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5E Lesson Plan Template

Teacher Rachel Finley

Date Fall 2020

Subject First Grade Math


area/course/grad
e level

Materials Videos:
https://www.youtube.com/watch?v=dbPlY8npPIw
https://www.youtube.com/watch?v=24Uv8Cl5hvI

State Standards-
Standards (State
19) Distinguish between defining attributes (e.g., triangles are closed and
and ISTE
three-sided) versus non-defining attributes (e.g., color, orientation, overall
Standards for
size); build and draw shapes to possess defining attributes. [1-G1]
Students)

ISTE Standards for Students-

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of


living, learning and working in an interconnected digital world, and they act and
model in ways that are safe, legal and ethical.

3. Knowledge Constructor: Students critically curate a variety of resources using


digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others.

6. Creative Communicator: Students communicate clearly and express themselves


creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.

Objectives I can…
- Recognize defining attributes of shapes
- Tell why a shape is a certain shape
- Use my iPad correctly and safely
- Create with tools to make my learning more meaningful
- Communicate clearly

Differentiation Small group instruction will build upon whole group instruction to help
Strategies (How deepen understanding in a less stimulated situation.
will the lesson

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address the Students will see and hold manipulatives for different shapes.
various learning
Extra time may be spent on certain shapes rather than others, to ensure
styles of the
student understanding is at expectation.
students and the
needs of those Special Education students may work with a peer as they learn from both
with special teacher and the students along-side them. This peer helper may provide
needs?) confidence and a zone of safety as students don’t have to worry about
being lost in the process of meeting these objectives.

The 5 Es

E Description

Engagement Watch Video:


https://www.youtube.com/watch?v=24Uv8Cl5hvI
(Jack Hartmann Sides/Vertices)

Focus in on these shapes: circle, square, and triangle. Give each student a
manipulative of each shape to hold. Allow students to talk with their table
partner about the shapes without teacher guidance. See what they know. Ask
students, “What do you notice about this shape?”

Engagement Observe –
Assessment
Do students have prior knowledge of the focus shapes? (circle, square,
triangle)
Are students able to recognize these shapes?
Can students already talk about some of the attributes of the shapes with or
without using correct vocabulary?

Exploration Hold a class discussion about what makes each shape unique. Students should
notice these attributes about each shape…
- Square – 4 sides, 4 vertices, sides are equal (the same)
- Triangle – 3 sides, 3 vertices, sides may or may not be equal
- Circle – no sides, no vertices, 1 curved or round line makes the shape

https://www.youtube.com/watch?v=dbPlY8npPIw
Exploration
Assessment Can students name these shapes confidently? (Mainly circle, square, and
triangle)

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E Description

Explanation While students still have manipulatives, the teacher will explain attributes of
each shape. Teacher will say something similar to.
“Hold your circle up. What do we notice about the circle? (No straight sides) If I
spin the circle around, is it still a circle or is it a different shape? If I change the
color of the shape, is it a circle or something different? If I change the size of
the shape, is it a circle still or is it another shape?”
Talk about how the defining attributes of the circle are not related to size, color,
or orientation.
Then go through the same process with the square and the triangle.
“Hold your triangle up. What do we notice about the triangle? (3 straight sides,
3 corners/vertices) If I spin the triangle around, is it still a triangle or is it a
different shape? If I change the color of the shape, is it a triangle or something
different? If I change the size of the shape, is it a triangle still or is it another
shape? If a triangle has different lengths for sides, is it still a triangle?”
*Show students multiple pictures of a variety of triangles.
Talk about how the defining attributes of the triangle are not related to size,
color, or orientation. The shape must have 3 sides, 3 vertices, and be closed.
“Hold your square up. What do we notice about the square? (4 straight sides, 4
corners/vertices, all 4 sides are equal) If I spin the square around, is it still a
square or is it a different shape? If I change the color of the shape, is it a
square or something different? If I change the size of the shape, is it a square
still or is it another shape? If a square has different lengths for sides, is it still a
square (NO)?”
Talk about how the defining attributes of the square are not related to size,
color, or orientation. The shape must have 4 equal sides, 4 vertices, and be
closed.

Explanation I have _____. Who am I?


Assessment

 I have 3 sides. I am a _______.


 I have no straight sides. I am a _______.
 I have 4 equal sides. I am a ______.
 I have 3 vertices. I am a _____.
 I have 4 vertices and equal sides. I am a ______.
 I have 0 vertices. I am a ______.

Elaboration Seesaw activity: Shape Pizza


Students will trace each shape in a different color and then record themselves
telling defining attributes of circles, squares, and triangles.

Evaluation _____ Student was able to identify all circles, triangles, and squares

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E Description

_____ Student told defining attributes of a circle


_____ Student told defining attributes of a square
_____ Student told defining attributes of a triangle
_____ Student communicates clearly
_____ Student uses tools on Seesaw correctly and submits with their name

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.


Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through


guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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