January 15th

Grade/Subject: 2/Math Unit: Duration: 60 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
General Outcome: Describe the characteristics of 3-D objects & 2-D shapes and analyze the
relationships among them.
Specific Learning Outcomes:
SO 7: Describe, compare and construct: cubes, spheres, cones, cylinders and pyramids
Critical Inquiry:
What are 3-D Shapes?
LEARNING OBJECTIVES
By the end of the lesson, students will:
1. Be able to identify and create a cube & rectangular prism
ASSESSMENTS
Observations: Key Questions:
- Students are participating in group  What is a 3D shape?
discussion  What is a cube?
- Students understand that a cube is  What is a rectangular prism?
different than a square
- Understand the properties of a
rectangular prism
Written/Performance Assessments:
 Creation of a cube
 Creation of a rectangular prism
MATERIALS AND EQUIPMENT
 White board
 Tape
 Bubble straws
 Shape nets from yesterday
PROCEDURE
Introduction: 5 minutes
Hook/Attention Grabber: When they come in from lunch, have them write in their doodle books until everyone
is ready to go.
Have students take out their science booklets and pass back the nets they created.
Body: 50 minutes
Learning Activity #1: Review (15 minutes)
Have students sit with me by the “big black chair”.
Using the chart board have students review the different properties of the two shapes we have created already!
Cube: how many faces? Edges? Vertices?
Rectangular Prism: How many faces? Edges? Vertices?
Ask: How are they different? They both look the same why are they not the same shape?
Once students have answered this correctly, they can go back and sit in their desks.

Learning Activity #2: Create Shapes (35 minutes)

Once students are quiet and ready to go, have them get together with a partner… (Give 30 seconds to find a
partner and sit by them)
GO
Once they have found a partner, they must decide who will create the prism, and who will create the cube.
Explain the next activity!
The students will work with their partner to physically make one of the 3D shapes out of bubble straws and
masking tape.
They will have to decide how they are going to do this… it can look however they wish, but it must contain the
correct properties.

While students are working, walk around with a piece of tape and write their names on the creations.
Help students if need be, but try to ensure they are doing this on their own.

Assess!
Walk around with a clipboard and try to complete 5 students via checkbric.

Closure: 5 minutes
Consolidation/Assessment of Learning:
Students would have met the outcomes for the lesson, if they were able to create the cube and a rectangular
prism while understanding the correct properties
Feedback From Students:
Collect feedback on understanding… do students understand the difference between a cube & rectangular
prism?
Feedback To Students:
They did very well today! I am proud for how hard they worked and paid attention.