Name: Lindsay Mennen Cohort: C1

Lesson Plan

Lesson Title: Symmetry Centres Grade: One Location: Classroom Date: Nov. 28th 2017
Subject/Strand: Math / Geometry and Spatial Sense Unit: 2D Shapes Times: 11:40 – 12:20pm + (1:00-1:20?)
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Today I am continuing to teach students about symmetry. This fits into the context of the unit because students began
talking about symmetry yesterday. The big idea is that by the end of grade one, students will be able to understand the
geometric properties of two-dimensional shapes, geometric relationships, location and movement.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Identify common two-dimensional shapes and sort and classify them by their attributes.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary) : realistic
number of expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific expectation
:Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

Geometric Properties: Locate shapes in the environment that have symmetry, and describe the symmetry.

Location and Movement: Create symmetrical designs and pictures, using concrete materials (e.g., pattern blocks,
connecting cubes, paper for folding), and describe the relative locations of the parts.

A.C. – Application: The use of knowledge and skills to make connections within and between various contexts

Assessment – Self- assessment checkbric

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today we will apply what we have learned about symmetry with hands on activities. A

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ x ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess student’s learning: evidence of learning students will provide to demonstrate their knowledge, skills and thinking,
in language that students can readily understand). Indicate the Achievement Chart criteria.

- I can identify lines of symmetry. A

- I can make symmetrical patterns with blocks. A
- I can make symmetrical shapes with paper. A
- I can make a picture symmetrical. A

Assessment Mode- Written, Assessment Strategy and Task for Assessment Tool - Instrument used to
Oral, Performance (Write, Say, Students- What are the students doing to assess; Record Keeping format
Do) show their learning?
Students will work through 4 symmetry Self- assessment checkbric for S.C.
performance centres and self- assess with S.C. checkbric
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students received an introductory lesson to symmetry yesterday and got a chance to use math manipulatives in
pairs.
I.E.P. program implications: Accommodations, Modifications
No accommodation is required for this lesson.
Differentiation: Content, Process, Product, Environment, Assessment
Environment - Students requiring extra assistance making symmetrical shapes will receive it.
Content – those requiring an additional challenge will be given one.

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [x] initiative,
[ ] self-regulation

The student:
• looks for and acts on new ideas and opportunities for learning;
• demonstrates the capacity for innovation and a willingness to take risks;
• demonstrates curiosity and interest in learning;
• approaches new tasks with a positive attitude;
• recognizes and advocates appropriately for the rights of self and others.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Symmetry centres

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction.
Include the use of Information Technology (ICT) in your lesson plan where appropriate.

- Smart board for l.g., s.c.

- Worksheets and pencils for M.O.
- Pattern blocks
- 6 block flower and 6 block butterfly printouts (to build on)
- Photocopies of block flower and block butterfly pattern sheets (to imitate)
- P. 193 – 196 x 2 printed and laminated (draw the other side sheets)
- Dry erase markers
- Paper, scissors, tracers, crayons to decorate
- Self- assessments

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with What Students do: Identify what the students are expected
enough detail that another teacher could replicate the to think about or do (in terms of learning processes).
lesson without a personal discussion. Prompts and
guiding questions are required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key
questions to guide lesson.
Time: __11:40__-_12:00___ (Indicate time breakdown of
instructional elements)
Grade ones. Yesterday we began learning about lines of
symmetry. Who can remember what symmetrical means?
When both sides match
Are these symmetrical? (Teacher holds up various shapes,
some symmetrical, some not). Teacher will ask students Students will determine whether or not the shapes are
each time why or why not symmetrical symmetrical.

Let us review. (Teacher will pass around four practice

sheets for the class to do as a whole group, using a round
the world approach to get the answers). Sheets will ask
Students will offer and record answers when asked.
students to find or draw various lines of symmetry.

When the four sheets are complete, teacher will say: Now
that we have reviewed our symmetry knowledge, I would
like to go over our learning goals and success criteria with
you. (Teacher will refer to the smart board). Our learning
goal for today is: Today we will apply what we have Students will listen.
learned about symmetry with hands on activities.

Our success criteria are:

- I can make symmetrical patterns with blocks.

- I can make symmetrical shapes with paper.
- I can identify lines of symmetry.
- I can make a picture symmetrical.

Now, the reason that we have so many success criteria for

today boys and girls is because you are going to have the
opportunity to do some symmetry centres and get some Students will be excited.
hands on practice.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: _12:00 - 12:20 (Indicate time breakdown of
instructional elements)

There will be four centres. At two of the centres you will be

using picture cards to create different shapes of butterflies
and flowers. (Teacher will hold up an example sheet). You Students will listen.
will use the pattern blocks and copy the pattern, then you
will complete the pattern on the other side to make your
picture symmetrical.

At our third station, you will be using tracers to make

symmetrical shapes, just as I did yesterday. You will fold
your paper in half, trace the shape and then cut it out. See
if your shape is symmetrical. Then you may decorate your
shape with pencil crayons, but make sure it is symmetrical
so whatever you do to one side, you have to be sure and
do it to the other side.

Our forth station will have some activities for you to

complete finding and creating symmetrical lines and
pictures. You may write right on the sheet because we will
be using erasable markers.

I will place you in groups and assign you a centre. Everyone

will get a chance to try each centre. (Teacher will assign Students will move to their centres.
groups – which have been strategically composed ahead of
time and centres)

Students will spend approx. 8 minutes at each centre.

(teacher will announce when it is time to switch)

Teacher will travel between centres, assisting students

where needed and challenging student thinking with those
that are ready.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the
assessment loop.
Time: _1:15_-__1:20_ (Indicate time breakdown of
instructional elements)

Teacher will say:

1- Stop what you’re doing Students will listen to instructions.
2- Look at me
3- Listen

Grade ones, can I please ask you to tidy up your centres, Students will tidy up.
placing all blocks in their bin and tidying up all sheets.

Teacher will pass out self- assessment sheets.

Grade ones, I would like you to tell me how you did. I have
given you each a sheet, please put your name on it. I will
read you each sentence and you will put a checkmark if Students will put a checkmark or an X on the line.
you could do it or an X if you had trouble.
Teacher will read each SC.

If I could please have a volunteer to collect them. Everyone Students will do as instructed.
else, please take out your science folders.
Extension Activities/Next Steps (where will this lesson lead to next)

The next math lesson will be a summative assessment for the 2D shape unit.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson.
Questions should vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students
from “passive listeners” to ”active
participants”?
3. Was my behavior management
technique effective? Why?
4. Were students able to transition to the
next activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to
address their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions?
Was a balance between teacher and
student talk evident?
3. How did the task provide a Rich
Performance opportunity or other way of
actively demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management
technique effective? Why?
6. Were students able to transition to the
next activity successfully?
Professional Educator
1. What factors may have influenced the success
of this lesson? Did I note and respond to these
elements appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management
step(s) should be considered for subsequent
lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas
for future improvement of communication,
planning, differentiation, implementation and
classroom organization, management,
assessment)?
5 How is my growth as a professional being
demonstrated?