NCDPI AIG Instructional Resource: Background Information s6

NCDPI – AIG Instructional Resource: Background Information

Resource Title: Animal Shape Creations

Subject Area/Grade Level (s): Math/Kindergarten Time Frame: 2/30 mins.

Common Core Standard Addressed: Geometry Analyze, compare, create, and compose shapes. K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). Mathematical Practices 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision.

Additional Standards Addressed: Writing directions for another student.

Brief Description of Lesson/Task/Activity: In this lesson students will use wooden shape blocks to create an animal/ then they will write directions to see if another student can rebuild the animal. The students will give each other feedback on how to improve their directions.

Type of Differentiation for AIGs (include all that apply): Enrichment x Extension x Acceleration

Adaptations for AIGs: x Content x Process Product

Explanation of How Resource is Appropriate for AIGs: This lesson is appropriate for AIG students because they have to create something then use systematic language to explain how to recreate their creation. It also allows for them to review the process. They can then learn through trial and error.

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project Needed Resources/Materials  Wooden Blocks  Paper for writing directions  Key with name of shapes on it that matches blocks (see below)

Sources: NA

TEACHER NOTES: Your AIG students will enjoy seeing how their friends are able to re-create their animal. If some of your AIG students are not proficient writers you may want to include a template for them to write on. (see below)

Your non-AIG students will enjoy creating animals too.

This could be a task that everyone does… and that it naturally differentiates by the vocabulary that would be supported and the number of objects that would be used. For example, some students may only use 5 shapes, while others use more than 5; some students say next to while others use the word adjacent.

NCDPI AIG Curriculum Resource Outline

STAGE ONE: ENGAGE

Give the students a small pile of wooden blocks. Tell them that they will be creating an animal out of the blocks. Read the directions you have created to make an animal. (see below) Ask why is was so hard to create the animal? The students should be able to tell you that they could not create the animal because the directions were unclear. Tell the students that they will be creating their own animal and a set of directions for a friend to create their animal. Explain that if the friend can’t create the animal, they will give them feedback on why not and the student will rewrite the directions.

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project STAGE TWO: ELABORATE

First the teacher does an example. Then the students create their own. Then the students write directions. Next, share with a friend and try to create each others’ shape.

Guiding Questions:  Why is it hard to follow someone else’s directions?  Why must our directions be clear? (color, size, number, shape, placement)  What would happen if you had to draw the animal and did not have wooden blocks?  How does it feel to have your work evaluated by others?  What kind of comments are most helpful/not helpful when thinking of why an animal did not turn out the way you wanted it to? (This question helps the students begin to understand the mathematical practices more than just the math.)

STAGE THREE: EVALUATE

Formative: Assess if student is able to create an animal and record steps to building it. Summative: Assess if student can create someone else’s animal and if not, can they help analyze and evaluate what is missing.

TEACHER NOTES: The students can work on this activity independently, but you will want to take notes on the final product. Look for the vocabulary used to name the shapes correctly, correctly use positional/directional vocabulary, and the receptive end of language- listening to the vocab and correctly understanding it…. and correctly identifying the shape.

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project My Animal Recording Sheet

Name: ______

Head: ______Body: ______number color shape number color shape

Legs: ______Tail: ______number color shape number color shape

Directions for the teacher modeling example: The students should not be able to recreate your animal at first.

Make an animal with: three green triangle and five yellow hexagons and one diamonds.

Then try when the students can’t make it: Make an animal with a yellow hexagon for it’s head and a green triangle for it’s beak. Four yellow hexagons pushed together to make the body. Use one green triangle one each side of the body to make the wings. Finally use a beige diamond for the tail. (This should look like a duck)

Another Variation: This could be a two part task… where students make different designs or animals using pattern blocks, and glue down shapes to make a picture of it. Then write about the shapes they used, etc.

Then, the cards could be used in this activity. Student A picks a pre-made shape and gives directions to Student B.

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction AIG ~ IRP Academically and/or Intellectually Gifted Instructional Resources Project