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# Unit Plan: Shapes

##### Big Ideas

• 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?

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

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 2 – Evidence

AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:

• Create a unique design using a variety of shapes studied in class, incorporating geometric and northwest shapes
• In partners, give instructions for peers to replicate the same design
• Create a class mural/ display, using all the shapes/ designs

##### GRASPS

> No GRASPS avaiable for this Unit Plan

##### Other Evidence

OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:

N/A

##### 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.

##### Core Competencies

Communications 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

Thinking Competency

The knowledge, skills and processes we associate with intellectual development

Social Competency

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

##### 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.