Anderson University College of Education

Educators who are builders of knowledge, values, and community

Lesson Plan Template

Candidate: Matthew Bottoms and Kevin Stinehart Goal(s)/Purpose(s) of Lesson: By the end of this lesson, the learners will understand . . . (If there are multiple goals/purposes, number each one.) INTASC 1and 7 South Carolina Academic Standard(s)/Indicator(s): List the standard(s) by subject, number, and give a brief description. SPA Standard(s) Competency: Identify the SPA standard(s) for which your competency is being assessed. Domain(s) Addressed: Indicate how each domain of learning will be instructed by the lesson, as appropriate: cognitive psychomotor affective INTASC 1and 7 Prior Learning: List the prerequisite knowledge, skills, and/or dispositions necessary for the learners to achieve the lesson objective. INTASC 1 and 2

Date: 12/8/11

Subject and Grade Level: 2nd Grade Math

School: Anderson University

By the end of this lesson, the learners will understand cylinders according to the number and shapes of the faces, edges, corners, and the base. Standard 4-2: The student will demonstrate through the mathematical processes an understanding of basic spatial reasoning and the connection between the identification of basic attributes and the classification of threedimensional shapes. 2-4.1: Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shapes of the faces, edges, corners, and bases of each. SPA Standards: 1.0, 2.3, 3.0, 4.0, 5.1, 5.2, 5.4 Domains: Cognitive: The cognitive domain will be addressed because students will understand and identify cylinders based off of its different properties. Affective: Students will recognize the cylinders that they come across in everyday life, and will be able to identify these.

-dimensional shapes: square, circle, triangle, and rectangle as well as the three dimensional shapes cube, sphere, and cylinder (K-4.1). In addition, students represent two-dimensional shapes (K-4.2). -dimensional shapes square, circle, triangle and rectangle (1-4.2). Students classified these two-dimensional shapes as polygons or non-polygons (1-4.3) and identified three-dimensional shapes prisms, pyramids, and cones (1-4.1).

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Written Lesson Objective: Include the condition, learning behavior, and performance criteria necessary to accomplish the lesson objective. Essential Question(s) (if age/grade appropriate): What significant question(s) do you want the learners to be able answer correctly as a result of the learning that takes place during this lesson? Be sure that the EQ(s) is (are) based upon the SC curriculum standards you have chosen for this lesson. An appropriate EQ cannot be answered yes or no. Lower level EQs begin with questions words: who, what and when. Higher order EQs begin with question words: why, how and what if. INTASC 3 Assessment: List both formal and informal assessments that will measure the lesson objective at the appropriate level in the respective taxonomy of learning. A copy of any grading scales or rubrics should be attached. INTASC 8

By the end of the lesson on cylinders, students will correctly identify cylinders based off of its properties by accurately selecting a cylinder that they see every day and drawing a picture of it, as well as labeling its properties. Essential Questions: -How many faces does a cylinder have? -What are the shapes of these faces? -How many edges does a cylinder have? -How many corners does a cylinder have? -How many bases does a cylinder have? -How many bases does a cylinder have? -What is the shape of the base(s)? - What are some items that you know are in the shape of a cylinder?

Informal Assessment: Students will be asked probing questions throughout the lesson in order to check for understanding. This will take place during the lesson presentation, as well as the guided activity. Students will also complete a Fact Summary Sheet that identifies basis properties of a cylinder.

Formal Assessment: Students will complete a drawing of a cylinder that they see on a regular basis such as a trashcan. The students will draw a picture of it and label the characteristics that define it as a cylinder. Materials/Resources/Technology: List any materials or resources that will be needed to teach the lesson. A plan for the use of technology should be included. INTASC 4 and 6 Academic Adjustments for Diverse Learners: (At the Best Practices I level, the pre-teacher candidate will consider only the following: advanced students, typical students, and students with special needs. At the advanced levels of lesson planning, the teacher candidate will consider each skill level and plan academic adjustments, as appropriate, for the various learning styles, SES, rate of task completion, IEPs, cultural/linguistics, etc.) INTASC 3

-Promethean Board with PowerPoint -White Board with Markers -Canned Good

-Students with special needs will be worked with individually. Teachers will go over vocabulary terms, and instead of using words to complete the Fact Summary Sheet, students will to an alternate version of this that deals more with drawing pictures. -Typical students will follow the lesson as planned. -Advanced learners will follow the lesson as planned, but will be able to display their additional knowledge throughout the activities.

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Anticipatory Set: Include the following components: gaining attention; stimulating recall; informing learners of objectives; and relevance to future learning INTASC 4 and 5

Gaining Attention- The teacher will hold up a piece of paper cut into a circle and a canned good. The students will be asked what they think the differences between the two items are. Stimulating Recall- Students will be asked what they know about three-dimensional objects to go along with the opening discussion. This will help students in remembering three-dimensional shapes. Informing Learners- Students will be told that they will learn about cylinders today. Relevance to future learning- Students will be shown on the Promethean Board all the different cylinder shapes they see on a daily basis.

PROCEDURES/INSTRUCTIONAL STRATEGIES FOR TEACHING LESSON

Instructional Strategies: Include the following progression: content presentation; guided activities; and independent activities Check for understanding throughout the entire lesson. Write questions that address all areas of the revised Blooms Taxonomy. Structure the lesson so that you gradually release the responsibility for learning to the student.) INTASC 1,2,4,7, and 8

Content Presentation: -The teacher will hold up a piece of paper cut into a circle and a canned good. The students will be asked what they think the differences between the two items are. - Students will then be asked what they know about three-dimensional objects to go along with the opening discussion, -After this students will be shown on the Promethean Board all the different cylinder shapes they see on a daily basis. -Students will then learn about the different properties (faces, edges, bases) of a cylinder through a PowerPoint presentation. Guided Activity: The teacher will hand out a Fact Summary Sheet to all the students. As a group, the class will go over the different properties of a three-dimensional shape, and fill in the properties as to how it related to a cylinder. Independent Activity: Students will be given a piece of white paper. The students will draw a picture of a cylinder that they see on a regular basis. Also, the students will label the characteristics that they recognize as properties of a cylinder.

Gradual Release of Responsibility

Closure: Generate questions that will cause students to reflect on the objective that was taught. INTASC 8

Check for Understanding

-How many faces does a cylinder have? -What are the shapes of these faces? -How many edges does a cylinder have? -How many corners does a cylinder have? -How many bases does a cylinder have? -How many bases does a cylinder have? -What is the shape of the base(s)? -What are some items that you know are in the shape of a cylinder?

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Reflection: As a result of the lesson taught, the teacher candidate should thoroughly reflect on: how he or she demonstrated the units dispositions (required); whether the lesson objective was met at the appropriate domain level; whether all students needs were met; whether individual accommodations were met; whether the lesson plan was followed; and adjustment(s) that should be made with appropriate reasoning as to why. INTASC 9

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