Elaborate Activity Lesson Planning for 5E Woodall

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University of Texas, Arlington *

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5305

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Mathematics

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Feb 20, 2024

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docx

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Elaborate Activity : Lesson Planning for 5E Prompt Response Name Heidi Woodall Current position (if applicable) Teacher If currently teaching, grade level: 3 rd If currently teaching, subject(s): Math/Science Teaching certification (if applicable): EC-6 Generalist ESL Certification A. Background Information: 1. Heidi Woodall 2. Math 3. 3D Shapes 4. 3 rd Grade B. Goals and Objectives 1. TEK: 3.6A Classify and sort two-and three-dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language. (TEA, Texas Education Agency, 2019) 2. I can classify and sort three-dimensional figures based on their attributes. 3. ELPS: 3E Share information in cooperative learning interactions. (TEA, 2022) 4. Language Objective: The learner will share attributes of various shapes using the sentence stems: - A face can be described as _______________ - An edge can be described as _________________ - The difference between a cube and rectangular prism is _______________ 5. Materials Needed: - 3D Shapes - Paper - Pencil - 3D shapes supplemental aid 6. Technology Needed: - Computer - Benq C. Pre-Assessment related to TEKS and Objectives. - Shapes Pre-Assessment D. Vocabulary
- Attributes: Characteristics used to describe something - Vertex: The point where two edges meet - Edge: Where two faces meet in a three-dimensional object - Face: A flat surface of a solid object - Three Dimensional Figures: Solids with length, heights, and width that take up space. - Apex: highest vertex opposite the base. E. Instructional Procedures Introduction to the Topic - Anticipatory Set (Focus): Give a copy of the city scape picture to each table group. Discuss the following questions: o What shapes do you see in this picture? o If we were looking at this actual city, and not a picture, these shapes would be three dimensional. How would you describe a three-dimensional shape? - Purpose of the Introduction: o Teacher says: Today we will classify and sort three dimensional figures based on their attributes such as edges, vertices, and faces. By the end of this lesson you will be able to classify and sort three dimensional figures based on their attributes such as edges, vertices, and faces. - Teaching: Input: o Distribute student journals to students. Have groups circle the hot air balloon in the cityscape. Student groups will identify the various attributes of basket by adding the number of faces, vertices, and edges to the student journal. (Students will likely struggle with the cylinder. Have them reflect on what an edge is and ask if what is happening on each end is an edge. Students response should be no, because a curved surface and a face are meeting, not two faces. ) o Have them repeat the same process with the other shapes on the student journal. Tell students they won’t find a building of a cone, but there is one on the side of a building in the photo. If necessary display one on the board for students to see. (Students may struggle with attributes of a cone. Have them reflect on what an edge or vertex is. Introduce the top of the cone as an apex. An apex is the highest vertex opposite the base.) o After completing the table, stop for a math discussion. Have students share thoughts and learning. Questions are below: How would you describe a face of a three-dimensional figure? How would you describe an edge of a three- dimensional figure? How would you describe a vertex of a three-dimensional figure? What is similar about a cube and a rectangular prism? What is different about a cube and a rectangular prism? - Teaching: Modeling:
o Teacher says: Using your ability to identify three-dimensional shapes you will be designing a blueprint for a future city. On the side of the student journal is “building codes” you will use to design your blueprint. o On the board, show students the building codes to the side of the student journal. Model for students how to build one of the blue prints with the shapes you have. When you’re finished building the structure draw it into the student journal. Label the name of the structure in the blueprint. o Teacher says: Again, I will read the attributes described, create the structure using my shapes, and then draw my structure onto my paper and label it. - Guided Practice: o Pass out various 3D shapes to each table group. Students will create a structure based off the “building codes” from the student journal. Once they believe their model matches the blueprint, they will then draw their structure and label it. They will continue to do so until they’ve successfully completed each part of the blueprint. o During this time, you will walk around and guide students. You can ask questions such as: How can the chart from the beginning of our lesson help them in creating their structures? We can make sure we are using the correct object by checking the number of faces, edges, and vertices. Why would it help you to know all the total number of vertices, edges, and faces of a shape in your structure? It would help us identify each attribute and include it in the correct category. - Checking for Understanding: o Students will successfully complete the rest of the blueprint without teacher help. o If students are struggling they will be pulled for small group instruction. Re-Teaching o During the lesson if students are struggling to use the models to help them design their blueprints, I will utilize supplemental aids to help them be able to identify the various attributes of each shapes in order to correctly identify the right three-dimensional shape. Modifications: o For students who are on an IEP some modifications/accommodations that will be in place is that students can have shortened assignment of completing half the blueprint instead of the whole thing. Students can just build with the models and not draw it (Must have teacher check to make sure it is done correctly.) o For students who are EL I would offer them sentence stems, opportunities for wait time, and time to turn and talk with partner/group.
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