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Module 2.1 Literature and Math Lesson Template Childrens Books Titles/Authors: 1.

Icky Bug Shapes by: Jerry Pallotta Title Chosen for Lesson: Shapes in Nature Grades: Second Grade Brief Description of the Story: This is a very informative books about bugs. It is great because it focuses on shapes that you would find in nature. It covers all the familiar shapes such as, squares, rectangles, circle, stars, and more! Goals of the lesson: (content and practice standards): 1. Look in nature (animals, insects, nature/ man made structure, ) to find different shapes. 2. Understanding symmetry and being able to draw symmetrical shapes. Standard 2.0 Knowledge of Geometry INDICATOR 1. Recognize and apply the properties/attributes of plane geometric figures OBJECTIVES Identify and describe sides and corners Identify and describe quadrilaterals such as: squares, rectangles, rhombi Identify and describe polygons by the number of sides such as: triangles, squares, rectangles, hexagons, octagons INDICATOR 2. Represent plane geometric figures OBJECTIVES Sketch plane figures INDICATOR 4. Analyze geometric figures and pictures OBJECTIVES Recognize that basic shapes have several lines of symmetry Demonstrate symmetry in basic shapes and pictures by drawing 2 lines of symmetry.
NCTM Pre-K2 Expectations:

In pre-K through grade 2 all students should recognize, name, build, draw, compare, and sort two- and three-dimensional shapes describe attributes and parts of two- and three-dimensional shapes investigate and predict the results of putting together and taking apart two- and threedimensional shapes. Materials: Icky Bug Shapes by: Jerry Pallotta Flip chart collage of pictures found in nature Resources:

http://nrich.maths.org/7414 http://betterlesson.com/lesson/101024/symmetry-group-rotation-activities
http://www.nctm.org/standards/content.aspx?id=314

Lesson Plan Before: What will you ask students prior to reading the book? following the story? What problemsolving task will you pose to the students? ACTIVATOR: Have a collage of pictures found in nature on the board. SAY: Mathematics is everywhere if you look carefully enough. 1. Look at these pictures. -Earth, honeycomb, butterfly, spiderweb, etc Questions/ discussion: 1. What mathematics do you see in these images? (geometry, shapes, symmetry) 2. What shapes do you see? (when you click on the picture it turns into the shape or there are hidden bars that when dragged show the answer) 3. Are they symmetrical? (choose students to come up and draw the lines of symmetry on the image on the promethean board) 4. Can you think of a reason for why these things have a specific shape and are symmetrical? READ ALOUD: Lets take a closer look with one of my favorite books, Icky Bug Shapes. 1. Read the Book 2. Talk about the different shapes you saw and their purpose. During: Students will now have the opportunity to find their own shapes in nature. They will have the choice to go on a nature walk or stay in the classroom and look through text. They will be asked to find 2 or 3 items and draw a representation. Nature walk: Take the class outside on a short walk near the woods and the river. They should find 2 or 3 items. If it is appropriate they should bring a sample to include ( ex: leaf) or take picture. In the classroom: Have a table in the classroom filled with picture books and magazines about nature. Have students look through them and find two items to draw. If it is the magazine they can cut them out if they would like. After: How will students present their findings? How is it related to the story that was read to them? Assessment: Students will acurately draw a geometric shape that they observed on the nature walk, nature or man made. Below their drawing they will write a short journal entry describing their findings. Drawing must: Be accurate (use rulers, measuring tape, tracing paper, etc) Be labeled (shapes name(s)) Display lines of symmetry The entry must include: A description of what they drew. Where it was found. In written words, how many lines of symmetry there are in their drawing. What that means. Describe why their living or non-living thing has the shape that it does.

Field Experience Guide: Resources for Teachers of Elementary and Middle School Mathematics, Allyn & Bacon, 2010, pg. 22.