Beruflich Dokumente
Kultur Dokumente
ECED372
Kathryn Beach
Lanna HiggsKindergartenMountain View Elementary School
10/31/17 to 11/1/17
Written plan submitted to the practicum teacher on 10/25/17
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Signature of Practicum Teacher Date Received
CONTEXT OF LESSON
This lesson is appropriate for my practicum students at this time as they have been learning to
recognize shapes and their characteristics over the last couple of weeks, and are just beginning to learn to
compare sets. Throughout this lesson, students will create a shape pizza with the pizza toppings made out
of shapes, compare how many of each shape their pizza has with their peers by constructing a bar graph unique
to their own shape pizza, and play a shape and number matching game with premade shape pizzas.
Over the last couple of weeks, I have helped children create their own book of shapes, in which they
traced the word of various, simple shapes, drew each one, recorded how many sides and corners each shape
had, and found and colored in each shape specified within a box of mixed shapes. I have also observed them
work in their journals, sorting shapes based on whether a certain one was the given shape or not, and assisted
children in completing worksheets for simple shapes. The worksheets involved finding and coloring in a
specified shape, tracing it, drawing the shape itself, as well as a picture of something in real life shaped like the
specified shape. Finally, I have interacted with the children in learning to sort based on shape, size, and color,
and played educational games with them that taught comparing sets using the words more, fewer, and
same.
Some students have not fully grasped the concept of shapes and understanding their unique
characteristics, yet, creating a pizza made of shapes is a fun and exciting way to deepen their understanding.
This is a lesson that students will want to participate in, and fits in the curriculum sequence in multiple ways by
refreshing students knowledge of shapes, helping them to realize that a pizza is made of shapes in real life, and
eventually comparing the amount of shapes on their pizzas to one another. Students will expand their
understanding of comparison through a bar graph, which is relatively new to them.
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2. The students will shade in a bar Once students figure out how many of each topping, or shape, they have on each
graph to compare the amount of pizza, I will look for them comparing the numbers of shapes on their pizzas with
different toppings, or shapes, on peers, saying things like I have 6 circles and you have 4I have more and you
their pizza to other students have fewer! I will look for them shading in the boxes in the bar graph to be
pizzas. different heights, based on how many of each shape they had on their pizza.
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DATA Identifying Shapes Counting Shapes & Shading in the Bar Comparing Pizzas
COLLECTION & Behavior Behavior Graph & Behavior and Bar Graphs &
FORM Behavior
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K.2 The student, given no more than three sets, each set containing 10 or fewer concrete objects, will
a) compare and describe one set as having more, fewer, or the same number of objects as the other
set(s)
MATERIALS NEEDED
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PROCEDURE
With respect to the matching game, the two students will help each other in matching each pizza
to its card. One student will flip over a pizza card, and one student will flip over a description
card. Together, they will count the number of each shape on the pizza, and see if it matches the
number of each shape on the card. They may have to ask one another for help in figuring out
what numbers the description cards have on them. If the amount of each shape on the pizza and
amount of each shape on the description card match, they have found a pair. The two students
will continue until all matches have been found. If it is the group of 3, then one student will find
all of the matches with help from the teacher (myself).
Closure-
When the two students are finished at both tables, I will have them regather as a group of four
and explain to them that even pizzas, a real-life object, have shapes. I will help them to
understand that the crust and cheese were shapes as wella circle and hexagon. I will review
their bar graphs with them and as a group, compare all four bar graphs to one another, using the
words more, fewer, and same.
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Clean-up
At the first table I will have the children place their shape pizzas aside on the table and put any
scattered die-cut shapes back in their bowls. I will also have them put crayons and glue sticks
away, making sure the glue caps are on completely. At the second table I will tell the children to
flip over any cards so that the front cannot be seen, and return them to their original formation. I
will then rotate each group of four students, until the lesson is done and cleaned up completely.
DIFFERENTIATION
Students who are still grasping the names and characteristics of different, simple shapes have the opportunity
to continue practicing with such shapes by identifying and naming them. If needed, students are also given more
practice comparing sets using the number of each topping, or shape, on their shape pizza. They can first compare the
number of each topping they have individually, and then compare their shape pizza to a peers. On the other hand,
students who need an additional challenge are given the opportunity when shading in a bar graph in order to compare
their shape pizza to their peers, because not only are they using words like more and fewer, but they are creating a
visual to represent the comparison. The visual that the bar graph creates will also be beneficial for students to look at
who are having trouble understanding comparison.
With respect to the matching game, students will be given more practice recognizing numbers on shapes on the
cards, and having to count the number of each shape on the pizzas to match the cards. If a student does not know a
number, they can first try to get help from the student they are working with.
Even students with varied learning styles and abilities, student who speak limited English, are from different
cultures, and who may have health or physical limitations can successfully participate in this activity; they will
understand that they are creating a pizza and that pizzas have different toppings, and they all know how to and can use
glue and crayons. This is a fun lesson for everyone.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The students may not know how to write all of their numbers on the My Shape Pizza Has fill-in-the-blank
cards. In this case, I will identify the students who are having trouble, and not only show them how the number is
written, but let them know that if they are trying to write the number 8, that they can draw eight lines in the blank
space instead.
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