Author:
Out Teach
Subject:
Mathematics
Material Type:
Lesson Plan
Level:
Lower Primary
Grade:
2
Tags:
  • 3D Solid
  • Geometry
  • Math
  • Out Teach
  • Shapes
  • Vertices
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Text/HTML

    Shapes in the Garden -- Out Teach

    Shapes in the Garden -- Out Teach

    Overview

    Students will identify and compare attributes of two-dimensional and three- dimensional shapes in the world around them.

    Background for Teachers

    Out Teach logo

    Students should have already learned about 2 dimensional shapes before this lesson and be prepared to apply that knowledge to examine and describe three dimensional shapes in the outdoor classroom.

    Key Vocabulary

    • Attribute

    • 2D Shape

    • 3D Solid

    • Sides

    • Vertices

    Before the Lesson/Set-up

    Create boundaries for students' exploration, so teacher can monitor their discussions. It's ok to give students autonomy to explore.

    To differentiate:

    Students could use different colors to label sides and vertices.

    Use shape models for students that have a hard time identifying the shapes.

    Guiding Question

    How can we compare and analyze objects in the outdoor classroom using our knowledge of 3-dimensional shapes?

    Engage

    Discuss any shapes that are on the students' body or clothes, or students can talk about shapes they see in the outdoor classroom.

    Ask:What part of their body is shaped like a circle, a square or a rectangle? Model thinking through an example (the eyes are like a circle).

    Rapid write for one minute: Students will list the names of shapes that they might find in the outdoor classroom.

    Explore

    Tell students that they will be going shape hunting in the outdoor classroom.

    Remind students that they can pick up any object that is smaller than their hand.

    Tell students to find 5 objects and sketch them in their journals. They can label them how they choose but should pay attention to the number of sides, corners and how the object compares to other objects around it.

    Remind students that it is okay if they do not know the name of the shape of the object and that they will come back to that.

    Some objects, like rocks, may not have a clear, recognizable shape so encourage students to describe what shape it most closely represents.

    Remind students that it is okay if they do not know the name of the shape of the object and that they will come back to that.

    Some objects, like rocks, may not have a clear, recognizable shape so encourage students to describe what shape it most closely represents.

    Explain

    Bring group back to a central location. State that there are attributes for each shape. Discuss as a whole class what attributes are found in a square (pick any shape). Provide a definition for sides and vertices if these are not mentioned by the class.

    Note:Direct students to count the sides and vertices for each of their shapes. Encourage students to record the number of sides and vertices for each shape.

    Repeat this with other objects students brought back.

    Find a shape in the outdoor classroom that the students are not yet familiar with (i.e. a rhombus or rectangular prism). Bring students to that shape (or shapes) and explain what characteristics make it unique.

    Note:It will be important for the teacher have pre-identified the object so there is not lost time searching for one that meets the criteria.

    Clear up any misunderstandings that become apparent from the class discussion, as context for some direct instruction on the attributes of 3D shapes.

    Have a classroom discussion about:

    • How many edges?

    • How many sides?

    • How many vertices? Show students real objects and explain that they can be formed using different shapes, and that a shape in the outdoor classroom might look different than in the book.

    Elaborate

    Have students complete the same process for finding, drawing, recording the names of the 3D shapes. Again, return to a gathering space and define attributes that make up 3D shapes (Why do you think these shapes are 3D and not 2D? (they are solid).

    Invite students to explore the outdoor classroom looking for other examples of the shape(s) that was (were) just introduced. Ask them to record their findings in their journal as they did with the other shapes and share with the whole group.

    Evaluate

    Students will show a 2D shape and name their attributes and show 3D shapes and name their attributes using outdoor objects collected.

    Extension Ideas

    Creating patterns with the shapes.

    Use position vocabulary to describe location:

    My shape to find is a __________ It looks like __________

    I found my shape:

    • In front of

    • Behind

    • On top of

    • Under

    • Over

    • To the left of

    • To the right of

    • Above

    • Below

    • Beside

    • My object is a _________________