Kirsten Blomster

Foundations of Early Childhood Education

ECHD

Due 4/15/2015

Lesson Plan 1
 I. Title/Topic and Grade Level
Creating Shapes in the World, Kindergarten

II. Lesson Essential Question:

What shapes make up familiar objects, and how can we create these objects out of
shapes?

III. Standard:
CCSS.MATH.CONTENT.K.G.B.5: Model shapes in the world by building shapes
from components (e.g., sticks and clay balls) and drawing shapes.

IV. Objectives and Assessments:

Learning Objectives Assessments

SWBAT use a variety of materials to create TWBAT assess students acquired
shapes, and then turn those shapes into knowledge by observing the shapes and
familiar objects. objects that the students created.

V. Materials:
Clay
Popsicle sticks
Pipe cleaners
Markers
Paper
Glue

VI. Pre-Lesson assignments and/or prior knowledge:

The class recently read The Shape of Things by Dayle Ann Dodds as an
introduction to the lesson. Students have an understanding of shapes and how they
work in the world. Students know how to construct with popsicle sticks, clay, and
pipe cleaners. They also know how to draw.

VII. Lesson Beginning:

Ask the students to name shapes that they know. Make a list of these shapes on
the board. Then draw the shapes next to each name of a shape. Then ask the
students to associate a real world object that they know with each of these shapes.
Tell the students that today they will get to construct these objects! Let the
students brainstorm aloud what objects they might be able to create out of shapes.

VIII. Instructional Plan:

1. On a large table in the front of the room, lay out popsicle sticks, clay, pipe
cleaners, and markers.
2. Pass out 4 pieces of paper to each of the students
3. Have the students go up a few at a time to select 4 different colored
markers.
4. Then recap what a triangle, circle, square, and rectangle looks like.
 5. Have the students draw each of these shapes in a different color on one of
their sheets of paper.
6. Assist any students that are having trouble and guide them in the right
direction.
7. When they have all completed this successfully, tell the students to take
out their next piece of paper and and try to make a house out of shapes.
Tell them to keep their same color code with shapes.
8. Aid any students having difficulty.
9. Once that has been completed, have the students draw a truck out of
shapes. Make sure they stay in the color code they originally created.
10. Help students that are having trouble. Make sure students are using the
correct color for squares and rectangles. If they are having trouble telling
the difference, explain it to them so that they can understand.
11. Next, have the students draw an object that they come up with on their
own.
12. Walk around, assisting any children who are having trouble.
13. As each student completes this task, have them raise their hand to get the
okay from the teacher. Check their work, if has been not been completed
properly, give them pointers in the right direction.
14. Once their work has been completed properly, send them up to the table
with all the materials to select either clay, popsicle sticks, or pipe cleaners
to construct the object that they drew.
15. Provide glue for the students who chose popsicle sticks.
16. Instruct the students to first make each individual shape first, and then to
put the shapes together to form the larger object.
17. Aid the students as they work.
18. Once the students have completed their work, have them raise their hand
to get the okay from the teacher.
19. As each the students get the okay from the teacher, have them go to the
carpet to do some silent reading while they wait for their peers to finish.

IX. Conclusion:
Ask the students to discuss and share with the rest of the class what they created,
and what shapes they used to create that object. Also, ask them if they had fun
constructing with shapes!

X. Citations:

Dodds, D. (1996). The Shape of Anything. Candlewick Press.

Kindergarten Geometry. (n.d.). Retrieved April 9, 2015, from

http://www.corestandards.org/Math/Content/K/G/