Lesson

Plan Template
Name: Jaymie Karn Subject(s): Math Grade: 5
Lesson Title: Aid Parcels and Making Nets (by surprise!)

Curriculum Connections
Curriculum Area: Math

Curriculum Area: Oral Communication

Overall Expectations:
identify and construct nets of prisms and pyramids
Specific Expectations:

identify prisms and pyramids from their nets

construct nets of prisms and pyramids, using a variety of
tools

Overall Expectations:
2. use speaking skills and strategies appropriately to
communicate with different audiences for a variety of purposes
Specific Expectations:
2.3 communicate orally in a clear, coherent manner, presenting ideas,
opinions, and information in a readily understandable form
2.4 use appropriate words and phrases from the full range of their
vocabulary, including inclusive and non-discriminatory language, and
stylistic devices suited to the purpose, to communicate their meaning
accurately and engage the interest of their audience

Learning Goals:

We will collaborate in groups to figure out how to make a template to create a sturdy cardboard box
We will talk about the necessary action needed to respond to a world crisis or emergency and how we can help as individuals
We will create and learn about geometric nets and how they are used in real life

Assessment & Evaluation

SUCCESS CRITERIA/HIGHLIGHTS & SUMMARIES:

Active collaboration with group

Net is created of aid parcel and, time permitting, total area
of the net is calculated
Using manila paper, groups of 4-6 create a flattened map
or net of their aid parcel
Group discussion conducted to evaluate the different
methods used to create nets

ASSESSMENT STRATEGY:
What will you focus your assessment on? Are you looking at the product or
process, metacognition skills etc.?
o
Assessment of learning
o
Knowledge &
! Assessment for learning
understanding
! Assessment as learning
! Thinking
! Communication
o
Application

ASSESSMENT TOOLS:

ARTS INTEGRATION/SOCIAL JUSTICE FRAMEWORK:

! Anecdotal
o
Rating Scale
o
Checklist
o
Rubric
o
Other
Sample assessment tool MUST BE ATTACHED

Key Elements:

Global aid funding and accessibility

Varieties of world crises or emergencies

Environmentalism/conservation of resources (in this case,

minimizing use of packaging for shipping)

BLOOMS TAXONOMY:
o
Remembering/Knowledge
o
Understanding/
ComprehensIon
o
Applying/Application
!
Analyzing/Analysis
o
Evaluating/Synthesis
!
Creating/Evaluating

PROBLEM SOLVING PROCESSES

IN MATH:
o
o
!
o
o
!
!

ACCOMODATIONS/ MODIFICATIONS:
o
o
o
o
!
o
o
!

Decreased workload
Peer tutoring
Increased time
Different mode of response
Visual aid/Manipulatives
Use of a timer
Technology
Teacher assistance
Other

MULTIPLE INTELLIGENCES:
!
!
o
o
!
o
o
o

Reasoning & Proving

Reflecting
Representing
Selecting Tools
Computational Strategies
Connecting
Communicating

Spatial/Visual
Linguistic/Verbal
Musical
Intrapersonal
Interpersonal
Logical/Math
Bodily Kinesthetic
Naturalist

DIFFERENTIATION:

What to learn (content)

That shapes can be broken down to be flat

Ways of learning (process)

A pre-existing rectangular prism manipulative will be given to the

student so they may imitate it
Ways of demonstrating learning (product)

Prior Learning

Prior to this lesson, students will have:
Completed their unit in 2D geometry focusing on angles and triangles
Recently completed a science unit based on natural disasters

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch


Materials and Resources
Google Slides presentation + projector
5 tissue boxes (or any box really)
Folding net manipulatives
Manila paper (x5)
Rulers

Time
80 minutes
total

10
minutes








5
minutes

3-5
minutes


20
minutes

Steps/Activities
Minds On

Assessment For:
Start with class discussion: What are some ways that we respond to
See what connections
an emergency in the world? What could happen to be considered a
students can make to science
crisis or an emergency? Connect to their recent science unit on
unit and if they have a
natural disasters.
familiarity with this type of
2. Show first slide: This is an image taken from Bannu, Pakistan when
math activity
the world responded with aid to help survivors of a large flood. What
kind of aid would be included? Discuss how delicate life-saving
medicine or food or temporary shelter can be and the
expense/danger of shipment.
3. Pick up tissue box and, for effect, dont mention that its just a tissue
box. This is a package filled with life-saving antibiotics for victims of
a flood and while it may be in a box, it wont last the journey and so
we need to make a template from this package to use to cut stronger
cardboard. So, youll need to create a sort of 2-dimensional map to
figure out the best way to use as little cardboard as possible to save
on costs of shipping.
4. Take any questions that may arise and model the act of rotating the
box around the page to trace the edges of each face of the tissue
box.
Action
Assessment Opportunities
1.

Introduce new learning or extending/reinforcing prior to learning

Provide opportunities for practice and application of learning (guided/independent)

1.
2.

Select randomized groups of between 4 and 6 students.

Distribute manila paper and rulers to groups.

Circulate to ensure groups are on task and progressing well.
Continue circulating and taking anecdotal notes in binder about
student participation, attitude, and problem solving methods.
If a group finishes drawing their net early, have them measure the
dimensions of each rectangle within the net and, time permitting,
measure the area of the total net.

3.
4.
5.

20
minutes

Assessment As/For/Of Learning

Assessment Opportunities

Consolidation and Connection

Helping students demonstrate what theyve learned

Providing opportunities for consolidation and reflection

1.
2.

Collect maps and post on board.

What are some of the differences between these nets? How can they
each look different but still create the same shape? Guide students
towards seeing the connection between visualizing a 2D rendering
and the resulting solid figure, characteristics such as 6 faces are
necessary for example.
What is another term for these kinds of broken down solids, these
maps? See if the group possesses the prior knowledge they are

3.

Assessment As:
Taking anecdotal notes for
the purpose of close
examination of student
processing and logical
thinking
Collaboration allows students
to share information and
evaluate the best option
Assessment Opportunities
Assessment As/Of:
When comparing results,
students can see how
different approaches can
reach a similar conclusion and
reflect on the methods that
they used.
Further notes are made after

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch

meant to have about nets. What each of you created is called a net,
and we can break down any 3D solid figure into a net. Show net
manipulative for a cone and a triangular prism, see if students can
identify what the solids are by the nets and model how they can be
built and broken down. The purpose of this unit is to demonstrate
different ways to see and understand shapes around you and how to
use them to your advantage in all other subjects.

Next Steps
Work on drawing 3D solids with group
Continue discussing and interpreting nets that work as well nets that
dont work, talk about why, reason

class based on these nets

2014 Antonino Giambrone, Salima Kassam, Troy Fraser, Vidya Shah

Adapted from: Differentiated Instruction Teaching/Learning Examples 2009 Template for Writers. Ontario Ministry of Education, Student Success/Learning to 18 Implementation,
Training and Evaluation Branch