FC: Math is Fun! | by Mark Libel
1: INTRODUCTION Welcome to my Mixbook technology curriculum project! This book is intended for students in the First Grade. It focuses on learning basic shapes and being able to recognize these shapes in everyday situations. The first section teaches students about shapes and how to recognize them. The second section shows examples of work that students might create and publish following the directions of my lesson plan found at the end of this mixbook. The goal of this book also is to make learning shapes, and eventually more math concepts, a fun experience!
2: Let's Learn Shapes!
4: Here are some basic shapes.
5: Can you point to a Circle? A square? A triangle?
6: Shapes can be found everywhere!
7: This stoplight has 3 circles. These dishes are shaped like circles.
8: These are heart shapes. | Made out of stones. | Used for decorating a cupcake. | Jewelry shaped like a heart
9: Now it's time for you to practice drawing some shapes. Can you draw a circle? A square? A triangle? A heart? Keep practicing!
10: Class Examples
15: We had fun drawing shapes. Mr. Libel's First Grade Class 2009
16: Mixbook Lesson Plan SECTION ONE Author: Mark Libel Email Address: email@example.com Semester Created: Spring 2009 LESSON OVERVIEW Title: Math is Fun (Let’s Learn Shapes) Brief Description: This Mixbook is designed to teach basic shapes to children in the first grade and show them ways to recognize shapes in everyday objects. It also shows examples of work that students might create and publish following the directions of this lesson plan. ESSENTIAL QUESTIONS/GENERALIZATIONS: After reading this Mixbook, students will recognize the three major shapes (circle, triangle, square) and recognize them in daily life. Students will start to realize that they see these shapes everywhere in different forms. Students will be able to view examples of work that can be created after reading this Mixbook. ENGAGING QUESTION/SCENARIO: The teacher will engage students and set up the lesson by asking them to point out shapes in the room that they recognize or can name. After two or three students volunteer that information the teacher will then talk about the main shapes that are seen every day even though we may not realize it. The students are then allowed to look at the Mixbook that explains more about these shapes. SUBJECT AREA(S) (Put an X by all relevant subject areas.) _X_ Math _X_ Science _X_ Reading ___ Writing ___ Social Studies/History ___ Foreign Language _X_ Art ___ Music ___ PE _X_ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) __ Kindergarten _X_ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT explains how to recognize and name 2- and 3-dimensional shapes using physical models (circle, triangle, trapezoid, rectangle, rhombus, sphere, rectangular prism, cylinder, and pyramid. (GLE MATHEMATICS, Geometric and Spatial Relationships, Strand I Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships, Concept A - Grade 1) (1.6,3.1,3.4,4.6) STUDENT ASSESSMENT I would utilize an observation checklist. For example, this SWBAT can be effectively recorded in this manner. I can use the observation checklist at any time during the Mixbook assignment. This allows flexibility with my assessment and at the same time be very specific. I would be able make sure if the students specific skills identifying the shapes. Beside each of the criteria, a notation is made as to whether that particular criterion was observed. Ultimately I want to accurately measure the students’ understanding and progress. PERFORMANCE ASSESSMENT CRITERIA Use the following scale to assess student performance on this task: 1=poor 2=fair 3=average 4=good 5=excellent Aim for 80% success rate. Listening/Following Instructions: Did the student complete the drawing and then the description in the time allowed? Did the student write his or her name on the paper? Did the student complete the project using the instructions the teacher gave? Did the student’s picture look uniquely different from other student pictures? Technical Skills: Did the student demonstrate understanding of what they saw on the Mixbook by transferring this knowledge to making a picture of his or her own? Was the student’s drawing and writing easy to read and understand? Were the shapes easy to find in the student’s drawing? Did the student fit the drawing and the sentence on one piece of paper? Use of Materials: Was the student able to use writing/drawing tools properly? Did the student put up the art materials and clean the area where they were working? Was the student able to draw on the paper without getting marks on the table? COLLABORATION Math teachers may be interested in getting involved with this lesson to see how students are doing at recognizing shapes and drawing them properly at this point in their academic career. LMC (Library Media Center) Specialists and/or Instructional Technology Specialists may also be of great help in getting computers set up that are accessible for the students to view and make Mixbook projects. Other teachers may be interested in finding out how to make Mixbook work for them as well. LESSON IMPLEMENTATION Length of Unit (hours, days): 30 minutes a day, 5 days. Prerequisite Skills: Students must be able to click on the computer mouse, with assistance as needed, and look at the pictures of shapes as a teacher guides them through the Mixbook. Students must also be able to draw on paper to show shapes as they make up a common object. ACCOMMODATION OPTIONS ELL/IEP Students: Some students may need to use other writing utensils (mechanical pencil, crayon, marker) besides a regular pencil to draw their pictures. Some students may need someone to work with them on each step so that they comprehend the instructions and understand what they are supposed to do. Assistive Technology Needs: Some students may need you to actually print off the Mixbook so they can look at it on paper instead of viewing it on the computer screen. It may be helpful also to blow up the pictures and the pages of the book so that they are easier to read. MANAGEMENT/ORGANIZATION TIPS: In order to implement this lesson successfully in the classroom, I suggest having several computers available to the students, in addition to adult teacher aides to assist with the lesson. Another option would be to spend time individually with each student going over the lesson. MATERIALS AND RESOURCES REQUIRED FOR UNIT: A computer with internet access, plain paper, pencils (and crayons or markers). TECHNOLOGY: Mixbook homepage to create your own Mixbook: www.mixbook.com UNIT PLAN FLOW CHART/TIMELINE: Day 1: Introduce Mixbook to class. Have students either sit at individual computer stations (if available) or gather in groups of 3-4 students around a computer monitor to view the Mixbook. Teacher and teacher aides should assist students in looking at the Mixbook and check for understanding. Day 2: Review shapes with students that they viewed on the Mixbook yesterday. Ask students if they noticed anything at home or at school that contains the major shapes that they learned about yesterday. Explain that tomorrow you are going to do a project where you get to draw these things. Assign students to pay attention over the next day to things that have circles, squares, rectangles, hearts, or other shapes in them. Day 3: Have students sit at tables with plain paper and pencils or other drawing utensils. Allow students to use whatever they are most comfortable with to draw their pictures. Ask them to draw an object that has one or more of the shapes that they learned about in the Mixbook. Tell students to be sure and write their names on their completed pictures. Gather completed pictures and keep them until the next day. Day 4: Pass out the completed pictures to the individual students who completed them. Ask the students to describe their pictures and to write a sentence on their paper describing the picture that they drew. Tell students to be sure and mention what shapes they see in each object. The teacher should gather the completed pictures with descriptions and either hang them on the wall for students to see, or scan them into the computer so that they can be made into another Mixbook project. Day 5: Review the activities that students completed over the week: viewing the Mixbook, creating their own pictures, writing descriptions of those pictures, seeing the other students’ drawings, and noticing shapes in everyday objects. Ask students what they have learned or noticed since doing this project. Suggest that students continue drawing pictures and noticing things that have shapes in them. Students can draw these things at home or in other places besides school.
17: Math is Fun Series