Shapes+mary+beth

= Shapes in the environment = Gather students on the carpet for Large Group Tell the children that we will review the basic shapes first with my “basic shape cutouts.” Show the children cut out shapes of a circle, triangle, square, rectangle, etc…and have them name the shapes. Tell them that now I will show them a picture book with very few words and that I want them to name the shapes the illustrator used to create that animal as well as that zoo animal. Teaching Strategies: Share the story with the children. Stop & pause in the story to let the children name the zoo animal and the shapes that make up that animal. After sharing the story, tell them that they are going to partner up with another child and use a digital camera to take pictures of different shapes in the environment. The children can work together to find their four shapes in the environment. The children have to communicate with each other on what shapes they find which ones to use, what kind of shape it is that they see in their environment. They decide what pictures to take in their environment that are a "shape."
 * Title: ||< Shapes ||
 * Subject: ||< Math ||
 * Grade: ||< Pre-School ||
 * Time Frame: ||< one week ||
 * Essential Question || What shapes do you see in your environment? ||
 * Summary: ||< SWBAT recognize, name, and identify shapes in their environment. ||
 * Objectives || * Key Developmental Indicator (KDI:) Mathematics--Shapes SWBAT identify, name, and describe shapes. They will also be able to find shapes in their environment with the digital cameras or IPAD.
 * What 21st Century Skill Objectives does this activity/Lesson include?
 * SWBAT communicate effectively by recognizing and naming the 8 basic shapes.
 * SWBAT collaborate with each other in finding at least four shapes in the environment
 * SWBAT problem solve by identifying what a shape is and if what they are saying is a shape or not.
 * SWBAT show creativity and innovation by using their digital cameras and IPADS to capture images of shapes found in their environment
 * SWBAT use critical thinking skills in deciding if what they see in their environment is a shape or not
 * SWBAT use decision making skills by deciding what pictures of shapes to take with their IPAD or digital camera ||
 * Tasks: ||< 1) Describe the main steps of the activity/lesson/project here
 * 1) Getting Started: Anticipatory Set--Ask the children to come to the carpet for whole group. Before sharing the story, __Color Zoo__ by Lois Ehlert, review with the children their prior knowledge about zoos, zoo animals, have they ever been to a zoo before? Show pictures of zoo animals to the children. Tell them that this book has some illustrations of some animals that might be found at a zoo.


 * 1) Closure: SWBAT Identify & describe shapes (squares, circles, triangles, rectangles) that are found in the picture book and in real life.

SWBAT analyze, compare, create, & compose shapes.

Describe object in the environment (i.e.: a door is a rectangle) by using the proper names of the shapes.

SWBAT correctly name the shapes regardless of the orientations or overall size.

SWBAT model shapes in the world by using a digital camera to capture images of different shapes in their environment. They will work together to decide what images to pick. || Challenge: SWBAT name the shape and explain why that is a "circle"--a curved line, a "square"--4 straight equal lines, etc... Struggling students: The teacher can pair students together who are at different ends of the educational spectrum to work together to find different shapes in their environment with their digital camera or IPAD. The teacher can also give struggling students pictures of shapes or ideas to help guide and support their learning in finding shapes in their environment. ESL students: I work in SW Detroit (DPS) and the majority of my students are Hispanic. There first language is Spanish. They are coming into my room with little to no English. I could pair my Hispanic students with a student who may know a little more English to work together and to "share out" their findings/pictures in both English and Spanish to the group. The child could say the English word for "circle" for instance, and their Spanish counterpart could say it in Spanish. || Pre-Schoolers and guests invited to "join" on the "Wiki" page Invite a professional photographer in to display their work and have children identify the shapes found in the Professional photographers pictures. "Wiki" page || What shapes do we know? What do shapes look like? (i.e.: curved lines, straight lines) As we are reading the story—What animal do we see by the illustrator using a couple of simple shapes? How many triangles do you see on this page? (counting, recognizing shapes) What is the difference between the 2 pictures of the animals? (compare & contrast) When looking at an illustration with circles used, ask the children--what other shapes can you think of that have curved lines? (i.e. ovals) When looking at an illustration with squares or rectangles ask the children--what other shapes have straight lines? (triangles, pentagon) What shapes can we find in their environment? Summative Assessment: Can they name the simple shapes found in the story? Can they name other shapes not found in the book? Can they name an object in the room by its shape? (the door is a rectangle) Can they describe a shape (curved vs. straight line?) Can they take pictures using a digital camera or IPAD in finding four out of the eight basic shapes in their environment? Can they name their shapes that they have captured with their digital camera or IPAD SWBAT can transfer their knowledge when they can identify a shape in their environment. When the students see their pictures or other pictures that came from other children's work || and student engagement. Include any **student feedback** about the activity. ||
 * Personalization/Differentiation ||< SWBAT choose with their partner what pictures of "shapes in their environment" to take. They will use vocabulary to name the shape that they see in their environment.
 * Real-World Connection || RW Application: Identifying and naming shapes in their environment. Recognizing what a shape is (other than what is on paper.) Being able to communicate effectively in identifying what a shape is.
 * Assessment: ||< Formative: Questions to ask before & during the lesson-
 * 1) Scaffolding learning:
 * Resources: ||< * IPADS
 * Digital cameras
 * posted to a "WIKI" page (pictures in columns with labels: "circle", "square", "triangle", "rectangle", "oval", etc...) ||
 * Examples: ||< * Links to teacher or student examples. ||
 * Reflection: || Reflect on the experience with specific details about the instructional outcome, pedagogy, tool effectiveness,