Lesson Title:

Name:

Shapes Scavenger Hunt

Rachel Wright

Lesson #
Subject:

Date:

Mathematics

March 09/13
Grade(s):

Rationale: To give students the opportunity to apply their previously learned knowledge about 2D and 3D shapes in a fun and
meaningful activity which also reinforces their understanding of these shapes in their environment.
Prescribed Learning Outcome(s):
C6 sort 2D and 3D objects using two attributes and explain the sorting rule
C9 identify 2-D shapes as parts of 3-D objects in the environment
Instructional Objective(s):

Identify and classify various 2D and 3D shapes found within the classroom and school yard

Work cooperatively in a group

Prerequisite Concepts and Skills:

Basic knowledge of triangles, squares, rectangles, circles, cubes, spheres, cones, cylinders, pyramids including the ability to
identify, describe, compare, and contrast these shapes.
Basic group work etiquette

Materials and Resources:

Teacher
Smartboard
YouTube link for 3D Shapes I Know
Class set of Scavenger Hunt worksheets

Students
Pencil
Eraser

Lesson Activities:
Teacher Activities
Introduction (anticipatory set):
- Tell students that you are going to review
what they know with a video. Watch YouTube
video 3D Shapes I Know
- Briefly explain the activity to students
including demonstrating with an example.
Body:
-

Hand out sheet with a list of different-shaped

items to find (2D and 3D) some with clues
such as find something round that ticks or
some simply find a cone. Clarify for any
misunderstandings.
Divide the class into small groups of 2 or 3.
Give students time to explore the classroom
and if possible the school yard. In their
groups, students individually record their
findings on worksheets with pictures and
descriptions.
Give a 5 minute warning.

Closure:
- Gather the class together and go over the
worksheet with students. For each clue ask
each group to share their results; students can
add any shapes they did not record.
- Ask students to hand in their worksheets.
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Student Activities

Time

-Pay attention as teacher gives instructions.

5 mins

35
mins
-Go over sheet with teacher.
-Ask questions to clarify misunderstandings.

-Get into groups.

-Explore the classroom looking for shapes to record on
sheet. Record with pictures and descriptions.

5 mins
-Share results with the rest of the class.
- Add any results they did not get initiall.y
- Hand worksheets into teacher.

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Organizational and/or Behavioural Management Strategies:

Circulate around the room and observe for any groups who may be struggling.
Use 1,2,3 eyes on me 1,2, eyes on you to get students attention.
Give 5 minute warnings when wrapping up activity.
Do not let students pick groups, count off students.
Explain activity before handing out the worksheet to ensure students are paying attention and not reading.
Demonstrate to give a visual idea of what is expected.
If students are not working well in their groups, they will be asked to work alone.
Assessment and Evaluation:
Use completed worksheet to evaluate whether students were able to identify and name shapes correctly.
Extensions:
In another lesson, students could take their search school wide or as a homework assignment they would have to find things in their home
or around the community. Students could make up their own clues and have fellow classmates try to find the answers.
Differentiated Instruction:
Enrichment- This task is pretty open ended so there is not really an end point which will help those students who generally finish early.
They will be able to put as many answers as they can find. They could also potentially make additional clues for their classmates. Gifted
students can also help their less gifted group mates.
Remedial- Students will be grouped together so that hopefully no one struggles. I will rely on peers to help each other out if their
teammates struggle. Resources will be available around the room.
ELL-ELL will be grouped with non-ELLs who can assist with instructions and spelling. Instructions are simple and can be adapted to
include visual representations for students.
UDL:
Representation- Review the concepts with the 3D Shapes I Know video will give students a great chance to access prior knowledge in
a fun way.
Expression- Students express their learning through getting up and around, participating in a Scavenger Hunt and completing a task sheet
which is an enjoyable way to wrap up a unit while still fulfilling the learning requirements.
Engagement-Students will be excited for the chance to get up and stretch their legs for a Math class and be engaged in searching for the
various 3D shapes they are required to find.
Reflections (if necessary, continue on separate sheet):

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Lesson Plan Template EDPR 3100, 3200, 4100, 4200

The lesson plan template is designed as a guide for students to use when planning lessons. The plan may be adapted to specific subject
areas and modified as students gain experience in each practicum. The template is a basic outline that can be used directly as printed,
copied in longhand, or expanded from the electronic version. It is important that all areas required in the format are completed and that
the lesson plan be sufficiently clear and detailed so that another teacher could use the plan to teach the lesson.
Rationale: Why are you teaching this particular lesson (e.g. is it part of a complex skill? Is it an essential prereading skill in reading?
Is it important that the students hear good literature?) The rationale should be a brief sentence or two and stated in words that can be
easily understood by the children in the classroom.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) describe what students should be able to do in each
curricular subject. Your lesson should state one or more prescribed learning outcomes, from the curricula of British Columbia, on which
the objectives of this specific lesson are based.
Instructional Objective(s): What are the specific things students will be able to do as a result of this lesson. These objectives should
be consistent with your stated prescribed learning outcome(s) (e.g. the students will be able to identify the main idea in the story. The
student will be able to describe the main idea in a paragraph of four sentences). The objectives may also include things the teacher
wants to observe in the course of the lesson (e.g. to identify the potential leaders in group discussion). Students should ensure that the
instructional objectives are measured by your assessment and evaluation strategies.
Prerequisite Concepts and Skills: This section of your lesson plan is used to state the concepts and skills needed to connect lessons
together in a logical sequence, building new knowledge onto what you know students have previously learned. Remember that some
concepts and skills may need to be reviewed to ensure continuous learning, and these can be included here.
Materials and Resources: List all materials and resources that you and the students will need. What things do you need to do before
the lesson begins? (e.g. prepare a word chart.) What things do the students need to do? (e.g. read a chapter in the novel.)
Lesson Activities
Introduction: How will you get students interested in the topic? How will you find out what they already know about the topic? Will
you use an anticipatory set (link to their experience) or advance organizers?
Body: What sequence of activities will the student experience? What will you do? What will they do? What will children do who
finish early? How much time will each activity take?
Closure: How will you close the lesson? The closing should be linked to attaining your instructional objectives.
Organizational and/or Behaviour Management Strategies: Carefully thought-out organizational and behavioural management
strategies facilitate proactive positive classroom management. Consider the following questions as you develop your lesson plan and
include some management strategies that will help maximize student engagement and achievement:
How will you:
bring the class together at the start of the day/lesson?
utilize student helpers to facilitate the flow of lessons and the day in general?
distribute and collect materials?
separate the class into groups or levels? (In what situations should groups be assigned ahead of time?)
coordinate different grade levels working on different assignments?
separate time spent doing individual work, working in dyads, triads or small groups?
Assessment and Evaluation: Did the students learn what you taught them? The results of the assessment should be directly related to,
and tell you if, your students were able to do the things outlined in your instructional objectives and prescribed learning
outcomes. Your assessment should be as accurate as possible and should be built into your lesson. What rubrics or
structures will you use to evaluate assessment data?
Extensions: How might this lesson link to previous and/or future lessons within the same curriculum area? How might knowledge, skills
or attitudes from this lesson be integrated/infused into lessons in other subject areas?
Differentiated Instruction (Universal Design for Learning UDL): How could you modify the lesson so that a child with special
needs could be involved? What changes could you make to the lesson for children from different cultural backgrounds? What activities
might you add to the lesson to extend and/or enrich opportunities for 'gifted' students to be challenged? Have you planned for a variety
of ways for students to demonstrate their learning? What options are ready for students who finish assignments early, or for those who
do not complete the tasks given?
Reflections: Complete the reflections section as soon as possible after teaching the lesson. What revisions would you make to the
lesson? What went well?
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