USF Elementary Education Lesson Plan Template (S 2014): Prisms Name: Carly Castro

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale

Lesson Content
MAFS.K.G.1.2 Correctly name shapes regardless of their orientations or overall size.
MAFS.K.G.1.3 Identify shapes as 2-D (flat) or 3-D (solid)
MAFS.K.G.2.4 Analyze and compare 2-D and 3-D 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)
How can you name and describe prisms?

Given a group of shapes, students will be able to identify prisms using their knowledge of
prism parts and other attributes.

This is part of a larger unit on 3-D shapes. Students have already learned to identify

USF Elementary Education Lesson Plan Template (S 2014): Prisms Name: Carly Castro
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure

edges, vertices, and faces, as well as several other 3-D shapes. This lesson prepares
them for further study in geometry to compose real world objects using 3-D shapes and
to use positional vocabulary to describe shapes in the real world.

Formative: Class discussion, HOT questions, observing during turn and talks and partner
activity, and notes (checklist) during partner activity.
Summative: Written assessment in which students identify prisms in a mixed group of
shapes.

3-D shape names and defining attributes

Students need to know what a face, edge, and vertex/vertices are. These lessons were
taught previously.

USF Elementary Education Lesson Plan Template (S 2014): Prisms Name: Carly Castro
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Students may confuse rectangular prism with cube, and prisms with pyramids.

Lesson Implementation
Lecture, technology integration, partner work.

Time

Who is
responsibl
e (Teacher
or
Students)?

1150
T/S

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
HOT Questions
(Power Point, Slide 1)Remind students of unit and yesterdays
lesson. Tell students Today we are going to learn about a new kind
of shape, a prism. Just like there are different kinds of pyramids,
there are different kinds of prisms. Today we are going to learn how

USF Elementary Education Lesson Plan Template (S 2014): Prisms Name: Carly Castro

will you ask?

How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

12:10
T/S

to name and describe prisms.

(PPT Slide 2) Read Question
(PPT Slide 3) Say These are pictures of the different prisms we are
going to learn about today. Look at the pictures to see what you
notice about the shapes. Think about how you can describe them
(wait) Say Turn to a partner and talk together to describe the
prisms Listen in to T&T. Ask How can you describe these prisms?
Allow students to share using their comments to guide
understanding that names come from bases, the other faces are
rectangles, and name rectangular, triangular, and hexagonal prisms.
Show real shape when student refers to picture.

12:15
T/S

(PPT Slide 4) Ask for (3) volunteers to come to the computer and
find a prism, click on it, and tell how they know it is a prism.

T/S

Say Now we are going to play a partner game so you can practice
saying the names of the prisms and describing them. Move into a
circle so you can see how to play. (wait) Say, In this game, you
are working together to move the shapes from one plate to the
other. The first friend will choose a shape for the other friend to
move. The other friend cannot move the shape until s/he tells how
s/he knows it is the right shape. (partner with a student to show
one move of the game) Say Now, the other friend chooses a shape
and the first friend tells which one it is and how they know. You
might need to help each other remember the names of the shapes!
Lets practice them. Show each shape of the game and have
students repeat the name. Partner with same student and show
another move. Say When you have moved all the shapes to the
other plate, you win! Now you can play again. Partner students
heterogeneously. Circulate with checklist and mark if students can
identify a prism.

T/S

Clean up game. Say Now we need to add some information to our

chart. Who can tell me what kind of the shapes we learned about
today? Add names and descriptions to chart.

12:25
T/S
12:33

12:38

Say Now I would like you to show what you have learned today by
finding all of the prisms on this page. (show page) Write your name

USF Elementary Education Lesson Plan Template (S 2014): Prisms Name: Carly Castro
at the top, and circle all of the prisms that you can find. Pass out
leveled assessment.

What will you do if

Meeting your students

needs as people and as
learners

Wrap Up: If time, draw rectangle on the board and say Today we
learned about prisms, can you tell me how a rectangle (point) is
different from a rectangular prism?
a student struggles with the content?
Student will be supported by other student during partner work, and will receive
remediation if indicated by assessment.
a student masters the content quickly?
Lesson is paced to engage all learners, even those who grasp the content quickly.
Students will have a more challenging assessment to more accurately assess their
understanding and guide instruction for future lessons.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
3-D shapes are all around students in and from every culture. All cultures identify and
describe the physical world around them.
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Lesson is paced to engage all learners, even those who grasp the content quickly.
Students will have a more challenging assessment to more accurately assess their
understanding and guide instruction for future lessons.

Accommodations (If
needed)
(What students need specific

How will you differentiate instruction for students who need additional
language support?
Student will be supported by other student during partner work, and will receive
remediation if indicated by assessment. Language support in included in lesson through
repetition and visual aids.
GB: additional time, behavior reminders, language support
MB: additional time, behavior reminders, language support

USF Elementary Education Lesson Plan Template (S 2014): Prisms Name: Carly Castro
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Power Point, computer, Elmo, 3-D shapes chart, marker, 3-D shape manipulatives, paper
plates, Ms. Titus, assessment, pencil
Technology engages students and allows them to see what shapes will look like on
written assessments, chart organizes and displays information for future reference, Ms.
Titus provides additional support to students, and other materials are for partner activity.