><strong>E</strong>valuate:</td>
<td width=”212″>How will students self-evaluate and reflect on their learning after each lesson/task?</td>
<td width=”378″>Some ideas for self-evaluation include:
<p style=”padding-left: 30px;”>• Ticket out the door • Rubrics and checklists • Formative assessments and feedback</p>
</td>
</tr>
<tr>
<td width=”67″><strong>T</strong>ailor:</td>
<td width=”212″>How will I tailor learning to varied needs, interests and styles? (refer to the NVSD Adaptations Checklist).</td>
<td width=”378″>• Differentiate to your students with the product, the process and the content</td>
</tr>
<tr>
<td width=”67″><strong>O</strong>rganize: <strong> </strong></td>
<td width=”212″>How will I organize and sequence the learning in each lesson and transition to a new lesson?</td>
<td width=”378″>• Start with the end in mind</td>
</tr>
<tr>
<td colspan=”3″ width=”657″>Please note that the order in which teachers present this to their students is not mandated to the order of the acronym.</td>
</tr>
</tbody>
</table>
<p style=”text-align: justify;”>
<p style=”text-align: justify;”></p>
<p style=”text-align: justify;”>
<p style=”text-align: justify;”>
<p style=”text-align: justify;”>

Week 1 | Lesson 1 - Introduction to shapes

The Learning Events should always be prefaced by focusing on the essential questions:

  • How do shapes contribute to a design?
  • How to shapes combine to make a whole?

Lesson 1

Activities

1) Students draw shapes they see while reading the book

2) Identify shapes in the drawings

3) Shapes walk : all shapes (northwest and geometric)

Lesson Hook

The Learning Events should always be prefaced by focusing on the essential questions:

  • Who defines a person’s identity, the individual, the community or institutions?

 

Lesson Hook

  • Read little hummingbird

Week 1 | Lesson 2 - Using shapes

The Learning Events should always be prefaced by focusing on the essential questions:

  • How do shapes contribute to a design?
  • How to shapes combine to make a whole?

Lesson 2

Actvities:

1) Each student has the outline of a different animal taken from the book

2) Uses a variety of shapes to fill/ decorate the animal

Essential understandings:

  • There are different shapes
  • Shapes have unique features

Week 2 - Identifying shapes

The Learning Events should always be prefaced by focusing on the essential questions:

  • What characteristics define shapes?
  • What 2D shapes can I see on 3D objects?

Week 2

Content

  • Sorting shapes
  • Identifying shapes
  • Vocabulary of geometry

Activities

1) Identify shapes and 3D solids

2) Identify curved/ straight lines

3) Sort shapes based on characteristics

4) Drawing shapes

5) Tracing and cutting out shapes (use for sorting & in summative tasks)

6) Play with shapes – what can you make?

Week 3 - Directionality

The Learning Events should always be prefaced by focusing on the essential questions:

  • How do I give directions?

Week 3

Activities

1) Directions with bodies: whole group

       Have the whole class in lines in the gym – practice moving left/ right/ forwards/ backwards

2) Practice giving directions on paper (coding unplugged)

Week 4 - Design

The Learning Events should always be prefaced by focusing on the essential questions:

  • How can I use shape to design something bigger?
  • How can shapes represent something larger?

Week 4

Activities

1) With a partner, design a pattern using the class shapes

2) Explain (write & oral) your shape design and its significance

Essential Understandings

  • I can create meaningful designs with shapes

Week 5 - Replicating shapes

The Learning Events should always be prefaced by focusing on the essential questions:

  • How can I use shape to design something bigger?
  • How can shapes represent something larger?
  • How can I give direction?

Week 4

Content

  • Replicate shape
  • Giving instructions, identifying shapes, moving shapes

Activities

1) Have another group replicate your design

2) Create a class mural

3) Self-assessment on unit

Essential Understandings

  • I can create meaningful designs with shapes
  • I can give directions to someone to replicate shape.

The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.

 

Big Ideas

The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.


Visit the Ministry of Education for more information

Core Competencies

orangecommunicationCommunications Competency

The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

bluethinkingThinking Competency

The knowledge, skills and processes we associate with intellectual development

greensocialSocial Competency

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society


Visit the Ministry of Education for more information

Curricular Competencies & Content

Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.


Visit the Ministry of Education for more information

Additional Resources

First People's Principles of Learning

To read more about First People’s Principles of Learning, please click here.

For classroom resources, please visit the First Nations Education Steering Committee.