UbD Lesson Plan 1 Template

by Kristi Reyes
Identifying Information
Lesson Information
Classroom teacher (CT): Kristi Reyes
Grade (K-12)/Developmental level: Kindergarten
Date lesson will be taught: August
Lesson topic: Shapes
Lesson subject area: Geometry
Preservice teacher:
Stage 1 - Desired Results
Goals/Big Ideas
What are the big picture concepts, conceptual anchors, and connections?
The big picture concepts are an understanding and awareness of spacial
sense and geometric reasoning. Conceptual anchors are usually at level zero
to one according to the "Van Hiele Levels of Geometric Thought" for
kindergarteners. Their perceptions are on a more visual scale in geometry,
meaning that the physical appearance of a shape is dominant at this level.
"What does it look like? Therefore, thats what it is. Their understanding of
shapes are related to prior knowledge by forming connections to the things
that they have been exposed to up until this point. My goal is to develop a
more mature sense of shapes through the introduction of the properties of
various shapes. They will compare and contrast various shapes.
Essential Questions
What questions highlight the big ideas?
1. What are some similarities and differences between various shapes?
2. Does size matter when determining what shape an object is? Is a
square still a square whether it is big or small?
3. Does orientation matter when determining what shape an object is? If
I rotate a square 90 degrees, is it still a square or is it a different
shape?
4. What makes a shape, a shape? What are some properties of a shape?
Common Core State Standards (CCSS)
See links below for more information and Common Core Standards for Math
and English/Language Arts.
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).
1. Describe objects in the environment using names of shapes, and describe
the relative positions of these objects using terms such as above, below,
beside, in front of, behind, and next to.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, flat) or
threedimensional (solid).
Analyze, compare, create, and compose shapes.
4. Analyze and compare two- and three-dimensional shapes, in different
sizes and orientations, using informal language to describe their similarities,
differences, parts (e.g., number of sides and vertices/corners) and other
attributes (e.g., having sides of equal length).
5. Model shapes in the world by building shapes from components (e.g.,
sticks and clay balls) and drawing shapes.
6. Compose simple shapes to form larger shapes. For example, Can you
join these two triangles with full sides touching to make a rectangle?
Students describe their physical world using geometric ideas (e.g., shape,
orientation, spatial relations) and vocabulary. They identify, name, and
describe basic two-dimensional shapes, such as squares, triangles, circles,
rectangles, and hexagons, presented in a variety of ways (e.g., with
different sizes and orientations), as well as three-dimensional shapes such
as cubes, cones, cylinders, and spheres. They use basic shapes and spatial
reasoning to model objects in their environment and to construct more
complex shapes.
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
You may copy and paste CCSS into this section, or pull them from LiveText
in the section below.
CCSS (Select from LT Standards)
No standards added.
Hawaii Content and Performance Standards (HCPS III)
HI-HCPS-
III.MA.K.5
STANDARD: Geometry and Spatial Sense:
PROPERTIES AND RELATIONSHIPS: Analyze
properties of objects and relationships among the
properties
HI-HCPS-
III.MA.K.5.1
Identify common geometric shapes (e.g., circle,
square, rectangle, triangle)
HI-HCPS-
III.MA.K.5.1.SPA
The student: Names the shapes in pictures (e.g.,
circles, rectangles, squares, triangles).
Skill Acquisition (Objectives)
The student will be able to...
1. Identify common shapes and their properties in pictures or in their
surroundings.
2. Analyze the properties of different shapes and classify shapes
according to their properties.



Stage 2 - Assessment Evidence
Performance Tasks
What tasks will students be able to do to demonstrate understanding?
1. Students will identify common shapes when asked verbally. For
example, I will ask, "Which shape is a square?" The student will then
point to the shape that is a square.
2. Students will verbally list the properties of common shapes. For
example, I will ask, " How do you know that is a square?" The student
will respond with, "It has 4 equal sides and angles."
3. Students will analyze shapes and classify them. For example, I will tell
the student to place all rectangles in the blue bucket, all circles in the
yellow bucket, and all triangles in the red bucket. The student will then
sort and classify the shapes in front of them which will consist of the
shapes I listed as well as some that I did not list.
Other Evidence

What other things can students do to show what they know?
Students could also demonstrate their knowledge by creating artwork
through the use of shapes to represent what they want to express, like the
example above. This type of evidence validates their understanding of the
properties of different shapes.
Self-Assessments
What ways can students check understandings to set future goals?
Students can check understandings by referring to their "Book of Shapes" or
charts and visual aids around the classroom. There will also be various books
about shapes in the classroom library.
Stage 3 - Learning Plan
Learning Activities
What will the students do during the lesson so that they achieve the stated
goals?
Students will be designing A Book of Shapes following a format similar to the
one shown below. However, students will be creating it from scratch so that
it looks more like the individual hand crafted example.

Format

Hand Crafted Example

How will you guide the students?
I will guide the students by teaching them how to draw shapes prior to the
activity. Then, we will do the activity step by step, as a class. I will assist
students in any way needed and we will have open discourse as well as
guided discourse on the topic at hand.
Procedure
1. I will show the students what a completed book looks like. I will allow
them to use it as an example.
2. Students will create their book covers with their names. (example,
Kristi's Book of Shapes)
3. Students will decorate their cover with any shapes they choose.
4. Students will draw various sized circles on construction paper using
things like cups, quarters, etc.
5. Students will cut out their shapes and glue it into their books.
6. We will go through this same process for each shape using freehand or
objects to draw the shapes before cutting and pasting them.
7. When we are done with drawing,cutting and pasting, we will write
about each shape's properties together.
What resources are needed? (These should be identified as part of the
learning activities, but should be listed and further described in the section
below.)
1. Construction Paper of various colors
2. White cardstock copy paper
3. Child Scissors
4. Crayons
5. Pencils
6. Erasers
7. Rulers
8. Circular, Rectangular, Triangular, Oval, and Square objects to trace
(stencils, if necessary)
How will you meet the needs of learners at various stages of development
during this lesson? (How will you differentiate instruction?)
I will have things like stencils on hand for students who need extra
help drawing their shapes. If students have trouble cutting, it doesn't
have to be perfect, but I will assist them.
Vary instruction based on learning differences and learning styles.



Resources used in planning the lesson
My Shape Book
http://math.about.com/od/workshee2/ss/shapebook.htm
My Shape Book
http://math.about.com/od/workshee2/ss/shapebook.htm
How to draw a person
http://www.pinterest.com/pin/101542166569096964/













Stage 4 - Reflection
Reflection on lesson development
How did creating this lesson plan help you grow as a teacher?
Creating this lesson helped me to grow as a future teacher by prompting me
to research ways to teach kindergarteners about shapes. I came across
many outstanding activities, and I chose the one I liked best because I felt
that it supports multisensory learning and diversified learners.
If you taught the lesson
Why was this lesson effective?
What would you change in the future, and why?
If you did not teach the lesson
What are the strengths of this lesson plan/
The strengths of this lesson plan are that it is flexible because students can
use objects to trace shapes or they can draw them freehand. It also can
cater to students with disabilities by having the shapes drawn or even
already cut out if necessary. The activity supports learning diversity and has
room for differentiating if it is needed.

What modifications might be needed?
I'm not sure about this question yet. I would have to carryout the lesson and
then tweek it it as needed. If students are struggling with drawing or cutting
out shapes, I may need to have that portion of the lesson done and
prepared next time, and just have student glue the shapes into their books.

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