UBD/SLO UNIT PLAN TEMPLATE

Teachers Name: April School: Kapalama E.S. Complex: Farrington/Kaiser

Paulino
Grade: Content Area: Course Name: N/A Period: N/A
K Mathematics
Student Population:

Total Number of Students: Males: 9 Females: 8 SPED Inclusion: 0 SPED Pullout: 0

ELL: 2 GT: 0

Any Other:

Additional Information:

Essential Vocabulary:

1. Vertex: a point where two sides meets

2. Edge: a straight line that is formed when two faces meet
3. Face: a flat surface of a three-dimensional shape
4. Cube: a three-dimensional shape with 6 faces, 12 faces, 8 vertices
5. Cone: a three-dimensional shape with a circular base and a curved surface
6. Cylinder: a three-dimensional shape with 2 faces joined by a curved surface
7. Sphere: a three-dimensional shape that has a curved surface
8. Base: the shape that a 3D shape sit on
9. Curve: a line that is not straight with no sharp edges
10. Three-dimensional: an object that is solid and can be filled

STAGE 1: Desired Results

Learning Goal(s): Students will be able to identify 3D shapes.

Students will be able to . . . .
Rationale: This concept is a major learning goal as it will
provide students an opportunity to learn the name
shapes (cube, cone, cylinder, and sphere).
Depth of Knowledge level (circle one): 1 2 3
4

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Big Idea(s):
Students will understand that
....
(Declarative statement
describing
concept that transcends
grade
levels in the content area
and is
related to the learning goal.)
Essential Question(s):
Standards/Benchmarks
Standards/Benchmarks:
General Learner Outcomes
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Students will be able to compare three dimensional shapes
in different sizes, and orientation to describe their
similarities and differences in parts (number of sides and
vertices) and other attributes.
Rationale: Comparing three-dimensional shapes will
provide a means for analyzing shapes and using
appropriate vocabulary (e.g., curve, vertices, etc)
Depth of Knowledge level (circle one): 1 2 3
4
Students will understand that three-dimensional shapes are
solid figures that include a number of faces, vertices (corners),
and edges, and other attributes such as curved or straight lines.
What is a three-dimensional shape?
How are three-dimensional shapes different than
two-dimensional shapes?
What are the different kinds of three-dimensional shapes
and what are their features?
K.G.A.3 Identify shapes as two-dimensional (lying in a
plane, flat) or three-dimensional (solid).
K.G.B.4 Analyze and compare two- and
three-dimensional 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).
GLO #1: Self-Directed Learner
Students will be responsible for completing
individual work.
GLO #2: Community Contributor
GLO #3: Complex Thinker
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GLO #4: Quality Producer
Standards/Benchmarks: Standard #3: Learning Environment
State Teacher Standards
Standard #4: Content Knowledge
Standard #5: Application of Content
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Students will have the opportunity to work in
groups, which will require them to be cooperative
and helpful.
Students will be required to draw illustrations of
three-dimensional shapes that show the correct
features.
GLO #5: Effective Communicator
Students will be required to communicate clearly
with each other through speaking and writing
during discussions and writing activities.
3p: The teacher varies learning activities to involve
whole group, small group, and individual work to develop
range of learner skills
Teacher incorporates engagement strategies
including turn and talk, to elicit discussions in
small groups. Teacher also plans for anchor
activities that will be done individually.
3g;3m: The teacher provides opportunities for learners
to use interactive technologies responsibly
Teacher assigns interactive activities to be done
individually on online sources such as abcya.com
and starfall.com. The interactive activities will
reinforce skills in geometry.
4d;4r: The teacher links new concepts to familiar
concepts and helps learners see them in connection to
their prior experiences.
Teacher will provide examples of
three-dimensional shapes used in the real world
and work on connecting the real-world objects to
the 3D shape names.
5h: The teacher provides opportunities for learners to
demonstrate their understanding in unique ways, such
as modeling making.
Teacher will have students create a model of a
three-dimensional shape using different materials
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 to show what they learned about the defining
attributes of the shape.

Standard #8: Instructional Strategies

8a;8e;8m: The teacher makes the learning objective
explicit and understandable to learners, providing a
variety of graphic organizers, models, and
representations for their learning.
Teacher will use a variety of graphic organizers,
including webs and t-charts to categorize
information on three-dimensional shapes;
students will be recording information written on
the graphic organizers for their own reference.

Interval of Instruction ____ Yearlong _____ Semester ____X___ Other (4

Necessary to address weeks)
goals

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STAGE 2: Assessment Evidence

Evidence will be gathered through teacher-created tests, journals, and interviews - all of which
students will complete individually. The teacher-created test, titled, 3D Shape Assessment, will
be used to evaluate students 3D shape identification. Students will then be interviewed to
provide their descriptions for the four 3D shapes (cone, sphere, cylinder, and cube) that they
identify correctly. Journals will include a page taken from Stepping Stones, as well a
teacher-made worksheet, titled, Roll, Stack, or Slide, in which students will complete through
hands-on exploration of 3D shapes. Evidence of student achievement will be derived from the
summative assessment. As part of the summative assessment, students retake 3D Shape
Assessment and will be reinterviewed to describe the attributes of cones, spheres, cylinders,
and cubes.

Summative Assessment/ Students will identify and describe three dimensional shapes
Performance Task: through labeling. Students will be shown pictures of spheres,
cubes, cylinders, and cones and be asked to name them and
describe their attributes.

Rubrics for Summative Student identifies three-dimensional shape:

Assessment/Performance
Task:
Proficient Close to Not Proficient
Proficient

Student names Student names Student names 13

16-20 3D Shapes 14-15 3D shapes or less 3D shapes

Student compares three dimensional shapes to describe

their similarities and differences in attributes:

Proficient Close to Not Proficient

Proficient

Student describes With prompting, Student is unable

similarities and student describes to describes
differences similarities and similarities and
between the differences difference
attributes of 3D between the between the
shapes clearly attributes of 3D attributes of 3D

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 using geometric shapes using shapes using
language. geometric geometric
language. language.

Formative Assessments:
Pre-assessment: Students will identify three dimensional
shapes through labeling. Students will be shown pictures of
spheres, cubes, cylinders, and cones and be asked to name
them. Students will be assessed on the number of shapes
correctly identified. (see attached sheet)

Other formative assessment:

Students will be formatively assess through journals that we
will analyze for trends and misconceptions that may need to be
addressed in the next days lesson. Student journals are from
Stepping Stones Module 7.5., 7.6, 8.5, and 8.6.

Rubrics for Formative Formative assessment

Assessments:
Student identifies three-dimensional shape:

Proficient Close to Not Proficient

Proficient

Names 16-20 3D Names 14-15 3D Names 13 or less

Shapes shapes 3D shapes

Student compares three dimensional shapes to describe

their similarities and differences in attributes:

Proficient Close to Not Proficient

Proficient

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 Student describes With prompting, Student is unable
similarities and student describes to describes
differences similarities and similarities and
between the differences difference
attributes of 3D between the between the
shapes clearly attributes of 3D attributes of 3D
using geometric shapes using shapes using
language. geometric geometric
language. language.

Expected Targets:
Baseline

Proficient Close to Not

Names 16-20 Proficient Proficient
3D Shapes Names 14-15 Names 13 or
3D shapes less 3D
shapes

# of students 0 1 16
in target
group

% of students 0 94% 6%
in target
group

Expected Target

Proficient Close to Not

Names 16-20 Proficient Proficient
3D Shapes Names 14-15 Names 13 or
3D shapes less 3D
shapes

# of students 15 2 0
in target
group

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 % of students 88% 12% 0
in target
group

17 students will progress at least one proficiency level on the

rubric (i.e., from Not Proficient, to Close to Proficient, to Close
to Proficient to Proficient).

Rationale for Expected The baseline data shows that students have had little prior
Targets: experience with three-dimensional shapes, which led them to
use informal names (e.g., ball, cup, box). However, with their
prior experience to 2D shapes, students were using 2D
vocabulary (e.g., square, triangle, circle) and other geometric
attributes (e.g. corner, round, curve) to describe the shapes.
Through numerous experiences exploring and discussing
shapes, students will be able to refine their informal language
to correctly identify and compare 3D shapes based on their
geometric attributes. As a result, students will be able to show
growth in the proficiency levels.

STAGE 3: Learning Plan

Activities: At first, we will review some of the two-dimensional shapes to build background for
when students make comparisons between two-dimensional shapes and three-dimensional
shapes. This will also help familiarize students with the attributes of some of the faces of
three-dimensional shapes. Each day, students will learn about a three-dimensional shape (e.g.,
cone, cylinder, cube, sphere) and its attributes, including the number of faces, edges, and
corners it has. Students will apply what they know about these shapes in order create a
three-dimensional shape through modeling. Vocabulary instruction will be embedded in the
activities to help with discourse.

Groupings:
Students will be on the carpet during whole class instruction.
Students will be at their tables during small group instruction.
Instructional strategies for students in not ready
Provide students with photographs of 3D shapes found in real-life and concrete
examples of familiar 3D shapes so students can see the explanation of the different
parts of a three-dimensional shape (face, edge).
Create anchor charts with students to use as a support for writing and talking about 3D
shapes
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Engagement Strategies
Turn and talk: This strategy will permit all students to participate in discussion.
Students develop their own thoughts before discussing it with their partners and to the
class.
Gallery Walk: This strategy will permit all students to view each others work and
engage in classroom discourse about sorting geometric shapes.
Shape Hunt: Students will find different three dimensional shapes around the classroom
and school.

Digital Literacy tools:

http://www.abcya.com/shapes_geometry_game.htm
Starfall.com

Day 1 Day 2 Day 3 Day 4 Day 5

Pre-assessme Review 2D Discussion - what About cubes: About

nt: Can student shapes: what do you know What are number spheres:
identify 3D are examples of about three of sides, edges, What are
shapes; if so, 2D shapes, what dimensional faces, corners on number of
can student are their shapes? What a cube? What are sides, edges,
describe 3D characteristics are the corners, some examples of faces, corners
shape? (e.g., circles edges, faces of a cubes modeled in on a sphere?
have curves)? three-dimensiona real life? What are some
l shape? examples of
spheres
modeled in real
life?
.

Day 6 Day 7 Day 8 Day 9 Day 10

About About cones: Roll, Slide, Roll, Slide, Stack Shape hunt:
cylinder: What are Stack - What - What shapes what are some
What are number of sides, shapes can roll, can roll, slide, 3D shapes
number of edges, faces, slide, stack? stack? Compare found in
sides, edges, corners on a Compare shapes shapes based on immediate
faces, corners cone? What are based on curved curved and environment
on a cylinder? some examples and straight straight sides. and draw
What are some of cones sides. shapes they
examples of modeled in real find
cylinders life?

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modeled in real
life.

Day 11 Day 12 Day 13 Day 14 Day 15

3D shapes and 3D shapes and 3D shapes KARES Lesson Shape book -
their nets - what their nets - what problem solving Study students create
are nets, what are nets, what a shape book
nets fold up into nets fold up into about 3D
3d shapes? 3d shapes? shapes

Day 16 Day 17 Day 18 Day 19 Day 20

Shape book - Gr. K field trip Shape book - KARES Lesson Summative
students create to aquarium students create a Study Assessment
a shape book shape book
about 3D about 3D shapes
shapes

Materials and Supplies Needed:

Chart paper
Photos of 3D shapes
Concrete examples of 3D shapes
Sticker dots
3D paper nets

Resources Needed:

Origo Stepping Stone Assessment resources and Lessons

kindergartenkindergarten.com

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY
2014-2015

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 After I assessed the students individually on their 3D shape identification, I
noticed two commonalities - students were most familiar with the cone shape and
students were identifying other shapes as real-life objects (e.g. naming a cube a box,
naming a sphere a ball).By using this assessment, I was able to gather baseline data as
evidence for the students prerequisite knowledge of 3-dimensional shapes. The
baseline information indicated that most of the students had limited knowledge in 3D
shapes, as they struggled to identify the shapes and describe them using the
appropriate vocabulary. Even though a few students could correctly identify the cones,
they could not describe the shape in terms of its attributes. Again, I attributed this to
their lack of familiarity with 3D shapes and the vocabulary needed to discuss about the
shapes.
In the first few days, we reviewed examples of 2D shapes and compared these
flat shapes to shapes that were not flat. Initially, to help students differentiate
between 2D and 3D shapes, I used the method of taping a 2D shape onto the wall and
then attempting to do the same with a 3D shape. Through this demonstration, some
students were able to grasp that one shape could be taped flat on the wall, while the
other could not. However, there was still a learning gap so I needed to think of a
different approach in teaching the difference between 2D and 3D. I reintroduced this
problem by using the method of filling the 3D shapes with small objects and doing the
same with a 2D shape.This new approach helped the students to understand the major
difference between the two types of shapes. With the foundational knowledge the
students have acquired about 3D shapes, we were able to move on to identifying and
describing the 3D shapes.
The learning objectives identify and describe were integrated throughout all of
the lessons. I introduced the names of the four 3D shapes by reading a book on 3D
shapes and exposing the students to concrete examples labeled as cone, sphere,
cylinder, and cube. The students had trouble pronouncing the names of the shapes,
which, at times, lead them to use familiar names, although incorrect. So to teach the
names of the shapes, I introduced a poem on 3D shapes; we annotated the poem
together by highlighting all the names of the shapes. Then, I wrote the poem on a chart
and kept it visible in the classroom so students had immediate access to the names of
the shapes. Knowing the names of the shapes was just one part to meeting the learning
objectives of the unit plan, and the shape names, in general, were just a few of the
vocabulary words to know.
Learning the vocabulary was, indeed, a challenge, but still an integral part in
meeting the learning objectives. According to the baseline data, 0 out of 17 students
could describe the shapes using geometric vocabulary such as face, edges, vertex, just
to name a few. Students gave generic descriptions of the shapes (e.g. I know this is a
cone because it looks like an ice-cream cone). I used the baseline data to plan for
anchor activities that would help students acquire the vocabulary. One of the anchor
activities was the 3D shape game, in which the objective was for students to identify the
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shape of the item, and answer the question, How do you know this is a _____? The
anchor activities helped to provide feedback on students learning. Throughout the
different activities, students with limited English proficiency did struggle with the
vocabulary acquisition, which affected their involvement in our class discourse. As the
teacher, I needed to brainstorm how I was going to scaffold the lesson so that all
students could describe the shapes. By modeling with the class how to describe each
shape, I was able to scaffold student learning, as modeling provided the students with
an example that they could mimic in their own discussions about 3D shapes. Providing
sentence stems was also a way that I differentiated lessons, as well as labeling the
parts for each teacher-created 3D shape with limited English proficiency. Also, when I
assessed for shape identification in the post-assessment, our ELL students were given
concrete 3D shapes with labels in which they could point to.
The data also informed the way I used language in the classroom. I embedded
the geometric vocabulary in our our everyday language. For example, when referring to
familiar items in our classroom, we would say, Lets play with our spheres that have no
flat surfaces. I relied on teaching the vocabulary in context than rely on isolated
memorization. The students constant exposure to spoken and written vocabulary
through our various planned activities help tremendously. In the post assessment,
interview, students described the 3D shapes according to their attributes using the
following vocabulary - flat surface, curved surface, face. At the same time, learning the
vocabulary increased the students involvement in discourse about 3D shapes. But
perhaps, one of the key factors, was embedding the vocabulary in our our everyday
language. So when referring to familiar items in our classroom, we would say, Lets
play with our spheres that have no flat surfaces. The students constant exposure to
spoken and written vocabulary through our various planned activities help
tremendously. Students described the 3D shapes according to their attributes using the
following vocabulary - flat surface, curved surface, face. At the same time, learning the
vocabulary improved the students involvement in our classroom discourse.
I made changes to the formative assessments I had originally planned to use. I
replaced the Stepping Stones Student Journals from modules 7.6, 8.5, and 8.6 with
interviews. I decided to conduct interviews in replace of the students journals to provide
a more effective approach in gathering information of students current knowledge and
skills specific to the learning objectives. Through interviews, students were able to
describe the three-dimensional shapes verbally and apply the appropriate vocabulary in
context, which they would not have been able to do with the Student Journals.
Interviews also helped students to demonstrate their learning. In meeting with individual
students, some of them asked to demonstrate how they knew cubes have flat
surfaces, or faces, by stacking them up and explaining. Student Journals would have
limited students from choosing they wanted to demonstrate their knowledge.
In the post-assessment data, the students scored proficient on the rubric. The
post-assessment data shows that all students made significant improvements since the
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baseline assessment. Each student met their learning targets. All 17 students
progressed one proficiency level for identifying and describing the four 3D shapes.

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