stem unit plan marist college

Integrated STEM Unit

Alyssa D’Onofrio

STEM Unit Plan

Marist College


Social Studies: Egypt YouTube clip: Hieroglyphics

Grade Levels – Geometry and STEM

Grade 2

Math: Geometry: Classifying and visualizing two-dimensional and

three-dimensional shapes

Science: Engineering: Developing a physical model of their own city of shapes and

developing sketch and physical model of leaf posters.

Speaking & Listening: Speaking and collaborating in groups The Arts and Physical Education:

Technology: interpreting hieroglyphics through charts on

computers

Literacy:

Informational:

Literature: So Many Circles, So Many

Squares by Tana Hoban

Poetry:

Engineering: Students are creating their own city in shapes and interpreting

assigned hieroglyphic into geometric shapes. Students are creating leaf posters

identifying shapes

Real Life Connections / Application/ Field Trips: Students will be building

a city with shapes and buildings doubling the others, visualizing two-dimensional and three-dimensional

shapes with real life objects, and recognizing shapes within leaves.

Opportunities for Differentiation: Hand held keyboards, text-to-

speech assistive technology, ring with shapes and attributes,

enlarged handouts and handouts with ELL students’ primary

language


INTEGRATED UNIT CURRICULUM MAP:

UNIT TITLE: Geometry

TIME FRAME: Approximately 15 weeks

UNIT DESCRIPTION/OVERVIEW: My classroom consists of eight students in a second grade self-contained

classroom with six boys and two girls. The students consist of African American and Latino decent and are

emotionally disturbed, autistic on the spectrum, ADHD, and Other Health Impairment. This unit focuses on

Geometry in the second grade level classifying and visualizing two-dimensional and three dimensional shapes.

Throughout this unit, students will be utilizing content areas of science for STEM, Literacy, Social Studies,

Technology, Engineering and making real life connections. In the first two lessons, students will be classifying

shapes through visualization with daily materials they have used at home such as a cereal box, ice cream, soup

can, etc. and jeopardy where they will have shape cards on a ring and worksheets to help them. Students will be

drawing the shapes that they will have to identify. Students will be introduced to vocabulary that will assist them

throughout the unit in order to figure out how to construct their own city, hieroglyphic through the class

computers, leaf posters, and constructing their own city. Throughout this unit, students will be speaking and

collaborating in groups in order to complete the given tasks. There is also opportunity for differientation in terms

of being provided accommodations through students’ IEPs’ and 504 plans: hand held keyboards used for writing,

text-to-speech assistive technology, additional resources such as rings with shapes and their properties, shape

charts hung up and enlarge print on hand outs and worksheets to provide for students. In order to fulfill

differientation, I will also provide my ELL learners with worksheets written in their primary language. I also

present literature to introduce Geometry and have students identifying shapes in the story So Many Circles, So

Many Squares by Tana Hoban. In this unit, I have also incorporated Social Studies in terms of having students

watch a YouTube clip on Hieroglyphics in Egypt. Students will be interpreting different hieroglyphics based on

shapes in written form and then writing their own for the class.

STANDARDS:

K-2-ETS1-2: Engineering Design: Develop a simple sketch, drawing or physical model to illustrate how the

shape of an object helps it function as needed to solve a given problem.

2.G.A.1: Geometry: Reason with shapes and their attributes: Recognize and draw shapes having specified

attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals,

pentagons, hexagons, and cubes.

W.2.3: Text Types and Purposes: Write narratives in which they recount a well-elaborated event or short

sequence of events, include details to describe actions, thoughts, and feelings, using temporal words to signal

event order, and provide a sense of closure.

SL.2.1: Comprehension and Collaboration: Participate in collaborative conversation with diverse partners

about grade 2 topics and texts with peers and adults in small and larger groups.

a) Follow agreed upon rules for discussions (e.g, gaining the floor in respectful ways. Listening to others

with care, speaking one at a time about the topics and texts under discussion).

b) Build on others’ talk in conversations by linking their comments to the remarks of others.

c) Ask for clarification and further explanation as needed about the topics and texts under discussion.


K-2: ETS 1-1: Ask questions, make observations, and gather information about a situation people want to

change to define a simple problem that can be solved through the development of a new or improved object or

tool.

STUDENT UNDERSTANDINGS:

Students will know and/or be able to:

SCIENCE

Students will examine leaves through inquiry.

TECHNOLOGY Students will decode hieroglyphics using technology, such as a

website to translate the code.

Students will translate their own hieroglyphics in writing or

keyboards.

Students will present their hieroglyphic in class.

ENGINEERING Students will create hieroglyphics using two-dimensional and

three-dimensional shapes.

Students will create a leaf poster with the shapes they visualized in

the leaf.

Students will construct a city that includes ten buildings, two equal

sides, and a bridge.

MATH

Students will recognize shapes in the story So Many Circles, So Many Squares

by Tana Hoban.

Students will explore shapes using manipulatives to work with three

dimensional shapes and two-dimensional shapes.

Students will compare shapes and explain why they are different in jeopardy.

Students will classify two dimensional and three dimensional shapes in

jeopardy.

Students will measure the sides of each shape.

Students will classify shapes based off of size.

Students will visualize real-life objects in the city or construction in the city.


Students will build one building that is double the size of others.

Students will write a story about their city.

Students will compare and contrast three dimensional and two dimensional

shapes.

Students will organize objects into two groups: two dimensional and three

dimensional shapes.

Students will classify two dimensional and three dimensional shapes.

Students will explain why certain objects are two-dimensional and three

dimensional.

Students will classify two-dimensional and three-dimensional shapes

Students will visualize shapes within leaves.

Students will describe the shapes they found in the leaves.

Students will describe the characteristics of each shape within the leaves.

ESSENTIAL QUESTIONS (IDENTIFY AT LEAST 5 QUESTIONS TO ELICIT UNDERSTANDINGS):

Lesson 1:

How can we recognize shapes in a story?

How are two-dimensional shapes and three dimensional shapes different or similar?

Why is it important to explore shapes?

What are two dimensional and three dimensional shapes?

Lesson 2:

How can we classify two dimensional and three dimensional shapes?

What objects are two-dimensional and three dimensional shapes?

Why is it important to explain why objects are two-dimensional and three-dimensional?

Lesson 3:

How can we decode hieroglyphics?

Why is interpreting hieroglyphics important?

How can we create hieroglyphics with shapes?

What can we use to construct hieroglyphics?

Lesson 4:

How can a scientist examine shapes within leaves?

What shapes can you see within leaves?

Why is examining leaves significant?

Lesson 5:


How would an architect start their project when building a city?

Why would it be important for an architect to know about different shapes?

How can we describe different shapes such as triangles, hexagon, circle, square, rectangle, and

trapezoid?

Does the length of each shape make a difference in creating our own city?

ACADEMIC VOCABULARY:

SCIENCE

TECHNOLOGY ENGINEERING MATH

explore, inquiry

hieroglyphics, decode,

translate, website

Construct, analyze,

visualize, build

shape, size, equal,

parallel, angles, sides,

three dimensional

shapes, two dimensional

shapes, classify, faces,

triangle, circle, square,

hexagon, cube,

rectangular prism,

pentagon, cylinder,

rectangular prism,

width, length, height,

cube

RESOURCES:

Text:

INFORMATIONAL LITERATURE POETRY OTHER

Egypt Hieroglyphics

video

So Many Circles, So

Many Squares by Tana

Hoban

Shape Song youtube

video


CROSS-CURRICULA CONNECTIONS:

Music: Shape song YouTube video

Library/Research: Hieroglyphics video (informational in Egypt)

UNIT ASSESSMENTS/EVALUATION:

Students will be assessed throughout the unit with classifying two-dimensional and three-dimensional

shapes, visualizing real-life objects used at home through a grid with two-dimensional and three

dimensional shapes, justifying why certain objects are two-dimensional and three dimensional. Students

will be assessed through a check plus, check, check minus system on the tasks they have created and

presentations. Students will also be assessed throughout the unit on decoding hieroglyphics of shapes

and creating their own using two-dimensional and three dimensional shapes as well as their justifications

on why they used certain shapes and their interpretations of their assigned hieroglyphic. Students will

also be assessed on their leaf poster in terms of exploring leaves on their own and finding shapes on

their own. Students will be graded on their presentations through a check plus, check, and check minus

system on their presentations and posters.

Formative assessments can be used to guide learning and maximize understanding by being able to

classify two dimensional and three dimensional shapes based on their attributes with real-life objects,

creating a leaf poster with shapes they have found and describing the shapes found and creating their

own hieroglyphic with two dimensional and three dimensional shapes. This will maximize student

understanding leading up to their summative assessment in creating their own city in terms of being able

to describe each shape and question if the length of shapes makes a difference when creating a city.

RUBRICS:

Lesson 1: Jeopardy/Shape cards

Check plus

Student was able to draw shapes

being described in jeopardy

Student was able to use shape

cards to identify shape based on

their attributes

Student was able to depict

shapes in the story being read.

Check

Student was able to draw shape

being described in jeopardy

Student struggled using shape

cards to identify shapes based

on their attributes.

Student struggled with depicting


Check Minus

Student was able to draw 2

shapes being described in

jeopardy.

Student struggled using shape

cards to identify shape based on

their attributes.

Student was not able to depict



Lesson 2: Visualizing objects two-dimensional and three-dimensional Checklist:

Check plus

Student correctly sorted objects

two-dimensional and three-

dimensional shapes

Check

Student sorted 6/10 objects two-

dimensional and three-dimensional

shapes correctly

Check Minus

Student struggled with sorting

objects two-dimensional and three-

dimensional shapes

Lesson 3: Hieroglyphic construction, interpretation and presentation:

Check plus

Student was able to identify shapes

in the hieroglyphic.

Student was able to interpret the

hieroglyphic in written form

correctly

Presentation: Student explained

each shape in the hieroglyphic,

interpreted it in written form, and

created their own.

Check

Student was able to identify shapes

in the hieroglyphic

Student was unable to interpret the


correctly.

Presentation: Student explained

each shape in the hieroglyphic,

unable to interpret it in written form

and created their own.

Check minus

Student was not able to identify

shapes in the hieroglyphic

Student was unable to interpret the


correctly.

Presentation: Student was not able

to explain each shape in the

hieroglyphic, did not interpret it in

written form and was unable to

create their own.

Lesson 4: Examining shapes in leaves and leaf poster:

Check plus

Student was able to select leaves

and identify shapes in the leaves

Student drew the shapes within the

leaves on the poster

Student wrote the shape found in

the leaves with the attributes

Presentation: Student was able to

describe the shapes found in their

leaves and their attributes.

Check


and identify shapes in the leaves.

Student drew the shapes within the

leaves on the poster

Student wrote the shapes found in

the leaves but no attributes


describe the shapes found in the

leaves but not their attributes.

Check Minus


and identify shapes.

Student did not draw the shapes

within the leaves on the poster.

Student did not write the shapes or

attributes.

Presentation: Student was not able

to describe the shapes or attributes

found in leaves.


Lesson 5: Construction of City

Check plus

Student is able to depict different

shapes and their attributes.

Student is able to double the length

of other shapes in the city.

Student created a bridge 10 feet

tall.


describe the process that they went

through to build their city, explain

the shapes they used and why.

Check

Student is able to depict different

shapes and their attributes.

Student struggled doubling the

length of other shapes in the city.

Student created a bridge about 5

feet tall.


describe the process they went

through to build their city and

explained the shapes they used.

Check Minus

Student was unable to depict

different shapes and their

attributes.

Student struggled doubling the

length of other shapes in the city.

Student did not create a bridge.

Presentation: Student was unable to

describe the process they went

through to build their city and

explained the shapes they used.


Lessons:

Alyssa D’Onofrio and Danielle Goring

Cooperative Lesson Plan

Lesson Plan Title: Geometry: Classifying Shapes creating your own city! (STEM) SUMMATIVE ASSESSMENT

Grade Level: Second grade

Essential questions:

How would an architect start their project when building a city?

Why would it be important for an architect to know about different shapes?

How can we describe different shapes such as triangles, hexagon, circle, square, rectangle, and trapezoid?

Does the length of each shape make a difference in creating our own city?

Learning Objectives:

Students will measure the sides of each shape.

Students will classify shapes based off of size.

Students will construct a city that includes ten buildings, two equal sides, and a bridge.

Students will visualize real-life objects in the city or construction in the city.

Students will build one building that is double the size of others.

Students will write a story about their city.

Vocabulary: The key vocabulary that will be emphasized in this lesson are shape, size, equal, parallel, angles, and sides.

NYS Common Core Standards:

K-2-ETS1-2: Engineering Design: Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as

needed to solve a given problem.

2.G.A.1: Geometry: Reason with shapes and their attributes: Recognize and draw shapes having specified attributes, such as a given number of

angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

W.2.3: Text Types and Purposes: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to

describe actions, thoughts, and feelings, using temporal words to signal event order, and provide a sense of closure.

SL.2.1: Comprehension and Collaboration: Participate in collaborative conversation with diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups.


d) Follow agreed upon rules for discussions (e.g, gaining the floor in respectful ways. Listening to others with care, speaking one at a time about

the topics and texts under discussion).

e) Build on others’ talk in conversations by linking their comments to the remarks of others.

f) Ask for clarification and further explanation as needed about the topics and texts under discussion.

-The content standards that this lesson will teach are ELA in terms of writing a story about their city, the shapes they included, and what makes their

city unique. In order to incorporate STEM, we have implemented engineering into this lesson by students developing a sketch of a city and illustrate

how the models of the shape help the city function. We also incorporated geometry in terms of classifying shapes and discussing each shapes’

attribute in terms of measurement and size.

Materials/Resources:

Geometric shapes

Sketches of buildings

Power point

Sheets for city

Guided questions on process of building the city

Shape song or clip

Instructional Plan/Procedure:

*Teachers will play a shape song for engagement*

https://www.youtube.com/watch?v=Umu58RxNL7

Teachers: “Okay my friends, based off our video, let’s do a think-pair-share and discuss with your partner some attributes of the shapes you saw and

similarities and differences between shapes.”

*Students will discuss in their partnerships*

Teachers: “Okay, would any partnership like to share what they learned from the video about shapes?”

Student 1: “Well, a triangle is different from all shapes because it is little, has three sides, and three angles.”

Student 2: “Well a square and rectangle look alike in terms of having four equal sides and four angles. But a square is smaller and a rectangle is

longer.”

Student 4: “A hexagon has 6 sides so it has more sides than the rest of the shapes!”

Student 6: “Well a rhombus is pretty big too…it has five sides.”

Student 8: “Well, for a parallelogram, the sides are parallel to each other, that’s what makes it different from the other shapes.”

Teachers: “Great observations, my friends! We will move on to our task for today after Ms. Goring explains the directions.”

Ms. Goring: “Alright everyone, so we will be creating our own city with the shapes that we saw in the video. Has anyone been to the city before?

You might notice some tall buildings, small buildings, and many sidewalks. In groups of three, you will be getting some shapes and on the big piece

of paper, constructing your own city.”

https://www.youtube.com/watch?v=Umu58RxNL7


Ms. D’Onofrio: “When creating your own city, keep in mind of measuring each shape. *Modeling how to use the ruler* One side of the ruler is

inches and the other is centimeters. We always start from the 0 on both sides in order for us to get an accurate measure. You may also write down

your measurements on your big paper that you will be creating the city with.”

Ms. Goring: “When you are done creating your city, keep in mind the reflective questions in your groups when constructing your city. Ms.

D’Onofrio and I will be walking around to see your cities!”

*Students will have 10-15 minutes to create their cities*

Ms. D’Onofrio: “If you hear my voice clap once, clap twice, clap three times. Alright now that everyone has created their city we will all go on a

gallery walk to everyone’s’ city. Each group will discuss with the class the process of creating the city, why certain shapes were used, and what

makes their city unique.”

*Gallery walk for the whole class*

Assessments: In order to know if students met our objectives, we will look at formative and summative assessments. Our formative assessments will

be informal in terms of students’ explanations of shapes and their attributes, their visualizations of their city and their cities they will create in small

groups. This will measure progress towards student understanding if they accurately describe shapes and can be able to create a number of buildings

in small groups. Thumbs up and thumbs down will be used to indicate student understanding.

Differientation for Diverse Learning Populations: The instructional supports that we can put in place for ELL and students with disabilities are

handheld keyboards for students to type their answers to enhance their responses in the activity. Assistive technology will also be used to assist

students with disabilities in terms of speech-to-text. Students will also receive a ring of each shape with their attributes.

The extension activity that will be available for students will be to write a story about their city that can include the name, shapes, and why the city is

unique.


Lesson Plan Title: Geometry: Classifying two dimensional and three dimensional shapes

Grade Levels: 2nd grade


Students will recognize shapes in the story So Many Circles, So Many Squares by Tana Hoban.

Students will explore shapes using manipulatives to work with three dimensional shapes and two-dimensional shapes.

Students will compare shapes and explain why they are different in jeopardy.

Students will classify two dimensional and three dimensional shapes in jeopardy.

Essential Questions:

How can we recognize shapes in a story?

How are two-dimensional shapes and three dimensional shapes different or similar?

Why is it important to explore shapes?

What are two dimensional and three dimensional shapes?

Vocabulary: two dimensional shapes, three dimensional shapes, classify, sides, angles, faces, triangle, circle, square, hexagon, cube, rectangular

prism, pentagon, cylinder, rectangular prism, width, length, height, cube

NYS Common Core Standards, NCTM Standards, and additional standards:

2.G.A.1: Reason with shapes and their attributes: Recognize and draw shapes having specified attribute, such as a given number of angles or a

given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Sizes are compared directly or visually, not compared

by measuring.

S.L.2.1: Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with

peers and adults in small and larger groups.

A) Follow agreed upon rules for discussions (e.g, gaining the floor in respectful ways, listening to others with care, speaking one at a time about the

topics and texts under discussion).

B) Build on others’ talk in conversations by linking their comments to the remarks of others.

C) Ask for clarification and further explanation as needed about the topics and texts under discussion.



Manipulatives shapes

Shape handout

Math Journals

So Many Circles, So Many Squares by Tana Hoban

Shape cards


Teacher: “Hello my mathematicians! We are going to continue our lesson from yesterday on shapes! We will be working on two-dimensional shapes

today! Please wait until your name is called to come to the carpet.”

*Students are waiting to be called on the carpet*

Teacher: “Okay everyone, we will be reading another math book that I bought this weekend that I know you will all love! This story is called So

Many Circles, So Many Squares by Tana Hoban.”

Student 2: “Oh! Yummy there’s cookies and milk on the cover! That’s making me really hungry!”

Student 4: “Gosh Kathryn, all you talk about is food!”

Teacher: “Okay everyone, remember our class rule: be respectful towards one another and use kind words towards your peers. Now in this story,

Tana Hoban finds three-dimensional and two-dimensional shapes. Since we learned about three-dimensional shapes yesterday, let’s be detectives and

try to find them!”

*Teacher reads the story to all students*

Teacher: “So did anyone see three-dimensional shapes? Can you think of another example of this shape?”

Student 5: “Oh!! There was a rectangular prism and in the book, they showed a pipe!!”

Teacher: “Hmmm are we sure that the pipe is a rectangular prism?”

Student 5: “Umm..Actually it is a cylinder because in the book the cylinder was long and it didn’t have any corners!”

Teacher: “Excellent explanation Adriana!! We will review a little more with three-dimensional shapes as well today. Did anyone else notice any

other shapes? “

Student 3: “Oh! There was circles! And in the book, they showed cookies, buttons, and bicycle wheels!”

Student 1: “Umm there’s also onions and tomatoes since they are circles, too.”

Teacher: “Wow! You were all really paying attention! But Kim, it is important that we do not call out when our friends are speaking, okay?”

*Student nods*

Teacher: “Did anyone else see any other shapes in the story?”

Student 6: “I saw a box and it is a square!! I think the luggage might be a square, too…”

Student 8: “I believe Georgia is right because a luggage has four sides also like a square. Grids and pipes are cubes and they look like small little

squares.”

Teacher: “Wow, you all paid attention and were great shape detectives! We will be reviewing some of the shapes in this story because they were

two-dimensional shapes. Everyone, walk back to your seats please so we can begin our day.”

*Students all walk to their desks and teacher starts the lesson*


Teacher: “Okay everyone, take out your math folders and we have another shapes handout, but this time with two-dimensional shapes. We will be

going over the handout and reading it together. If anyone gets stuck, we will reword it in a different way.”

*Students are handed out a two-dimensional shapes hand out and start to read*

Teacher: “Would anyone like to read the definition of two-dimensional shapes for me please?”

Student 7: “Two dimensional is a shape that only has two dimensions, such as width or height, and no thickness. What does thickness mean?”

Teacher: “Thickness means like if a shape has length, width, and height. Remember how three-dimensional shapes look?”

*Students nod their heads and teacher pulls up a picture of a rectangular prism*

Teacher: “With this rectangular prism, it has length, width, and height. It looks like it’s coming alive here.”

Student 7: “And it looks 3-D here like it’s going to come out of the board! I get it now!”

Teacher: “I am really happy that you bought up that point, Amanda. Does everyone understand what thickness means now in our two-dimensional

definition?”

*Students show their “yes” cards*

Teacher: “Okay my friends, now the two-dimensional shapes that we will be working with today are circles, squares, triangles, hexagon, pentagon,

and quaderaterals. Provided for you are the characteristics of circles, squares, and triangles so we can all remember them!”

*Teacher and students read over the definitions of circle, square, and triangles.*

Teacher: “Alright mathematicians! I am going to read off the groups of 4 that we will all be working with today. Remember, everyone must learn to

get along and respect one another. I will tell you our task for today.”

*Teacher reads off groups of 4, with one student remaining who joins another group*

Teacher: “Okay mathematicians! I want everyone to get a chance to explore our two-dimensional shapes with our manipulatives. I will give you

about ten minutes to explore and we will discuss as a class the shapes’ characteristics. Remember our rule about manipulatives: we do not play with

them in class. If we do, what is going to happen?”

Students: “We will get them taken away.”

Teacher: “Okay everyone, let’s start exploring!”

*Students have time to explore each shape and the teacher monitors to make sure students are working*

Teacher: “Okay my friends, did everyone have fun exploring?”

*Student throws a shape at their friend*

Student 7: “Oh yeah!! Kim go long!”

Teacher: “Excuse me, Amanda, what is our rule about the manipulatives?” *Teacher takes them away from her* “Thank you.”

Teacher: “Okay everyone, what did you notice about each shape? Do they all look the same or are they different?”

Student 1: “Well, I noticed that a circle has no sides and that a triangle has 3 sides.”

Student 4: “Yeah! And a square has 4 sides and it looks like they are the same length.”

Teacher: “You all made great observations with all of your shapes! Any other characteristics you noticed?”

Student 5: “I noticed that they all feel light, to me, they are easier to hold and they are flat.”


Teacher: “Okay mathematicians! With all of your knowledge on two-dimensional shapes, we will be doing something a little bit different, we will

be playing shape jeopardy! You will be in your groups of four that you explored with today! I want Team 1 to sit on the right side of the room and

Team 2 to sit on the left side of the room.”

*Groups sit on either sides of the room. Teacher tells them directions on how to play the game*

Teacher: “For jeopardy, I will be either holding up a series of cards, describing characteristics of shapes and with your team, you have to decide

which shape does not belong and explain why. Other questions will consist of one person from your team drawing a shape that I am describing on the

board. Some questions will have three dimensional shapes. Remember our rules for playing fun games in class, let’s all read them aloud together.”

Teacher and Students: “Do not talk over your team mates. Use kind words to speak to your teammates, do not call out, press the red button if you

have the answer to a question, do not get upset if you do not win.”

*Teacher reads aloud each question and students answer the questions*

Questions consist of:

Three dimensional shapes being held up: Two of these shapes belong together and one does not. Which shape does not belong with the others? Why?

**Cube, rectangular prism, cylinder** Cylinder does not belong

I have four equal sides. I live in a pineapple under the sea. I believe my sides are equal, draw who I am!!

**Square, SpongeBob Square pants**

Teacher holds up a card: Who can tell me this shape? Is it two dimensional or three dimensional?

**Circle, two dimensional no sides and only has a center*

I have three sides. I am small and can fit in small places. You can find me in the mountains where people pick me so they can take me home during

the winter. Draw who am I!

**Tree, triangle**

Which shape does not belong in the group?

**Tall cylinder, short and wide cylinder, circle** The circle does not belong because it does not have any sides and it is two dimensional. Cylinders

are three dimensional.

I could be like a pipe in the story, with no corners on top, liquids go through me to get to other buildings. Draw me!

**Cylinder**

What are the characteristics of a three dimensional shape?

**It comes alive, 3-D, Length, Width, and Height**

Okay everyone, I want one teammate from each team to find two dimensional shapes in the classroom and then we will have a discussion of why they

are two dimensional shapes. Walk in the classroom and keep in mind the characteristics of each two dimensional shape.

Assessment: From students’ math journals and stations’ work, I will be able to tell if students met my objectives. From their comparisons of shapes

and explanations of why they are different: if they included how many sides, angles, and equal faces then students have understood my objectives.

Their comparisons of alike or different explanations during class will tell me if they understood my objectives. Students will be graded on a check

plus, check, and check minus system in order to grade them on their work.

Differentiation for Diverse Learning Populations: The instructional supports that I will put into place for ELL students and students with

disabilities are shape cards with their properties and characteristics in order to participate in group activities. Students will have a ring of all property


of shape cards. I will also have hand held key boards for students to type their answers on, enlarge print of worksheets, and handouts will be in ELL

learners’ primary language. The extension that I can include for students is to find two-dimensional shapes such as triangles, circles, and squares at

home and record them in their math journals.


Lesson Plan Title: Geometry: Visualization of two dimensional and three dimensional shapes

Grade levels: Second grade

Essential Questions:

How can we classify two dimensional and three dimensional shapes?

What objects are two-dimensional and three dimensional shapes?

Why is it important to explain why objects are two-dimensional and three-dimensional?


Students will compare and contrast three dimensional and two dimensional shapes.

Students will organize objects into two groups: two dimensional and three dimensional shapes.

Students will classify two dimensional and three dimensional shapes.

Students will explain why certain objects are two-dimensional and three dimensional.

Vocabulary: two dimensional shapes, three dimensional shapes, classify, sides, angles, faces, triangle, circle, square, hexagon,

cube, rectangular prism, pentagon, cylinder, rectangular prism, width, length, height, cube

NYS Common Core Standards, NCTM Standards, and additional standards where appropriate (Science, Social Studies,

Arts):

2.G.A.1: Reason with shapes and their attributes: Recognize and draw shapes having specified attributes, such as a given number

of angles, or a given number of equal face. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

SL.2.1: Speaking and Listening: Comprehension and Collaboration: Participate in collaborative conversations with diverse

partners about grade 2 topics and texts with peers and adults in small and larger groups. A) follow agreed-upon rules for

discussions (e.g, gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and

texts under discussion). B) build on others’ talk in conversations by linking their comments to the remarks of others. C) ask for

clarification and further explanation as needed about the topics and texts under discussion.


Three dimensional worksheet


Two dimensional worksheet

Cereal box

Soda can

Ice cream cone

Round ball

Prism

Cylinder

Blocks

Two dimensional and three dimensional checklist


Teacher: “Hello mathematicians! We will be continuing our unit with geometry working with two-dimensional and three dimensional shapes. The

task that you will complete will be different from yesterday, when we did jeopardy.”

Student 3: “Ms. D, I forgot about two-dimensional and three dimensional shapes…”

Teacher: “Katie, I was just about to get to that! Everyone take out your two-dimensional and three dimensional shape worksheets please so we can

all take a look and review our two-dimensional and three-dimensional shapes.”

*Students take out their worksheets to start review and reading each category aloud*

Teacher: “Okay everyone, can someone read me the definition of two-dimensional shapes?”

Student 8: “Two dimensional is a shape that only has two dimensions, such as width or height, and no thickness. What does thickness mean again?”

Teacher: “Thickness means if a shape has length, width, and height. Remember how three-dimensional shapes look?”

*Students nod their heads and teacher pulls up a picture of a rectangular prism*

Teacher: “With this rectangular prism, it has length, width, and height. It looks like it’s coming alive here.”

Student 6: “And it looks 3-D here! It’s going to come out of the board like a monster!”

Teacher: “Wow, Kim! That is quite a comparison! Does everyone understand what thickness means now in our two-dimensional definition?”


Teacher: “Okay my friends, now the two-dimensional shapes that we will be working with today are circles, squares, triangles, hexagon, pentagon,

and quaderaterals. Provided for you are the characteristics of circles, squares, and triangles so we can all remember them!”

*Teacher and students read over the definitions of circle, square, and triangles.*

Teacher: “Okay my mathematicians, since we all understand our two-dimensional shapes and compared them to three dimensional shapes, who can

read me the definition of three dimensional shapes, so we can gain a better understanding of our task for today?”

Student 4: “Three dimensional is a shape that only has three dimensions such as width, height, length, and thickness.”

Student 5: “Oh! Like the pictures you showed us on jeopardy! Cylinder, rectangular prism, and cube!”

Student 3: “Three dimensional shapes are also 3-D with length, width, and height! They look really cool!”

Teacher: “Wow everyone! You all have great memories of remembering the differences between two-dimensional and three dimensional shapes!

Let’s all put our thinking caps on as I explain the task for today!”

*Students all put their thinking caps on*

Teacher: “Okay my friends, so our task for today is: I bought some objects from home that are two-dimensional and three dimensional and a

checklist. You will be in two groups of four students. Everyone will get one checklist, materials that are two-dimensional or three dimensional. It is

your job to classify or organize them into two-dimensional or three dimensional categories on top. *Teacher models how to fill in the checklist* After

you check off if it is two-dimensional or three dimensional, write down the shape that it can be, like the ones on your worksheets or on your rings and

describe its characteristics.”

*Teacher models how to fill in the checklist when checking if it is two-dimensional or three dimensional*

Teacher: “Everyone understand the task so far? Give me a thumbs up if you understand the task”

*Students put a thumbs up to indicate that they understand the task so far*

Teacher: “Okay my mathematicians, each person in your group will receive a job in the group that is really important: one person will be the

recorder, which is someone who writes down if the object is two-dimensional or three dimensional and writing down the characteristics, another

person will be the materials person to come get the materials your group needs and also the recorders’ assistant, we cannot have the recorder working

alone in case the recorder needs another set of ears to listen to group members, okay? *students nod their heads* Another person will be the editor:


making sure the recorders wrote down everything your group members were speaking about. The last job is someone will be the speaker: at the end

of the task, you will be presenting the objects you received, your findings on your worksheets and explanations. Everyone understand the jobs

assigned?”

*Students nod their heads*

Student 1: “Ms. D, I have a question. Since the recorder has an assistant for writing things down, can the editor be the speakers’ assistant just in case

they’re not comfortable speaking in front of the class? The editor can help the speaker not be afraid to speak.”

Teacher: “Adriana that is an excellent idea! The editor can be the speakers’ assistant if they do not feel comfortable speaking, they may have the

editor come up with them! Does everyone agree with Adriana’s idea?”

*All the students nod in appreciation*

Teacher: “Okay everyone, the two dimensional shapes group are: Adriana, Ashley, Kim Fusco, Amanda, you may go to the back table. The three

dimensional group: Danielle, Georgia, Therese, and Kat, you may come to the front table. I will assign each person their jobs in their group. In the

meantime, we have 15 minutes for this activity. I will give you a five minute warning.”

*Teacher assigns each student jobs. The materials student gets the materials right away and all of the groups have their objects. Students work for 15

minutes and then the presenters present their findings to their classmates to clarify misconceptions or confusions about two-dimensional and three-

dimensional shapes*

Assessments: In order for me to know if students have met my objectives, students’ explanations will be informally assessed with

how they explain each object they are given to the whole class. I will also know if students have met my objectives by looking

over their checklists to figure out confusions or misconceptions about shapes. This checklist will inform me about moving

forward with the geometry unit or in need of review of classifying two-dimensional and three-dimensional shapes. I will grade

their checklist in a check plus, check, and check minus system.

Differentiation for Diverse Learning Populations: The instructional supports that I will put in place for ELL and students with

disabilities are providing a ring of shapes and properties for them to refer to when working on the checklist and classifying

shapes. I will also provide students with worksheets of two dimensional and three dimensional shapes to refer to when classifying

objects into different categories. I will also provide students with accommodations in their IEPs’ and 504 plans such as extra time

on an assignment, hand-held key boards for writing and text-to-speech assistive technology in order to meet the needs of my

students. The extension activity that will be available to all students will be for homework: to find two dimensional and three

dimensional shapes in their home and be able to explain the characteristics of each object they found.


Lesson Plan Title: Geometry: Hierogphyics Challenge Using Engineering and Technology. (STEM)

Grade levels: Second and third grades

Essential Questions: How can we decode hieroglyphics?

Why is interpreting hieroglyphics important?

How can we create hieroglyphics with shapes?

What can we use to construct hieroglyphics?


Students will create hieroglyphics using two-dimensional and three-dimensional shapes.

Students will classify two-dimensional and three-dimensional shapes

Students will decode hieroglyphics using technology, such as a website to translate the code.

Students will translate their own hieroglyphics in writing.

Students will present their hieroglyphic in class.

Vocabulary: hieroglyphics, two-dimensional, three-dimensional, shape, size, equal, parallel, replicate, parallel, length, width,

height


Arts):

2.G.A.1: Reason with shapes and their attributes: Recognize and draw shapes having specified attributes, such as a given

number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

W.2.3: Text Types and Purposes: Write narratives in which they recount a well-elaborated event or short sequence of events,

include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of

closure.

K-2: ETS 1-1: Ask questions, make observations, and gather information about a situation people want to change to define a

simple problem that can be solved through the development of a new or improved object or tool.

K-2 ETS1-2: Develop a sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to

solve a given problem.



Pattern blocks

Legos

Hieroglyphic

Sketch paper

Hieroglyphic website

Hieroglyphic video

Wooden blocks

Rulers


Teacher: “Okay everyone! Today we will be doing a different task with our two-dimensional and three-dimensional shapes! Is

everyone ready to hear about it!?”

*Students nod*

*Teacher plays video for engagement: https://www.youtube.com/watch?v=Xvw6Kn3kwlQ **

Teacher: “My friends, what did you notice from the video about hieroglyphics? Can anyone tell me?”

Student 4: “There are different shapes that we learned about in a line.”

Teacher: “That is an excellent observation, what types of shapes have you seen?”

Student 6: “There were circles, squares, hexagons, a lot of stick figures, rectangles and a cylinder.”

Student 7: “Oh! There was also a pyramid in the video, too!”

Teacher: “Wow! Those are excellent observations of shapes, you were all really paying attention! Where are hieroglyphics

found? Did anyone catch that?”

Student 1: “Egypt!”

Teacher: “Good job! Did anyone notice any characteristics of why there were squares, circles, hexagons, and rectangles?”

Student 8: “Well, I saw a square when they showed the pharaoh because her head was 4 equal sides.”

https://www.youtube.com/watch?v=Xvw6Kn3kwlQ


Student 9: “There was a pyramid because it looked 3D with faces and it was a triangle with 3 corners. Some of the pyramids

were triangles with no thickness and 3 sides.”

Teacher: “Excellent job of explaining the characteristics that you observed, now let’s go on to today’s task: You will be assigned

pairs to try to figure out the pharaoh’s hieroglyphics that are written on her wall for her to read. In the hieroglyphics, there are two

dimensional and three dimensional shapes. She is not able to decode what the hieroglyphics mean. It is your job to help her figure

it out through hieroglyphics charts on the class computers. You will write down the interpretation of the hieroglyphic in writing

and present it to the class. After you interpret the pharaoh’s hieroglyphic, present the interpretation in writing. Does everyone

understand the task for today?”

*Students indicate a thumbs up for understanding the task*

Teacher: “You may also use a ruler to measure each side of the shape and how long the hieroglyphic is in centimeters and

inches.”

*Teacher models how to use a ruler to students*

*Students start the task for today and present the meaning of different hieroglyphics*

*Students will present the hieroglyphic they were assigned to*

Assessments: In order for me to know when students have met my objectives, I will be looking for students observations on the

different hierogphyic created, written and oral explanations in their groups, their sketch or model of their own code for formative

assessments. The evidence of learning that I will be looking for are their models of their hieroglyphic, their interpretation of the

hieroglyphic, and explanations of two-dimensional and three-dimensional shapes. In order to measure student understanding and

inform instruction, I would measure this through a rubric of check plus, check, and check minus in their group presentations of

their hieroglyphic.

Differentiation for Diverse Learning Populations: The instructional supports that I will put in place for ELL and students with disabilities are

handheld keyboards for students to type their answers to enhance their responses in the activity. Assistive technology will also be used to assist

students with disabilities in terms of speech-to-text. Students will also receive a ring of each shape with their attributes. Students may also have a

tape-recorder with them in order to record their peers’ observations in their groups.

The extension activity that will be available for students will be to write their classmates’ hieroglyphics as a story in written form and geometric form

on sketch paper.


Lesson Plan Title: Examining Shapes in Leaves (Science)

Grade levels: Second grade

Essential Questions: How can a scientist examine shapes within leaves?

What shapes can you see within leaves?

Why is examining leaves significant?


Students will examine leaves through inquiry.

Students will visualize shapes within leaves.

Students will describe the shapes they found in the leaves.

Students will describe the characteristics of each shape within the leaves.

Vocabulary: two dimensional shapes, three dimensional shapes, sides, angles, faces, triangle, circle, square, hexagon, cube,

rectangular prism, pentagon, cylinder, rectangular prism, width, length, height, cube, explore, inquiry


Arts)

2.G.A.1: Reason with shapes and their attributes: Recognize and draw shapes having specified attributes, such as a given number

of angles or a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons,

and cubes.

K-2-ETS1 Engineering Design: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object

helps it function as needed to solve a given problem.

Materials/Resources

Shapes worksheet

Leaves worksheet

Math journals

Poster board

Leaves



Teacher: “Hello mathematicians! Today, we will be doing a new task in class involving Science and Math! Is everyone ready to hear

what we are going to do?”

*Students nod their heads in agreement*

Teacher: “Okay, so we have been learning a lot about leaves and their attributes. I have all of our leaves in this jar and we will be

finding shapes on our leaves that we found outside.”

Student 1: “This sounds like so much fun!!”

Teacher: “I am so happy that you are all excited about this activity! First, you will have a few minutes to explore the leaves and write

down observations in your math journals. You may also have your two-dimensional and three-dimensional worksheets and shape rings

out to assist you in this activity to figure out the shapes that you found in your leaves. Everyone understand so far?”

*Students put a thumbs up to signal their understanding of the task*

*Students are starting out exploring their leaves with teacher prompting: What do you notice about the leaves? Are they thin or thick?

Do they get crushed easily? What do you notice about the way the leave is formed? Are you able to identify different shapes?*

Throughout the exploration, the students are noticing the veins of leaves, some are thin or thick. They are also different colors and

students are also noticing two-dimensional shapes within the leaves such as squares and triangles*

Teacher: “Everyone will be in pairs for this activity. In your math journals, you may write down the shapes you found in the leaves,

describe the shapes’ attributes: length, width, height, sides, and angles. You will also have a poster board where you will put the

leaves you examined on the poster and write down the shapes that you found within them. Be prepared to present to the class your

findings! Can everyone show me with your thumbs up if you all understand the task for the day?”

*Students put their thumbs up and start working, and present their findings based on their sketches and physical model (poster board)

of their leaves. *

Assessments: In order for me to know that students have met my objectives, I will be assessing their explanations about the

leaves, their math journals about their shapes and attributes as formative assessment. The evidence of learning that I will be

looking for is if students can explain the characteristics of shapes that they found in their leaves: if shapes are three dimensional,

two dimensional, the type of shapes found in the leaves on their posters, and their reflections in their math journals. I will also be

grading their presentations on a check plus, check, and check minus system.


Differentiation for Diverse Learning Populations: The instructional supports that I will put in place for ELL and students with

disabilities are handheld keyboards for students to type their answers to enhance their responses in the activity. Assistive

technology will also be used to assist students with disabilities in terms of speech-to-text. Students will also receive a ring of each

shape with their attributes. Students may also have a tape-recorder with them in order to record their peers’ observations in their

groups. The extension activity that I will provide for students is to examine shapes in leaves on a worksheet to describe the shapes

they found and their characteristics.

Conclusion: As a whole unit, I assessed student understanding by providing a check plus, check, and check minus rubric on their

presentations on their leaf posters, group work on hieroglyphic, their visualization sorting items of geometric shapes, and their math

journals for reflections of jeopardy as formative assessments. These assessments will build upon student understanding leading to

their summative assessment: Students creating their own city.

The summative assessment will be constructing their own city with shapes. With all of their knowledge of geometric shapes, students

will be creating a city that is double the size of a shape with a bridge 10 feet tall. This connects to the unit by being able to figure out

how to create a city with certain shapes and reflect on their process of their construction for the city. This also connects to the unit by

being able for students to notice how doubling the length of the shape creates a difference in their own city. Students will also be

writing about their city: the name of it, the shapes they included along with the attributes of the shapes, and how their city is unique.

stem unit plan marist college

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