Students identify and count shapes and colors used while constructing Geometry Animals here

Subjects:

Art, Language Arts, Math, Science

K, 1

Title – Geometry Animals
By – Lorena Hernandez
Primary Subject – Math
Secondary Subjects – Science, Art, Language Arts

Texas Essential Knowledge & Skills Standards:

Mathematics:

Geometry and spatial reasoning:

(K.9) (B) The student is expected to recognize shapes in real-life objects or models of solids

(1.6) (C) The student is expected to combine geometric shapes to make new geometric shapes using concrete models.

Patterns, relationships, and algebraic thinking.

(K.6) (B) The student is expected to count by ones to 100.

Science:

Science concepts:

(K.6) (C) The student is expected to record observations about parts of animals including wings, feet, heads, and tails;

(1.6) (B) The student is expected to observe and describe the parts of plants and animals.

Art:

Knowledge and skills:

(K.1)(B) Perception. The student is expected identify colors, textures, forms, and subjects in the environment.

(1.1) (B) Perception. The student is expected identify color, texture, form, line, and emphasis in nature and in the human-made environment.

(K.2) (A) Creative expression/performance. The student is expected to create artworks using a variety of colors, forms, and lines.

(1.2) (A) Creative expression/performance. The student is expected to invent images that combine a variety of colors, forms, and lines.

Language Arts:

Listening/speaking/communication.

(K.4) & (1.4) The student is expected to learn the vocabulary of school such as numbers, shapes, colors, directions, and categories.

Objectives:

• Students will be able to construct animals using the shapes given by the teacher.
• The students will be able to list the shapes their animal is made up of without error.
• Students will be able to make a list of the number of shapes and colors used without error.

Materials:

• Glue
• Colored paper
• Paper Shapes
• Crayons, colored pencils or markers
• Elmo ( used if you will like to show an example )

Pre-Activity Presentations:

• Elmo must be set up before you start lesson.
• Materials must be ready to use.

Transition:

• Student will go to their individual desk.
• Remind them that glue is not something to play with.

Establishing Set/Motivation/Introduction:

Start off with questions or find other ways to get the students interested.

Learning Experience/Presentation/Procedure:

1. Get materials ready before lesson starts.
2. Give students instructions to be seated in their desks, meanwhile set up Elmo. ( If necessary! )
3. Show some shapes on Elmo.
4. Point out shapes and ask kids to identify them. Make sure all students participate.
5. Show them the example animal you made.

( Note: LessonPlansPage.com created these animals because it looked fun to do. Your students probably will have less sizes, colors, and shapes to choose from. We suggest that you look at the resources we listed below for more age-appropriate examples, but definitely create your own. )

6. Remind students not to use too much glue ( dot, dot, not a lot ).
7. Tell students that they will now be constructing their own animals using shapes.
8. Hand out materials or have students grab them from your small group table or another table in the room.
9. Allow time for students to work on their animals.