Discipline: Mathematics

Content: 3D Shapes
Developmental grade: Kindergarten

Lesson 1 http://www.tes.co.uk/teaching-resource/Year-1-3D-shape-lesson-
plan-6317289/

This lesson focuses on the properties of 3D shapes. The lesson has four parts: A.
Mental/Oral Starter, B. Input, C. Main Activity, and D. Plenary.

Mental/Oral Starter: In this section, students review the characteristics of 2D shapes
through a short, whole group activity with the teacher. Using the Multiple
Intelligence Model, this activity requires students to use visual-spatial, verbal-
linguistic, interpersonal, and logical-mathematical learning styles. According to
Blooms taxonomy, this activity is at the bottom called knowledge.

Input: This is where the children are introduced to 3D shapes and then sort them.
Here the instruction uses visual-spatial, interpersonal, and logical-mathematical
learning styles. The students are required to use 5 levels of Blooms taxonomy.
Evaluate being the only one left out.

Main Activity: Activity 1: Again this activity uses visual-spatial, verbal-linguistic,
and logical-mathematical. This activity has two levels, application and analysis.
Activity 2: Here the activity involves visual-spatial, verbal-linguistic, interpersonal,
and logical-mathematical. As for Blooms levels: application, analysis, and
evaluation.

Plenary: Here there are three learning styles that are met, visual-spatial, verbal-
linguistic, and logical-mathematical. There is only one level that applies, knowledge.

Differentiate: This lesson involves several learning styles. For activity two, I would
make groups with varying abilities. This way scaffolding would take place between
stronger and challenged students. They would be able to learn from each other, in
particular advanced readers could help with labeling.

Lesson 2 http://www.tes.co.uk/teaching-resource/Y1-3D-shape-planning-flip-
activities-6400106/ (The Tuesday lesson only)

The learning objection is to name and look at properties of 2D shapes. The lesson has
three parts: A. Starter/input, B. Main Activity, and C. Plenary.

Starter/input: The learning styles involved are visual-spatial, interpersonal, and
verbal-linguistic. There is only one level from Blooms taxonomy, knowledge.


Main Activity: Here there are four activities based on student needs and abilities.
The elephant group uses visual-spatial, interpersonal, and maybe linguistic
intelligences. They only use two levels, knowledge and comprehension. The second
group uses visual-spatial, interpersonal, and verbal-linguistic. As for the levels from
Blooms model, knowledge and comprehension are involved. The third group uses
verbal-linguistic and visual spatial intelligences. Only knowledge is represented from
Blooms taxonomy.

Plenary: The multiple intelligences used are visual-spatial and verbal linguistic. The
levels from Blooms taxonomy are knowledge and comprehension.


Differentiation: There isnt much differentiation happening. More learning styles
need to be considered and it seems to be only surface learning, low levels on Blooms
taxonomy. For the main activity, I would create an activity that uses as many multiple
intelligences and higher levels on Blooms taxonomy. I would make groups with
varying abilities. This way scaffolding would take place between stronger and
challenged students.

In addition, the learning objective does not match with the topic..

Lesson3 http://www.teacherspayteachers.com/Product/Introducing-3D-
Shapes-267113

The learning objective in this lesson is to compare and sort 2D and 3D shapes. The
learner will discuss and compare a cube and a cylinder and relate the solids to objects
found in the real world. There are four parts to this lesson, procedure, instruction,,
practice, and closure.

Procedure: This part of the lesson involves visual-spatial and verbal-linguistic. From
Blooms taxonomy only knowledge is represented.

Instruction: In this part of the lesson, the multiple intelligences are visual-spatial and
verbal-linguistic. Knowledge and possibly comprehension are the levels present from
Bloom's taxonomy.

Practice: Here the multiple intelligence that are addressed are visual-spatial and
musical. As for Bloom's taxonomy, the level demonstrated is knowledge.

Closure: The final part of the lesson requires students to use their intrapersonal,
visual-spatial, and verbal-linguistic. The levels from Bloom' s taxonomy are
knowledge and comprehension.




Differentiation: This lesson differentiates a little based on multiple intelligence and
the author lists them. However, this lesson is not student centered and completely
teacher directed. Very few skills from Bloom's taxonomy are covered. I would
include an activity where the students use higher levels including application,
analysis, or synthesis.

New Teaching Trend

Identify and define how the topic could be approached differently.

I would use three teaching trends, inquiry, cross-curricular (ITC), and technology.
Using Kath Murdoch's model 'Phases of Inquiry', I would design an introduction
lesson to 3D shapes (www.kathmurdoch.com.au). I would focus on the first phase
'tuning in to students' (www.kathmurdoch.com.au). This is the phase where the
students demonstrate prior knowledge. Many inviting questions are used. The
learning objective would be to identify and describe 3D shapes in school.

I would start the class with a provocation. Before the students arrive, I would build a
house/building with every 3D shape from a vocabulary list, represented. I would ask
the students "what do they see?". Using various questions I would illicit and assess
their prior knowledge. I would then go onto introduce the 3D shapes one at a time,
but give the names. In have enough shapes so that pairs could touch each shape and
talk about the. Again, I would use questioning and have the students describe the
properties of each shape. Turn and talk would be good at this time. I would then
describe the properties of the shapes myself.

Next, I would ask the students to walk around the class and search for 3D shapes.
After 5 minutes, I would call the students back to the carpet and illicit names of
objects that are 3D shapes. Now, I would review how to use an ipad to take pictures.
I would ask the student to sit in a circle so as to use the teaching method 'fish bowl'. I
would select a few students one at a time to step into the middle of the circle to
demonstrate how to use the ipad in an appropriate manner.

Next, I would take the students on a school tour so they could take pictures of 3D
shapes the saw. After about 15 minutes, we would return to class.

I would end the class by asking what did we learn today. Again, using questions to
illicit names and descriptions of 3D shapes.

Differentiation: I would differentiate by putting the children in pairs for the
classroom search activity and the school tour. My lesson would use several multiple
intelligences visual-spatial, verbal-linguistic, tactile, interpersonal, and kinesthetic.
the levels from Bloom's taxonomy are knowledge, comprehension, analysis, and
synthesis.

Assessment: I would later print out their pictures. They would use them to make a
collage during a different lesson time. I would ask the children to name their pictures
and describe the shapes. I would scribe their words.


Materials

Blocks/3D shape manipulatives
ipads


Resources

www.kathmurdoch.com.au

www.ibo.org

www.p21.org

Benchmarks - www.tokyois.com


































ELEM/SCED 663 - Assignment #3







































Jamie Lamarche
July 16th, 2014