STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Genna Eisel Grade: 5 Topic: Geometry

Brief Lesson Description: Time Allotted- 35-45 minutes
The students will learn about perimeter, area, and volume, how to find them, and how the find them in different shapes.

Specific Learning Outcomes:

The students will learn how to measure perimeter, area and volume.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
This lesson was developed with culturally responsible practices in mind throughout! The book that I am using in the ‘EXPLORE’ section
shows representations of different cultures and representations. I also was able to show different representations in the lesson with the
manipulatives that are being used in the lesson- the geoboards are not only friendly for all grades and students, but they are great for
students with disabilities because they allow them to participate in the activity in a hands on way with reasonable expectations!

Narrative / Background Information

Prior Student Knowledge:
- The students need to know addition, basic shapes, estimation skills, and units of measure being used
- The students should also know and understand multiplication and the basics of it

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

5.8a
3.2 The student will apply a creative
The student will solve practical  use geometric models to solve
process for artmaking
problems that involve perimeter, problems in other areas of
area, and volume in standard units b) Describe and use steps of the
mathematics, such as number
of measure. artmaking process, including
and measurement;
brainstorming, preliminary sketching,
and planning
Specific Problem-Solving Strategy being used:

The students will be solving problems by breaking down the shapes and numbers and using the equations given to solve for the answers.

Possible Preconceptions/Misconceptions:

Issues with the vocabulary at the beginning of the lesson and understanding the differences between them. Multiplication could also be a
big misconception with this lesson. It is a harder concept to learn, and making sure that the students have a good understanding of it is
crucial to the lesson.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

The class start by talking about shapes, the differences between two-dimensional and three-dimensional
shapes, and the vocabulary of the unit. The students will then do a word search for our vocabulary
words, so the students get excited for the lesson.

Thinking about asking questions like:

- What do you think is important about 3D shapes?
- How can you tell the difference between a circle and a sphere?
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:
After talking about the vocabulary and answering some questions, we will read the book ‘Tangled: A story about shapes by Anne Miranda’
to get them excited about the topic. The class will talk about some of the shapes in the book, and some different places we see shapes in
life.
I would then play this video that have great examples of 2D and 3D shapes in the world.

https://www.youtube.com/watch?v=gk_u1xr7jQg

This would give the students examples of the different kinds of shapes, and its kid friendly enough for them to get engaged in the lesson.
The students will also use this time to get comfortable with the vocabulary that we will be using in the lesson. This will allow the students to
get together in groups to talk about the vocabulary, and they will have the opportunity to ask questions to the teacher as needed,
EXPLAIN: Concepts Explained and Vocabulary Defined:

When talking about vocabulary the students will have to be careful because some of the vocabulary have different definitions depending on
the context of the word, but snice we are in a math class it should be easy to understand. We will talk about that as a class.

Vocabulary: Perimeter, Area, Volume, Standard, Measure, Unit, Length, Width, Height

ELABORATE: Applications and Extensions:

After talking about the vocabulary and the shapes we see in the book and how to find the different measurements of the vocabulary words,
we will separate into groups and start the activity. The students will be given Geoboards and rubber bands and pre-laminated cards with
shapes. They will be asked to create the shapes on the boards then find the perimeter, and area of the shapes. They will also be given foam
3D shapes. They will be using these to find the volume of shapes. They will be working together in groups to find the answers, but will do
putting the answers on their papers independently, as well as turning them in independently.

EVALUATE:

Formative Monitoring (Questioning / Discussion):

After completing the activity, we as a class will come together and talk about the activity. I will ask the students a few questions about what
they learned to get an idea of where they are on a scale of understanding about what we learned. I would then have the students fill out an
Exit ticket. This would give the students an opportunity to address insecurities they may have had in private rather than in front of the class.

Summative Assessment (Quiz / Project / Report) (Include a rubric):

At the end of the unit, there will be a quiz. The students will each independently complete a set of 10 different shapes 2D and 3D of their
perimeter, area, volume, etc. depending on what is asked of them in each question. This will demonstrate their understanding of the topic
overall at the end for everything in a formal setting.
(example Quiz)
Rubric

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders)
These students will be given extra assistance as needed. I will check in on them a little extra, but wont make them feel over crowded. I will
pair them with other students and check in on them every 15 minutes rather then 20 minutes like my other students. These students will
also be given an option for different testing as it accommodates 504 plans if necessary.
 ELL
For my ELL learners, if necessary, I will provide translated copies of all of my worksheets. I will also provide extra time
on the formative assessment as needed, and will allow for translated vocabulary sheets, and for them to work with a
friend/partner when filling them out.

 Gifted learners
I will have my gifted learners take a test with more difficult problems. The students will all take it at the same time so that no ones feels
different, but these students will have a different version of the test. They will also have to add more to their vocabulary sheets including
definitions, pictures, sentences, and they will have the opportunity to create a project about a shape of their choosing. This project will be
about a shape they choose from somewhere outside of the classroom, its measurements, and information about it. This project would be
extra credit, and could be offered to all students.

Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
I will continue to monitor these students, I will go back with these students in a small I will meet with these students in 2-3
and make sure they understand the group and ask broad questions to see person groups and go through the material
concepts. I will make sure they move where some of the mis conceptions are. I outside of the class math time, or while the
forward with confidence onto the next will them address the larger ones and class is working on make up work. I will
subjects with a good understanding of this. reassess them after a set period of time. I have these students work on lower levels
will also contact the parents and ask that of the work we are doing to get a better
they help at home. basic understanding of the topic, and
slowly have them understand the basics of
the topic. I will also work with their parents
and ask that they help at home.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?
I will make sure that I keep a nonbiased opinion towards all my students work, and grade that way as well. I will also make sure to
correct any issues I see through the lesson for the next section as to not slow the lesson, or be incorrect.
 Where might/did learners struggle in the lesson?
I think that the student may have a hard time with the vocabulary. Since a lot of the words have multiple different meanings, you
have to make sure you are looking up the math definition. Making sure that they are understanding the vocabulary and all the
different terms is important.

 How can the lesson be strengthened for improved student learning?

I think that the lesson can be strengthened by being more engaging. I think that beginning the students into the lesson with
something more exciting would make the lesson would make it easier to teach, something other than the word search or
something along with the word search would be beneficial.

 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?

I think that it does. I made sure that all students would have an opportunity to do the work with the Geoboards because they are special
education friendly in most cases, and in the formative assessment I am more then happy to adjust it however I need to.