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?
Downloads
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.
Acquisition-Meaning-Transfer
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.
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.
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.
