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Planning for Instruction
Lesson
Time
Launch, page 1
Demonstrate prior knowledge of
geometric solids and their
attributes
20–30 min
Lesson Materials
Lesson 2: Comparing Solids,
page 7
Compare and identify 3-D solids
60–90 min
60–90 min
Suggested Time: 3 to 4 days
3-D objects (e.g., boxes,
blocks, balls, cans, funnels),
chart paper, paper
3-D solids, chart paper
Curriculum Cluster 2: Building Objects and Models
60–90 min
3-D solids or objects that
resemble them, such as
wooden blocks, empty paper
towel rolls, and balls
Lesson 4: Build a Model,
page 14
Build a model from a picture
60–90 min
3-D solids, modelling clay
Lesson 6: Strategies Tool Kit,
page 22
60–90 min
45–90 min
straws (cut in long and short
lengths), scissors, modelling
clay, bendable straws
(optional)
straws or toothpicks, modelling
clay or other joiner materials
Use objects to solve a problem
Unit Assessment
Suggested Time: 1 to 2 days
Lesson 7: Show What You
Know, page 24
Demonstrate what has been
learned
vi
Unit 6: 3-D Geometry
60–90 min

I Spy

How Many Corners?

Possible or Impossible?

Counting Solids

Who Am I?

Match the Target

Pyramid Faces

Picture This!
Suggested Time: 5 to 8 days
Lesson 3: Building with 3-D
Solids, page 12
Build a structure using geometric
solids
Lesson 5: Build a Skeleton,
page 18
Build a skeleton for a 3-D solid
(prism)
Activity Bank
3-D solids (cone, sphere, cube,
cylinder, rectangular prism,
pyramid), other building
materials (e.g., Lego blocks,
empty boxes, wooden blocks)
Curriculum Cluster 1: Attributes of Geometric Solids
Lesson 1: Sorting Solids,
page 2
Sort 3-D objects according to
attributes
Suggested Unit Time: 3 weeks
modelling clay, straws or
toothpicks

A Space Community

Clue Me In

Family Photos

Skeleton Spin

Skeleton Sort

Newspaper Skeletons
Time
Activity Bank Materials
Program Resources
Big Math Book, page 26: Construction Site
Student page 133: 3-D Geometry
Student page 134: Dear Family
Student page 135: Our Construction
Student page 136: A Sorting Rule
Student page 137: Solids That Are Alike
20–100 min
3-D solids, attribute cards or class chart of attributes
(see Lesson 1)
Big Math Book, page 26; 3-D solids
20–100 min
paper, crayons, large self-stick notes (optional)
3-D solids, bag
pyramid solids, stickers or labels
Big Math Book, page 27: Going Camping
Student page 138: Same and Different
Student page 139: How Many Faces?
Student page 140: Use the Clues
LM 3: Geometric Solids
3-D solids
Big Math Book, page 28: What Can You Build?
Student page 141: The Construction Challenge
Student page 142: The Best House
LM 5: Challenge Cards
20–100 min
space station photos, 3-D solids made from modelling
clay, boxes, or other materials
large hard-cover book or other screen, 3-D solids
(two sets for each pair)
Big Math Book, page 29: Make a Model
Student page 143: Modelling Clay Solids
Student page 144: Making Solids
Student page 145: See the Solids
LM 4: Modelling Clay Recipe
magazines, scissors, 3-D solids
20–100 min
LM 6, long and short straws, joiners, crayons, paper clips,
paper fasteners
completed skeletons for a variety of 3-D solids,
graphing mat (optional)
Big Math Book, page 30: Building Skeletons
Student page 146: Skeletons
Student page 147: Build a Skeleton
LM 4: Modelling Clay Recipe
LM 6: Spinner
2–3 large newspapers, masking tape
Student page 148: How many for a Cube?
Student page 149: How many for a Prism or a
Pyramid?
Big Math Book, page 31: Into Space!
Student page 150: Pack the Spaceship
Student page 151: Build a Spaceship
Student page 152: My Journal
LM – Line Master
Unit 6: 3-D Geometry vii
Planning for Assessment
Purpose
Assessment Process
Recording and Reporting
Diagnostic
Launch
Diagnostic Assessment
Watch and listen during Unit Launch
AM 1: Diagnostic Checklist
Conference and scaffold for selected children
(mid-unit)
AM 2: Diagnostic Conference for
Selected Children
Formative
End of Lesson
Assessment for
Learning
• What to Look For
• What to Do
Watch and listen during lessons; scaffold as
needed
AM 3.1 and AM 3.2 Ongoing
Observations Checklists
Question; conduct informal conferences and
interviews; provide feedback; scaffold as needed
(see GAM 11: Conference Prompts)
GAM 2: Inquiry Process Rubric or
GAM 3: Inquiry Process Checklist
Review Student pages and other practice work;
provide feedback; scaffold as needed; select key
pieces
GAM 12: Work Sample Record or
GAM 13: Collaborative Work
Sample Record
Prompt self-assessment
GAM 1: I Am a Problem Solver
Conduct performance assessment (Lesson 7)
AM 4: Performance Task Rubric
Prompt children’s self-assessment
GAM 4: What I Learned or
GAM 5: Looking Ahead
Review assessment records
AM 5: 3-D Geometry Rubric
AM 6: Unit Summary
Add unit results to ongoing records
GAM 14: Summary Class Record:
Strands, GAM 15: Summary Class
Record: Achievement Categories or
GAM 16: Summary Record:
Individual
Observe and record throughout unit
GAM 6: Attitudes and Dispositions:
Observation Record or
GAM 7: Attitudes and Dispositions
Checklist
GAM 8: Working Together
Summative
Show What You Know
Evaluating Student
Learning: Preparing to
Report, p. 26
Learning Skills
AM – Assessment Master
GAM – Generic Assessment Master
viii Unit 6: 3-D Geometry
GAM 9 and GAM 10: Observation
Records 1 and 2