Recent Changes

---- {2D Shapes.notebook} ----
Section One: Project/Lesson Overview
Grade: 2

Section Three: Project/Lesson Resources
Teacher Generated Resources: The teacher generated resources to contribute to this lesson is available by download by clicking on the link below.
2D Shapes {TECH Lesson Plan.notebook}{2D Shapes.notebook}
Supplementary Resources: N/A
Web-Based Resources: N/A

Section Three: Project/Lesson Resources
Teacher Generated Resources: The teacher generated resources to contribute to this lesson is available by download by clicking on the link below.
2D Shapes {TECH Lesson Plan.notebook}
Supplementary Resources: N/A
Web-Based Resources: N/A

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Section Four: Additional Information
ability level.
Credits: N/A
Contact Information Including Name, Email, School and District:

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Project/Lesson Overview
Grade: 2
Subject: Math
Lesson Description: The objective of this lesson is for students to gain a better understanding of 2 dimensional shapes. Specifically a rhombus, pentagon, hexagon, trapezoid and octagon. By the end Lesson students should be able to describe the attributes of each shape and be able to recognize, name and represent these 2-D shapes.
Time Required: 60 Minutes
Curriculum Outcomes:
KSCO: By the end of grade 3, students will be expected to ii) describe, model, draw and classify 2-D and 3-D figures and shapes. SCO: By the end of grade 1, students will be expected to E5 recognize, name, describe and represent a variety of 2-D and 3-D shapes. SCO: By the end of grade 2, students will be expected to E1: develop aspects of spatial sense, including perceptual constancy, perception of spatial relationships and visual discrimination.
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Section Two: Project Lesson Implementation
Equipment/Materials Required:
Laptop
Pattern Blocks
Paper
Smartboard
Procedures/Teaching Strategies:
Lesson
Lesson: 2X40 minute
The students have been introduced to a hexagon, pentagon, octagon, rhombus and trapezoid.However, it is necessary to review these shapes. The first slide has pictures of these shapes with the names of these shapes scattered on the screen. Ask the students what these shapes are?How do you know what it is? What are you looking at? Flip and rotate the shapes around on the Smartboard. Ask the students if the shape still stays the same? Then ask the students to come up to the board and place the proper name on the correct shape. The next two slides have boxes on them where the students have to come up to the Smartboard and place the correct shape in the proper boxes. There are slides for a rhombus and trapezoid. The final three slides have a variety of shapes on them where the students have to come up to the Smartboard and circle the proper shape. The next slide has pictures on it that the students might see in the environment. Some of the pictures include a soccer ball, a table, a pillow, a stop sign, and brick tiles from a driveway. All of these pictures include shapes on them that the students are studying. Ask the students what they notice about these items? What shapes to they notice? Ask them to look around the classroom and find things that might also be shaped like the shapes they are studying. Ask the students if they can think of anything else in the environment that might have shapes in them? Finally, ask the students to come up and draw each shape on the Smartboard.
The second part of the lesson involves the students creating a monster out of pattern blocks and tracing it onto white 8 1/2 by 11 paper. The students have not used pattern blocks yet this year so it’s important to go over them so that the students can see that these shapes are the same shapes that we have been reviewing the past couple weeks. Explain to them that you are going to give them a piece of white paper and you want them to create a monster with these blocks. Explain that the monster has to fit on the paper because you want them to trace the monster onto their paper. Also explain that you are going to hand out another piece of paper where it asks the students how many pentagons, hexagons, ect were used in their creation. Explain that after they create and trace their monster they have to then record how many of each shape was used. Then afterwards tell them that they can colour their monster but that they have to have the previous tasks completed first. Explain that you’re looking at displaying their pictures in the hallway so to take their time and work hard at their creations.
End the class by asking if anyone would like to come up to the front of the class and show the rest of the students their monster and explain what shapes they chose and how many of each they used.
Assessment Strategies:
Informal
Informal observation of basic concepts.
Observe
Observe who is Smartboard lesson.
Conference with students individually during monster activity to determine comprehension of what shapes are being used and why.
Section Three: Project/Lesson Resources
Credits: N/A
Contact Information Including Name, Email, School and District:
Amanda Gardiner
gxvqw@stu.ca
St.
gxvqw@stu.ca
St. Thomas University
School District 18
----

Type----
Section One: Project/Lesson Overview
Grade: 2
Subject: Math
Lesson Title: 2D Shapes
Lesson Description: The objective of this lesson is for students to gain a better understanding of 2 dimensional shapes. Specifically a rhombus, pentagon, hexagon, trapezoid and octagon. By the end Lesson students should be able to describe the attributes of each shape and be able to recognize, name and represent these 2-D shapes.
Time Required: 60 Minutes
Specific Curriculum Outcomes:
KSCO: By the end of grade 3, students will be expected to ii) describe, model, draw and classify 2-D and 3-D figures and shapes. SCO: By the end of grade 1, students will be expected to E5 recognize, name, describe and represent a variety of 2-D and 3-D shapes. SCO: By the end of grade 2, students will be expected to E1: develop aspects of spatial sense, including perceptual constancy, perception of spatial relationships and visual discrimination.
----
Section Two: Project Lesson Implementation
Equipment/Materials Required:
Laptop
Pattern Blocks
Pencils
Paper
Smartboard
Lesson Procedures/Teaching Strategies:
Lesson 2X40 minute classes
The students have been introduced to a hexagon, pentagon, octagon, rhombus and trapezoid.However, it is necessary to review these shapes. The first slide has pictures of these shapes with the names of these shapes scattered on the screen. Ask the students what these shapes are?How do you know what it is? What are you looking at? Flip and rotate the shapes around on the Smartboard. Ask the students if the shape still stays the same? Then ask the students to come up to the board and place the proper name on the correct shape. The next two slides have boxes on them where the students have to come up to the Smartboard and place the correct shape in the contentproper boxes. There are slides for a rhombus and trapezoid. The final three slides have a variety of your new page here.shapes on them where the students have to come up to the Smartboard and circle the proper shape. The next slide has pictures on it that the students might see in the environment. Some of the pictures include a soccer ball, a table, a pillow, a stop sign, and brick tiles from a driveway. All of these pictures include shapes on them that the students are studying. Ask the students what they notice about these items? What shapes to they notice? Ask them to look around the classroom and find things that might also be shaped like the shapes they are studying. Ask the students if they can think of anything else in the environment that might have shapes in them? Finally, ask the students to come up and draw each shape on the Smartboard.
The second part of the lesson involves the students creating a monster out of pattern blocks and tracing it onto white 8 1/2 by 11 paper. The students have not used pattern blocks yet this year so it’s important to go over them so that the students can see that these shapes are the same shapes that we have been reviewing the past couple weeks. Explain to them that you are going to give them a piece of white paper and you want them to create a monster with these blocks. Explain that the monster has to fit on the paper because you want them to trace the monster onto their paper. Also explain that you are going to hand out another piece of paper where it asks the students how many pentagons, hexagons, ect were used in their creation. Explain that after they create and trace their monster they have to then record how many of each shape was used. Then afterwards tell them that they can colour their monster but that they have to have the previous tasks completed first. Explain that you’re looking at displaying their pictures in the hallway so to take their time and work hard at their creations.
End the class by asking if anyone would like to come up to the front of the class and show the rest of the students their monster and explain what shapes they chose and how many of each they used.
Suggested Assessment Strategies:
Informal observation of students’ comprehension of the basic concepts.
Observe who is participating during the Smartboard lesson.
Conference with students individually during monster activity to determine comprehension of what shapes are being used and why.
Section Three: Project/Lesson Resources
Teacher Generated Resources: The teacher generated resources to contribute to this lesson is available by download by clicking on the link below.
SMARTBoard Lesson 2D Shapes
Supplementary Resources: N/A
Web-Based Resources: N/A
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
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Section Four: Additional Information
Additional Comments: The suggested time frame may vary depending on students comprehension and ability level.
Credits: N/A
Contact Information Including Name, Email, School and District:
Amanda Gardiner
gxvqw@stu.ca
St. Thomas University
School District 18
----

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Do you think it is better or worse than the Provincial AUP that your group is updating?
Sandra

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AUP Article
I have chosen this article because it clearly states a variety of information from the purpose and rationale to confidentiality as well as the breaches of this policy. This article is able to answer any questions that someone may have about this policy therefore being a great resource and tool to help understand this policy easier.