Captain Invincible and the Space Shapes Lesson Plan
Name:
Hannah Steinfels
Date
/
AlloAed Time 20 minutes
Purpose/Ra9onale: How does this lesson connect to the learning sequence and/or to the previous lesson?
This lesson will act as a entrance to the 3D unit. It will introduce learners to the basic concepts of 3D shapes,
as well as names of the shapes. It builds on the background knowledge they gathered during the 2D unit.
Captain Invincible and the Space Shapes makes the lesson fun and approachable for all learners.
Learning Inten9on(s):
What will students learn?
• I know the names of different 3D shapes
• I know that some 3d shapes have circular bases, while others have square
bases
Materials:
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Cube
Recentular prism
Pyramid
Sphere
Cone
Cylinder
Captain Invincible and the Space Shapes by Stuart J. Murphy
Lesson Development
Connect:
Pacing
How will you introduce this lesson in a manner that engages students and ac=vates their thinking?
Ac=vate or build background knowledge, capture interest, share learning inten=on.
● Today we are going to read a book about a fearless space captain and his adventurous
journey back to earth using shapes.
● The book is called Captain Invincible and the Space Shapes and it was wriFen by Stuart J.
Murphy and illustrated by Remy Simard
1
minute
1
Process: What steps and ac=vi=es are you going to use to help students interact with new ideas,
build understanding, acquire and prac=ce knowledge, skills and/or aKtudes? In what ways have
you built in guided prac=ce?
Pacing
● We will read the first six pages. On page seven aRer we read “but our space shapes will
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help us get there”, I will ask students if they recognize the black and white shapes.
minutes
● If you know what the shape is called raise your hand, so I can pick!
● Student will say: The first shape is a square!
● Yes, you are correct! When I say go, we will use our finger to draw a square in the air! Use
your pointer finger to trace an imaginary square, without touching anyone else. Remember,
a square has four lines that are exactly the same length! I draw a square on the
whiteboard.
● Go! Students “draw” squares in the air.
● Lets finish our square and lets get back to our listening posi=ons!
● Wait unVl everyone is listening again.
● If you recognize the second shape and want to share, raise your hand!
● Student will say: The second shape is a circle!
● Yes, you are correct! When I say go, we will use our finger to draw a circle in the air!
Remember, a circle is perfectly round!
● Students draw circles in the air.
● Lets finish our circle and lets get back to our listening posi=ons!
Transform: How will students apply or prac=ce their learning? Can they show or represent their
learning in personalized ways?
Pacing
• Page 10: When I read: that's the one, the cube. I will hold up a cube
• Page 14: “the cone” I will hold up the cone
7
• 15: the con will pull the gas in through its base, shaped like a…. Ask class what the base is minutes
shaped like, while tracing the base of the cone.
• 18: hold up the pyramid.
• 19: What does the base of the pyramid look like? Keep reading (the square base….)
• 22: hold up the cylinder and have the sphere ready
• 24: have the rectangular prism ready
2
Closure: How will you solidify the learning that has taken place and deepen the learning process? Refer back
to the learning inten=on, connect to next learning.
● Go over the shapes again. We sort into share and circle bases. Which shapes have a circle base?
Which shapes have a square base? If you think a shape has a square base draw a square in the air. If
you think it has a round base, draw a circle.
● Cube
● Recentular prism
● Pyramid
● Sphere
● Cone
● Cylinder
Assessment: What evidence will I gather and reflect on? How will I guide the self-assessment, goal-seKng and
reflec=on? How will I provide ongoing feedback? How will I support students to be resources for each other?
I will keep track of student understanding by observing the learners during the read-aloud. Students will also
be required to do some independent thinking during our closure. I created an assessment sheet below. I will
circle or highlight whether students are Emerging, Developing, Proficient or Extending, as well as takes notes
if necessary.
Name
• I know the names of different 3D shapes
Adalyn
Emerging Developing Proficient Extending
Notes:
• I know that some 3d shapes have
circular bases, while others have square
bases
Emerging Developing Proficient Extending
Notes:
Anthony
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Arthas
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Ayson
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Brooklyn
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Devin
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
3
Emersyn
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Evelyn
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Gordon
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Kyle
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Logan
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Penelope
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Sophia
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Violet
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
Yul
Emerging Developing Proficient Extending
Notes:
Emerging Developing Proficient Extending
Notes:
4