| LU Title: What Do You See? | Author(s): Dorothy Scott |
| Grade Level: Pre-Kindergarten | School : Hermon-DeKalb |
| Topic/Subject Area: Math Readiness |
|
| Email: dscott@mum.neric.org | Phone/Fax:(315)347-3442/3817 |
Overview
Students in Pre-Kindergarten will continue to learn and expand upon their previous knowledge of 4 basic shapes and 8 basic colors.
Throughout this unit, students will complete 2 books: each student will complete his/her own color and shape book, and as a class, the children will produce a book of shapes and colors which they will read into the cassette recorder to produce a tape to be used as they read along with the book. The books will be patterned after Brown Bear, Brown Bear, What Do You See, by Bill Martin, Jr.
The unit will take approximately 2 weeks to complete and will be done early in the second semester of Pre-K.
Content Knowledge
| Declarative: The student knows that: |
Procedural: The student knows how to: |
| *circles are closed round shapes. | *sort an array of pictures by shape. |
| *squares are closed shapes with 4 straight lines that are the same size, and right angles. | *sort an array of pictures by color. |
| *triangles are closed figures with 3 straight sides and 3 points. | *identify shape names: circle, square, triangle, rectangle. |
| *rectangles are closed figures with 4 straight sides and 4 right angles. | *identify color names:red, yellow, blue, orange, green, purple, black, brown. |
| *items can be classified by shapes and/or by colors. |
What do you see?
Connections to Standards
Standard 3: Students will understand and become mathematically confident by
communicating and reasoning mathematically, by applying
mathematics in real-world settings, and by solving problems through
the integrated study of number systems, geometry, algebra, data
analysis, probability and trigonometry.
Key Idea 1. Students use mathematical reasoning to analyze mathematical
situations, make conjectures, gather evidence, and construct
an argument.
* Elementary Performance Indicators:
Students use logical reasoning to reach simple conclusions.
Students justify their answers and solution processes.
Standard 2: Information Systems.
Students will access, generate, process and transfer information
using appropriate technologies.
Key Idea 1: Information Systems: information technology is used to
retrieve, process and communicate information and as a tool to enhance learning.
* Elementary Performance Indicators:
Students will use a variety of equipment and software packages to enter, process, display and communicate information in different forms using text, tables, pictures and sound.
Launch: Studentswill complete the following List-Group-Label activity:
As a group, students will be asked to look around the room and brainstorm names of all the colors they can think of. Teacher will keep a list, and then display large pieces of paper in each of 8 colors, and ask the students to identify these colors.
Then the students will be given 2-dimensional shapes in 8 colors and 4 shapes, each student getting about 3. Students will, in turn, put their shapes on the appropriate pieces of paper, and tell why they chose the place they did. When all the shapes have been placed, various students will be asked to pick them up by colors.
Later in the day, teacher will introduce and read the story Brown Bear Brown Bear, What Do You See? by Bill Martin, Jr.
Note:In the activities that follow, I will use the following abbreviations:
WG: Whole Group; this activity will be done with the entire class at once.
SG: Small Group: this activity will be done with teacher or assistant and 2 or 3
students .
Ind: Individually: this activity will be done with teacher or assistant and 1 student.
Day 1:
WG: Students will be asked to name all the shapes they can think of. They will be asked to brainstorm what they know about each shape. Using this information, the teacher will draw the shapes they describe. Then the teacher will pass out the same 2-dimensional shapes as yesterday, and each child will get about 3. Using the Refining and Extending processes of classifying (grouping and identifying things that are alike into categories) and induction (generalizing and drawing conclusions), teacher will display a black and white large picture of each of 4 shapes: circle, square, triangle, and rectangle. Children will, in turn, place their shapes next to the appropriate large shape and explain their choices. Finally, students will brainstorm to summarize the characteristics of each shape, and various students will be asked to pick the small shapes up by circles, rectangles, etc.
Later in the day, teacher will reread Brown Bear, Brown Bear, What Do You See? and have the children begin to “read” along as they begin so see and hear the predictable pattern.
Day 2:Refining and Extending:
Ind: Students will be given an array of 2 -dimensional shapes in different colors (2 of each shape in 4 different colors) and will use the process of classifying (grouping and identifying things that are alike into categories) and induction (generalizing and drawing conclusions) in working with these. The teacher will ask questions such as:
* Which of these are alike in some way? How are they alike?
* Is there another way you can group these so they are alike in some way? How
are they alike now?
The children will group the pieces as they discuss this and some children may need guidance to see that the pieces can be grouped by shape OR color.
WG: Students will again listen to and “read” along with the story Brown Bear, Brown Bear, What Do You See?
Day 3:
Ind: Students will be given different shapes cut from construction paper. Each child will be asked to pick out two circles, each a different color. They will be asked to name the colors, and tell why they are circles and not squares. They will then glue their shapes onto a teacher-made page. (See p.9) They will tell the teacher what to write on the page (color and shape) and then “read” back what is on the page, following the pattern in Brown Bear.
Day 4:
Ind: Following the plans for Day 3, students will today be asked to do the same as yesterday, this time choosing 2 squares in colors that have not yet been chosen.
Day 5:
Ind: Following the plans for Day 3, students will continue, today choosing 2 triangles in colors that have not yet been chosen.
Day 6:
Ind: Following plans for Day 3, students will complete the last 2 pages of their individual books by choosing 2 rectangles in colors not yet chosen.
Day 7:
WG: Students will close their eyes, reach into a bag and pull out a 9”x12” sheet of colored construction paper which is cut into one of 4 shapes. They will tell the class the shape and color of their paper. When everyone has one, children will be directed to put all the circles on one table, all the squares on another, etc. Then the papers will be given back to the children, and the students will be asked to group them this time by color.
Students will then be given a short demonstration of a digital camera, including rules for its use.
Ind: Students will use the digital camera on a tripod to take pictures of each other holding the shape they have chosen.
Teacher will print each child’s picture onto a page for the class book (p.10), and read the book aloud several times to the students.
Day 8:
SG: Students practice “reading” their page of the class book to the teacher and to their classmates.
Students are given a lesson in how to load a tape into the recorder, how to play the tape, rewind it, and eject it, and given a chance to practice these steps under teacher supervision.
Day 9:
Ind: Students read or recite their page of the class book into the tape player to be recorded.
SG: Students read their individual books to each other.
Culminating Performance
The students will demonstrate an understanding of shapes and colors by being asked to read to the teacher the color/shape book that they have worked on throughout the course of this unit. Students will also be asked to read the class shape and color book individually to the teacher, and each student will be asked to read his or her own page of this book into the tape player to make a class tape. Students will also be asked to demonstrate that they are able to use the tape player to listen to the completed student tape. Assessment of these 3 areas will be done with the rubrics that follow.
Rubrics
The following two rubrics were used, one for each of the learning standards used in this unit. They were purposely kept quite simple, in keeping with the age of the children involved.
Evaluation was ongoing during the implementation of the unit and was based on teacher evaluation.
Student’s Name____________________ Period of Assessment___________
Score _____/7
MST#2:Students will access, generate, process and transfer information using appropriate technologies.
BASED ON TEACHER OBSERVATION:
_____yes _____no
- After instruction, student generates a usable photo in 3 tries or less:
_____yes _____no
_____yes _____no
- After instruction, student demonstrates ability to:
load tape correctly ___yes ___no
press “play” to hear tape ___yes ___no
control volume ___yes ___no
rewind tape ___yes ___no
Scoring:
Score 1 point for each “yes” checked.
Excellent = 6 or 7
Good = 5
Needs reteaching = 4 or less.
MST #3:Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-word settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Name________________________ Date_________
Score________
4 circles: (brown, purple, black, orange)
4 squares: (green, blue, red, yellow)
4 triangles: (red, blue, orange, purple)
4 rectangles: (yellow, green, black, brown)
Students will be asked to:
1. Put all the circles in a pile: (1 pt)_____
2. Put all the squares in a pile: (1 pt)_____
3. Put all the triangles in a pile: (1 pt)_____
4. Put all the rectangles in a pile: (1 pt)_____
5. Tell 2 things about ALL circles: (1 pt)_____
6. Tell 2 things about ALL squares: (1 pt)_____
7. Tell 2 things about ALL triangles: (1 pt)_____
8. Tell 2 things about ALL rectangles: (1 pt)_____
9. Tell the colors of pieces chosen by teacher (1 pt each color)_____
(2 pieces of each color, both must be correct)
Scoring:
Excellent = 15 or 16
Good = 13 or 14
Needs reteaching = 12 or less
This unit has been designed to be taught early in the second semester of Pre-Kindergarten, when students have a good deal of familiarity with 8 basic colors and 4 basic shapes. It is intended to enlarge and expand on the knowledge that they have gained to this point, in a class where 80% of the students can identify 80% of the colors and 50% of the shapes with a good degree of accuracy.
The ability to understand and repeat the predictable pattern of a story is also necessary for this unit.
Some students know how to use a tape player to listen to story tapes; this knowledge is not required, as the lesson will be done with all of the children.
Modifications
This unit is designed to be taught in a class with a teacher and a full-time aide/assistant, with both working at various times either in small groups or individually with the children. It is a situation where much individual attention can be given if needed. If this were being taught in a room with one teacher, the time schedule would have to be modified accordingly. The class does have one child with multiple handicaps who will require some modifications in some of the materials; she has a full-time aide who will adapt them for her.
With a teacher and an aide/assistant
working on this unit, it should take about 2 to 3 weeks. Unit
activities must be broken into small pieces in keeping with the attention span
of this age group, with Whole Group activities taking about 20
minutes each and Individual and Small Group activities taking
about the same.
Planning time for this unit was about 2 days.
Implementation Time:
Launch: 30 minutes, divided into lesson and story. (in class)
Day 1: 30 minutes, divided into lesson and story. (in class)
Day 2: 10 minutes w/each student, 10 minutes whole group (class)
Day 3: 10 minutes w/each student. (in class)
Day 4: 10 minutes w/each student. (in class)
Day 5: 10 minutes w/each student. (in class)
Day 6: 10 minutes w/each student. (in class)
Day 7: 30 minutes w/whole group, 5 minutes each to take picture.
(in class)
Day 8: 15 minutes w/each student. (in class)
Day 9: 15 minutes w/each student, 10 minutes in pairs. (in class)
Assessment Time:
Teacher-created Rubric (MST #2): 10 minutes per student.
Teacher-created Rubric (MST #3): 10 minutes per student.
Technology Use
*Digital camera
*Computer and color printer
*Cassette tape recorder and blank cassette tapes
*Book: Brown Bear, Brown Bear, What Do You See, by Steve Martin
ISBN: 0805047905
*Teacher-made pages for books
*Teacher made shapes in circles, squares, triangles, rectangles in the colors: red,
blue, yellow, green, orange, purple, black, brown.
*Teacher made shapes in black and white, 9” x 12” size.