Nikki Parker
TFP 492
09/08/2012
Focus
Grade Level
Focus Question
Learning
Objectives:
Materials
Mathematics: Shape Recognition and Relation
2nd Grade Math
Does the student know enough about basic shapes to answer questions about shape recognition
(what shape is that) and shape relationships (if you put those two shapes together, what shape do
you get? Of these two shapes, which is larger? Which shape is symmetrical?)
NC State Objective and Goal Being Addressed:
CCSS.Math.Content.3.G.A.1 and CCSS.Math.Content.3.G.A.2.
Critical area four: Describe and analyze shapes
Students describe and analyze shapes by examining their sides and angles. Students investigate,
describe, and reason about decomposing and combining shapes to make other shapes. Through
building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation
for understanding area, volume, congruence, similarity, and symmetry in later grades
Learner Objective(s): At the completion of this lesson, students will be able to:
Students will be able to easily recognize all basic shapes within 3 seconds and some complex shapes
within 7 seconds of being asked. Students will also be able to compare and contrast characteristics of
the shapes (sizes, number of sides, etc.)
Printed floor plans of Aquarius Habitat, crayons/colored pencils
Audio/Visual
Materials
Video link to Aquarius introduction http://www.youtube.com/watch?v=WyKAuuwOppY&feature=relmfu
Video link to Aquarius Hay Lab mission http://www.youtube.com/watch?v=2ECHJ9bGkFc&list=UUPYIfvXxFIPy8zuDaFwllUQ&index=4&featur
e=plcp
Teaching Time
Seat Arrangement
Maximum Number
of Students
Key Words
30 minutes
Background
Information (Prior
Knowledge)
Basic shapes (circles, squares, triangles, rectangles, ovals), know what characteristics define those
shapes (number of sides, length of sides)
Opening Activity
How will you get the students engaged and involved in today’s lesson right away? Explain why you
chose to implement this activity.
Shape recognition in classroom (“Who can tell me some shapes you can find in our classroom?” “Did
you know you can find shapes outside of the classroom? Tell me some shapes you’ve seen
outside…Did you know that you can even find these shapes in the ocean?! Yep, there are circles and
squares and rectangles and triangles at the bottom of the ocean floor too!”) I chose this activity
because, rather than me telling the students that these shapes can be found elsewhere, I want them
to understand that THEY know these shapes are out in the real world.
“Let’s watch this video and see if we can find any of these shapes under the sea.” (play Hay Mission
video, have students point out shapes, pause on certain frames with lots of defined shapes) Then
introduce Aquarius Reef Base, play introductory video. Freeze frames and ask questions about shapes
in video, put multiple shapes together to make what shapes?
Learning
Procedure (
Activity)
Connections to
Other Subjects
Semi-circle facing front of room
25
Circle, square, triangle, oval, rectangle, polygon, Aquarius, aquanaut, habitat, mission, symmetrical
Science – Importance of underwater research, how the sea life has adapted to Aquarius’s presence,
why aquanauts can only stay for a short number of days
Language Arts – Read Adventure Beneath the Sea, a book written about the underwater science
station; have students write letters to the aquanauts asking about their experiences, what they’ve
seen underwater, why they like being aquanauts
Nikki Parker
TFP 492
09/08/2012
Closing Activity
and Assignment
Assessment
Other Links and
Resources
Social Studies – Discuss current political endeavors to stop funding Aquarius, why/why isn’t it a good
idea? Discuss similarities between aquanauts and astronauts, branch into Neil Armstrong’s trip to the
moon, why it was important
When finished discussing videos, have students printed copies of the floorplans of the Aquarius
habitat. With crayons/colored pencils, color in shapes (squares – yellow, triangles – red, ovals – blue,
circles – green, rectangles – orange), point out how shapes overlap/combine to make new shapes,
discuss differences, what shape is most prevalent, what shape is least prevalent, write greater
than/less than sentences using shapes. To keep students involved, I’ll have students come up to the
board and outline shapes in videos; it will be a very student-centered lesson with lots of discussion.
This section may take 7-10 minutes.
I will have students present their colored worksheets to the class. They will describe the shapes they
colored, why they knew a circle was a circle, a square was a square, etc. If some students seem
unconfident, we will review the shapes until confident.
Under the Sea http://www.youtube.com/watch?v=587bm7g1uGE&playnext=1&list=PL66954A1B8E6E481D&feature
=results_video
Book –
Kenneth Mallory
PHOTOGRAPHED BY
Brian Skerry
In Nonfiction
Ages: 9–11
Pages: 48
List Price: $18.95
Cover: Hardcover
Published: 10/1/2010
ISBN: 1-59078-607-6
ISBN-13: 978-1-59078-607-9
Nikki Parker
TFP 492
09/08/2012