How long the lesson is designed to take:

This lesson is designed to be the independent practice/center activity that will consist of three 25-30 minute sessions spread out across five days of instruction.

The unit title:
a. Math
b. Grade 4
c. 3-Demensional Shapes

Instructional Goals:
VSC: 2.0 Geometry
Topic b. Solid Figures
Indicator 1. Analyze the properties of solid figures
Objective a. Identify cones cylinders, prisms, and pyramids.
Objective b. Describe solid geometric figures by the number of edges, faces, or vertices.
Indicator 2. Analyze the relationship between plane geometric figures and surfaces of a solid geometric figure.
Objective a. Compare a plane figure to surfaces of solid geometric figures.

My Objectives:
Day one
1. The students will watch a video clip about 3-d shapes in order to gain a better understanding of the properties of 3-d shapes.
2. The students will sort shapes an Inspiration graphic organizer in order to compare a plane figure to surfaces of solid geometric figures.
Day two
1. The students will watch a video clip about 3-d shapes in order to gain a better understanding of the properties of 3-d shapes.
2. The students will sort shapes an Inspiration graphic organizer in order to analyze the properties of solid figures and describe solid geometric figures by the number of edges, faces, or vertices.
Day three
1. The students will link graphic shapes to the word names in order to identify cones cylinders, prisms, and pyramids..
2. The students will move words in to place in order to complete open ended questions relating to the properties of solid figures.

Rationale:
My students will complete these activities in order to first gain a deeper understanding of what 3-D shapes are. Then, they will practice the skills of identifying and comparing solid shapes to plane figures. On the last day they will be proving that they have gained the above skills through the completion of a matching activity and by finishing several open ended questions relating their understanding of the properties of 3-D shapes. I hope that the use of technology will increase their level of participation and the active learning processes that should take place. I believe that through the kinesthetic movement of the shapes and shape names in to place and the virtual manipulation of these solid figures they will be able to develop a clear understanding of solid figures.

Instructional Procedures:
Each day will begin with a graded warm up that will allow me to assess each students level of understanding on the concept of 3-D shapes. It will also be the method I will use to sort the students into groups and assign partners. Next as a whole group we will watch a united streaming video explaining the presence of solid figures in the world around us and giving them an introduction to the vocabulary and or concepts that we will be working with each day. Then I will conduct a brief mini lesson that will prepare the students for their partner tasks and assign them a color for the group they will be in when they meet with me in small group that day. For the last hour of each day the students will rotate through the following schedule:

Small Group/ Center Rotation Schedule
Blue Red Yellow
Computer Partner Task Teacher’s Small Group
Partner Task Teacher’s Small Group Computer
Teacher’s Small Group Computer Partner Task

Small group will take place in the front of my room where we can use the interwrite board for instruction. Partner work will take place at the desks in the middle of the room. The Computer center will take place at the back of the room where the computers are located.

As closure to each day we will; debrief on the lessons learned, review the night’s homework, and write a journal entry. The journal entry will ask students to reflect on their personal accomplishments and challenges for the day and what they think they may try differently tomorrow.

Materials:
Video-visualizer
Computer and LCD
Note cards
Six computers with Inspiration software.
Interwrite board

Evaluation:
Each day I will informally assess their progress during my small group time as well as during the debriefing session. I will be able to assess changes needed for my next lesson by reading the journals. In addition, each of my students has a folder on our group drive where they can save the days activities) for participation points. As to formal assessment, I will look at the final inspiration task, which will need to be done independently as well as a paper assessment that will be given in small group.
References and Resources:
Discovering Math: Geometry(Grades 3-5). Discovery Education (2008). Retrieved June 30, 2008, from united streaming: http://streaming.discoveryeducation.com/
School Improvement in Maryland. MSDE. (2008). Retrieved June 27, 2008, from http://mdk12.org/instruction/curriculum/index.html
National Library of Virtual Manipulatives.Utah State University.(2008). Retrieved June 27,2008, from http://nlvm.usu.edu/
Inspiration, Grades 3-5 Math. Inspiration Software, Inc. (2008). Retrieved June 25, 2008, from http://www.inspiration.com/resources/index.cfm?fuseaction=grade_3-5.math