Anderson University College of Education

Educators who are builders of knowledge, values, and community

Lesson Plan Template

Candidate: Kevin Stinehart Goal(s)/Purpose(s) of Lesson: By the end of this lesson, the learners will understand . . . (If there are multiple goals/purposes, number each one.) INTASC 1and 7 South Carolina Academic Standard(s)/Indicator(s): List the standard(s) by subject, number, and give a brief description. Date: 4/8 Subject and Grade Level: 2nd grade math School: West End Elementary

The students will understand what a sphere is, and what its characteristics are. Standard 2-4: The student will demonstrate through the mathematical processes an understanding of basic spatial reasoning and the connection between the identification of basic attributes and the classification of three-dimensional shapes. Indicators 2-4.1 Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each.

SPA Standard(s) Competency: Identify the SPA standard(s) for which your competency is being assessed. Domain(s) Addressed: Indicate how each domain of learning will be instructed by the lesson, as appropriate: cognitive psychomotor affective INTASC 1and 7 Prior Learning: List the prerequisite knowledge, skills, and/or dispositions necessary for the learners to achieve the lesson objective. INTASC 1 and 2

ACEI Standards: 2.3, 3.1, 3.2, 3.3, 3.4, 4.0, 5.1

Cognitive: (Analyzing) The students will be able to identify a sphere and know the reasons it is classified as such.

Written Lesson Objective: Include the condition, learning behavior, and performance criteria necessary to accomplish the lesson objective.

Students should be knowledgeable of two-dimensional shapes. Students should understand the difference between twodimensional shapes and three-dimensional shapes. Students should know key vocabulary such as line, side, face, and angle. After a guided reading of the book Captain Invincible and the Space Shapes: Three-Dimensional Shapes and a guided demonstration of spheres, students will accurately write down 4 spheres present in the classroom and complete a worksheet on, Spheres All Around Us. 1. What is a sphere? 2. What are the characteristics of a sphere? 3. What are some common objects that are spheres?

Essential Question(s) (if age/grade appropriate): What significant question(s) do you want the learners to be able answer correctly as a result of the learning that takes

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place during this lesson? Be sure that the EQ(s) is (are) based upon the SC curriculum standards you have chosen for this lesson. An appropriate EQ cannot be answered yes or no. Lower level EQs begin with questions words: who, what and when. Higher order EQs begin with question words: why, how and what if. INTASC 3 Assessment: List both formal and informal assessments that will measure the lesson objective at the appropriate level in the respective taxonomy of learning. A copy of any grading scales or rubrics should be attached. INTASC 8 Materials/Resources/Technology: List any materials or resources that will be needed to teach the lesson. A plan for the use of technology should be included. INTASC 4 and 6

Informal: The students will verbally identify spheres as the teacher shows them objects out of a mystery bag. Formal: The students will accurately write down 4 spheres present in the classroom and complete a worksheet on spheres. 1. SMART board 2. PowerPoint 3. Laptop computer 4. Captain Invincible and the Space Shapes: ThreeDimensional Shapes book 5. Paper bag 6. Basketball 7. Grape fruit 8. Soccer ball 9. Round Christmas ornament 10. Baseball One student has special needs (IEP). Student with special needs will be allowed to watch the mystery bag section and not participate if he so chooses. Two students are gifted and talented. The advanced students may write a first-person creative writing narrative on What its Like To Be a Sphere if they finish early.

Academic Adjustments for Diverse Learners: (At the Best Practices I level, the pre-teacher candidate will consider only the following: advanced students, typical students, and students with special needs. At the advanced levels of lesson planning, the teacher candidate will consider each skill level and plan academic adjustments, as appropriate, for the various learning styles, SES, rate of task completion, IEPs, cultural/linguistics, etc.) INTASC 3

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Anticipatory Set: Include the following components: gaining attention; stimulating recall; informing learners of objectives; and relevance to future learning INTASC 4 and 5

PROCEDURES/INSTRUCTIONAL STRATEGIES FOR TEACHING LESSON

Instructional Strategies: Include the following progression: content presentation; guided activities; and independent activities Check for understanding throughout the entire lesson. Write questions that address all areas of the revised Blooms Taxonomy. Structure the lesson so that you gradually release the responsibility for learning to the student.) INTASC 1,2,4,7, and 8

To gain attention, the teacher will have a Nerf basketball hoop attached to the SMART Board. The teacher will then shoot a Nerf basketball into the hoop. The teacher will ask the students what shape the ball is. The teacher will then tell the students that a basketball belongs to a group of shapes called spheres. To stimulate recall, the teacher will ask questions pertaining to two-dimensional shapes and their properties. The teacher will inform the students that they will now be learning about three-dimensional shapes. The teacher will explain that two-dimensional shapes that are flat have corresponding threedimensional shapes which pop out (i.e. circles are two-dimensional spheres, squares are twodimensional cubes, rectangles are two-dimensional cylinders etc.) The teacher will have a Nerf basketball hoop attached to the SMART Board. The teacher will then shoot a Nerf basketball into the hoop. The teacher will lead a PowerPoint presentation on two-dimensional shapes and their properties. This should last 2 minutes. The teacher will then explain that two-dimensional shapes that are flat have corresponding threedimensional shapes which pop out (i.e. circles are two-dimensional spheres, squares are twodimensional cubes, rectangles are two-dimensional cylinders etc.) The teacher will then ask the students to come sit on the carpet for a guided reading. The teacher will then lead a reading of the book Captain Invincible and the Space Shapes: ThreeDimensional Shapes This should last 12 minutes. The teacher will then ask the students to go back to their seats. The teacher will then lead a discussion on spheres and their properties. This should last 4 minutes. The teacher will then ask several students to participate in a mystery bag activity and they will pick items out of a bag and be asked to identify if it is a sphere or not. This should last 5 minutes. The teacher will then ask the students to write down at least 4 classroom objects that are spheres. The teacher will then have the students complete a worksheet on spheres called, Spheres All Around Us. This should last 10 minutes.

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Closure: Generate questions that will cause students to reflect on the objective that was taught. INTASC 8

Ask students what the difference between a twodimensional shape and a three-dimensional shape is. Ask students what a sphere is. Ask students what the difference between a sphere and a circle is. Ask students what properties a sphere has. Tell the students that they will continue the discussion on three-dimensional shapes tomorrow with the introduction of cubes. In my lesson I was a builder of knowledge by aiding the students comprehension and understanding of what three-dimensional shapes are. This is foundational for spatial reasoning. I was a builder of values by including time for discussion, demonstrating that all students opinions matter.

Reflection: As a result of the lesson taught, the teacher candidate should thoroughly reflect on: how he or she demonstrated the units dispositions (required); whether the lesson objective was met at the appropriate domain level; whether all students needs were met; whether individual accommodations were met; whether the lesson plan was followed; and adjustment(s) that should be made with appropriate reasoning as to why. INTASC 9

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