Thematic Unit Plan: Shapes

EDG 612
By: Nora Bylsma

Philosophy and Overarching Goals
My philosophy for my classroom is to create a safe environment for students to explore new concepts
and develop skills to build upon throughout the year. I believe the best way to do this is be letting children
develop and learn through topics that are interesting to them. If they have a general interest they will be
more invested in the activities that a teacher has prepared for them and if they are having fun it doesnt
feel like learning. To do this it is important that I work with the families that come into my room and
make them a part of their childs learning. Along with working with families it is important that I talk,
play, and observe my students get to know them completely. By doing this I will be able to differentiate
instruction based on the needs of individual students and better service them in developing into whole
learners.
My goal for this unit is for students to learn about shapes in a fun and engaging unit so that they may
build upon their knowledge and begin to develop the ability to move from concrete ideas (shapes) and
apply it to more abstract ideas (clouds).

Theme or Concept
I chose shapes for my thematic unit because shapes are present everywhere and can be incorporated
into all the different disciplines. For preschool aged children shapes are a great place to provide a
foundation piece to build upon. They will be able to take previous knowledge and apply it to new ideas
and situations. Not all students will be functioning at the same level and with this unit it allows students
to be successful in their own ways while still being able to be involved in the learning process.
My hope for students through this unit is that they will be able to develop new or strengthen different
skills that will be used in future grades. Such as being able to compare and contrast, being observant,
using their imaginations, understanding the concept that they are able to create, and relating to real world
ideas. Each lesson is created for these purposes along with being in accordance to Michigan standards for
early childhood education.



Big Idea
This unit of shapes will be taught in the spring to take advantage of being able to be outside to
explore clouds at the end of the unit. Also this unit uses a lot of skills that I would like students to have
experienced already so they are able to apply them in new situations. My students will have had
experience learning about basic shapes and be familiar with them so that they will be able to use them to
develop advanced skills of sorting or creating new shapes and pictures with basic shapes. For students
who are still becoming familiar with basic shapes the beginning of the unit will be helpful to reinforce
their learning.

State Standards
The following are Early Childhood Standards of Quality for Prekindergarten in the state of
Michigan.
Creative Development
1. Children show how they feel, what they think, and what they are learning through experiences in the
visual arts. [HSCOF-CD 5.2.1, 5.2.2]
1. Can use their own ideas to draw, paint, mold, and build with a variety of art materials (e.g.,
paint, clay, wood, materials from nature such as leaves).
2. Begin to plan and carry out projects with increasing persistence
3. Begin to show growing awareness and use of artistic elements (e.g., line, shape, color, texture,
form.

2. Children develop rich and rewarding aesthetic lives. [HSCOF-CD 5.2.4]
2. Show eagerness and pleasure when approaching learning through the creative arts.
3. Show growing satisfaction with their own creative work and growing respect for the creative
work of others.
6. Use the creative arts to express their view of the world.
9. Can talk about their creations with peers and adults.

5. Children develop rich and rewarding aesthetic lives. [HSCOF-CD 5.2.4]
1. Develop healthy self-concepts through creative arts experiences.
3. Show growing satisfaction with their own creative work and growing respect for the creative
work of others.
4. Can use alternative forms of art to express themselves depending on the avenues available to
them (e.g., through the visual arts, if hearing impaired; through listening to music, if physically impaired).
5. Are comfortable sharing their ideas and work with others.
6. Use the creative arts to express their view of the world.
9. Can talk about their creations with peers and adults.
Early Leaning in Mathematics

1. Children explore with increasing understanding the physical characteristics and relationships of objects
and happenings in their environment. [HSCOF-M 3.1.1, 3.1.2]
1. Explore and identify the characteristics of objects, including their similarities and differences.

2. Children begin to develop skills of comparing and classifying objects, relationships and events in their
environment. [HSCOF-M 3.2.4, 3.2.1, 3.3.2, 3.3.3]
1. Can describe, match, and sort.
2. Identify likenesses and differences.
4. Recognize that the same group can be sorted and classified in more than one way.
5. Can describe why they group or sequence in a particular way.

5. Children explore and discover simple ways to measure. [HSCOF-3.3.4, 4.2.3] [GLCE-M.UN.00.01-
.05]
1. Show an awareness that things in their environment can be measured.
2. Begin to understand concepts of weight.
7. Begin to use non-standard (e.g., length of hand) measures for length and area of objects.
8. Begin to understand that tools (e.g., rulers, scales, counters) can be used to measure properties
of objects and amounts.

6. Children can translate a problem or activity into a new form (e.g., a picture, diagram, model, symbol, or
words) by applying emerging skills in representing, discussing, reading, writing, and listening. [HSCOF-
M 4.1.2]
4. Begin to use symbols to represent real objects and quantities.

8. Children build their visual thinking skills through explorations with shape and the spaces in their
classrooms and neighborhoods. [GLCE-G.GS.00.01-.03]
1.Can make models, draw, name, and/or classify common shapes and verbally describe them in
simple terms.
2. Investigate and begin to predict the results of combining, subdividing, and changing shapes.
3. Begin to recognize and appreciate geometric shapes in their environment.
Early Learning in Science
1. Children develop positive attitudes and gain knowledge about science through observation and active
play. [HSCOF-S 4.1.1, 4.1.3, 4.1.4]
1. Demonstrate curiosity about and interest in their natural environment that leads them to
confidently engage in activities related to science.
2. Ask questions related to their own interest and observations.
3. Talk about their own predictions, explanations and generalizations based on past and current
experiences.
4. Expand their observational skills (e.g., extending the time they observe, being able to describe
and confirm their observations by using a variety of resources).
5. Begin to participate in simple investigations (e.g., asking questions manipulating materials;
anticipating what might happen next; testing their observations to determine why things happen).
Early Learning in Social Studies
1. Children begin to understand and interpret their relationship and place within their own environment.
[HSCOF-SS 6.5.4]
1. Include representations of various physical features (e.g., roads, bodies of water, buildings) in
their play.

2. Children begin to recognize that many different influences shape peoples thinking and behavior.
[HSCOF-SS 6.5.2]
6. Grow in understanding of and respect for differences among cultural groups, as well as their
contributions to society.

5. Children increase their understanding about how basic economic concepts relate to their lives.
[HSCOF-SS 6.5.3]
1. Can talk about some of the workers and services in their community

6. Children increase their understanding of the relationship between people and their environment and
begin to recognize the importance of taking care of the resources in their environment.
1. Begin to identify what families need to thrive (e.g., food, shelter, clothing, love)
Early Learning in Technology
1. Children explore and use various types of technology tools.
1. Can describe and creatively use a variety of technological tools independently or with peer or
adult help.
3. Follow simple directions to use computers and other technology tools.

3. Children work cooperatively with others while using technology tools.
1. Talk, ask questions, solve problems, and share ideas with peers and adults, when using
computers and other technology tools.
2. Work cooperatively when other children are present at the computer.
3. Begin to state and follow rules for using the computer.

4. Children demonstrate responsible handling of technology equipment.
1. Can keep foreign materials (e.g., play dough, water, paint, crayons, chalk, and small toys) away
from equipment surfaces and openings.
2. Can learn to handle equipment gently and avoid dropping items.

Language and Early Literacy Development

1. Children begin to understand written language read to them from a variety of meaningful materials, use
reading-like behaviors, and make progress towards becoming conventional readers.
C. In concepts about reading: [HSCOF-L 2.2.4, 2.3.1, 2.3.2, 2.3.3, 2.3.4] [GLCE-
R.MT.01-.04; R.CS.00.01; R.AT.00.01-.02]
1. Understand that ideas can be written and then read by others.
2. Understand print and book handling concepts including directionality, title etc.
3. Understand that people read for many purposes (e.g., enjoyment, information, to
understand directions).
4. Understand that printed materials have various forms and functions (e.g., signs, labels,
notes, letters, types.

Intellectual Development

1. Children explore with increasing understanding the physical characteristics and relationships of objects
and happenings in their environment. [HSCOF-ID 7.3.3]
1. Explore and identify the characteristics of objects, including their similarities and differences.



Shapes
Curriculum Web
























Technology
Language
Arts
Social
Studies
Math

Science

Art
Students will
find shapes in
their
environment.
Students will
use their ipad
to take
pictures.
Use
technology
to share
what they
found.
Use the book Mouse
Shapes to start a
conversation about
shapes.
Students will
create their own
shape book to take
home to read with
their family.
Use the book to
discuss what the
author/illustrator
was trying to show
us.
Students will
use shapes
to create
new shapes
and pictures.
Students
can
identify
shapes
when
asked.
Use the Book Mouse
shapes to identify shapes
and how they are used.
Develop their
observation
skills by
comparing
different
objects.
Students get to
gather their own
shape objects from
the room to use in
the lesson.
Form questions and learn
answers through simple
investigation from the
different exploration stations
around the room.
Walk around
the school to
find shapes
and how they
are used.
Allow
students to
create their
own
building
using
multiple
materials.
Connect students to
different cultures with
pictures of their
different homes.
Read the book It
Looked Like Spilt Milk
to peak interest in
shapes of clouds.
Look at clouds outside (or
pictures) for students to
imagine their own
pictures in the clouds.
Students get to use paint
and paper to create their
own cloud picture to share
with the class.
Resources and Materials
Lesson 1: Language Arts - Shape Book
*Shape poem written on sentence strips
* Pocket chart
* Shapes cut out from poem
* Book Mouse Shapes
* Pictures of real objects that represent shapes
* Copies of shape book for each child
* Crayons
* Letter to go home for families explaining our unit and book

Lesson 2: Technology - I Spy

* Shape Poem written on sentence strips
* Pocket chart for the poem
* Shapes cut out from poem
*I Spy Book
* Document Camera
* iPads each classroom has 5 issued iPads
*Projector and Screen

Lesson 3: Math - Tangrams

* Shape Poem written on sentence strips
* Pocket chart for the poem
* Shapes cut out from poem
* Book Mouse Shapes
* Book My Heart is Like a Zoo
* Book The Shape of Things
*Different shapes use magnetic shapes to they dont slip around so much along with
paper shapes
*Cookie sheets for the magnets
* iPad

Lesson 4: Science - Shape Sort

*Shape poem written on sentence strips
* Pocket chart
* Shapes cut out from poem
* Variety of shapes of different materials, sizes, and weights
**different materials can include wooden blocks, foam blocks, ice of different
shapes and sizes, the teacher should be open to other objects found around the room that students may
find as well books, pom poms, ect.
* Magnify glasses
*Scales
* Tub of water
*Eye droppers
* Different measuring tools links, paperclips, teddy bears, cotton balls, or whatever
tools that have been used previously in the classroom for measuring.
*Trays
*Timer
*Paper and writing utensils
*Ziplock bags

Lesson 5: Social Studies - Shapes in You Neighborhood

*Shape poem written on sentence strips
* Pocket chart
* Shapes cut out from poem
* Ipad for taking pictures or digital camera
* Pictures of buildings preferably buildings from surrounding area.
* Pictures of childrens homes provided by families
* Different media for creating buildings tangrams, blocks, marshmallows, toothpicks,
paper, markers, and legos.
* Different construction books for the reading center.

Lesson 6: Art - It Looked Like Spilt Milk

*Shape poem written on sentence strips
* Pocket chart
* Shapes cut out from poem
*Book It Looked Like Spilt Milk
* Blue Paper
*White Paint
* Pictures of Clouds (if we are not able to get outside)

Organization
This shape unit will take place over the course of two weeks in Spring. This unit needs to
take place in Spring in order to take advantage of the weather with some of the activities being
outside. This unit is flexible in that it can be shortened or lengthened if necessary for the needs of
the class. I believe two weeks allows for students to dwell on some lessons which are more
involved such as the science and social studies lessons and can move quickly through other
lessons that are more basic.
Throughout this unit there will be plenty of materials available for students to explore
that are centered on shapes. At our circle rug there will be pictures of different shapes labeled and
our reading center will have books about shapes specifically and books that use visible shapes in
their illustrations. I will also have available books about construction to support students
interests for one and then also reinforce how some people use shapes in their jobs to make things.
Our Dramatic Play area will be turned into a construction site with play tools for students to
pretend they are building buildings. Along with play tools there will be a supply of blocks, both
wooden and foam for students to use. At our Writing Center I will put out paper, pencils, crayons,
colored pencils, and shape tracers for students to practice making shapes on paper. It will also be
important to have shape pictures hanging there labeled for students to look at. The Discovery
Center and Sensory Table will have scales, measuring tools, and water for students to explore
different shape attributes. As we work through the different lessons students will be able to build
upon their previous knowledge to explore different ideas and concepts about shapes. The lessons
will start out teacher directed and then moves to teacher/student directed and then during our play
time the activities are student directed.

Learning Experience Plans
Lesson 1: Preschool Language and Literacy Lesson Plan
Title of Lesson: Shapes!
Big Ideas: Introduce the idea that shapes are all around us and can be used to create new things. Students
will also gain an appreciation for books by creating their own shape book.
Standards:
Language & Literacy
1. Children begin to understand written language read to them from a variety of meaningful materials, use
reading-like behaviors, and make progress towards becoming conventional readers.
C. In concepts about reading: [HSCOF-L 2.2.4, 2.3.1, 2.3.2, 2.3.3, 2.3.4] [GLCE-
R.MT.01-.04; R.CS.00.01; R.AT.00.01-.02]
1. Understand that ideas can be written and then read by others.
2. Understand print and book handling concepts including directionality, title etc.
3. Understand that people read for many purposes (e.g., enjoyment, information, to
understand directions).
4. Understand that printed materials have various forms and functions (e.g., signs, labels,
notes, letters, types.

Intellectual development
1. Children explore with increasing understanding the physical characteristics and relationships of objects
and happenings in their environment. [HSCOF-ID 7.3.3]
1. Explore and identify the characteristics of objects, including their similarities and differences.

Math Development
2. Children begin to develop skills of comparing and classifying objects, relationships and events in their
environment. [HSCOF-M 3.2.4, 3.2.1, 3.3.2, 3.3.3]
1. Can describe, match, and sort.
2. Identify likenesses and differences.


Learning Outcomes: Students will be familiar with shapes from previous exposure and will use their
knowledge to point out how the author/illustrator uses shapes in the book. Students will be able to
recognize that shapes can be used to create different things and be able to show that knowledge by
creating a shape book of their own to take home and read with their family.
Materials Needed:
* Shape Poem written on sentence strips
* Pocket chart for the poem
* Shapes cut out from poem
* Book Mouse Shapes
* Pictures of real items that are different shapes
* Copies of shape book for each child
* Crayons
* Letter for families explaining our shape unit and the books sent home

Procedures:
To start out the lesson we will go through a shape poem together at circle time. I will have the
sentence strips written out and as I read them I will put them in the chart with the shape the sentence is
about. The poem is sung to the tune of Im a Little Teapot. I will sing through the whole poem first and
then sing through it again with the students repeating me. We will review this poem at the beginning of
every day at circle time. Then we will read the book Mouse Shapes together. Before reading the book I
will ask them what they think the book is about and why they think that about shapes because of the
title and the picture on the cover or about mice because there are mice on the cover. While reading the
book I can ask students what shapes the mice are using and what are they using them for. When we are
finished reading we can review what the mice did with the shapes to scare away the cat. Then ask if they
have ever noticed shapes being used for anything. I will have different pictures of shapes that used for
different objects circle for spots on our rug, rectangle for windows, ect. Then I will show students to
shape book they will be able to make and be able to take home. Each page will focus on one shape and
then students can look through pictures we (teacher and assistant) have cut out and glue one picture to
represent that shape on the page. I will do an example page for them and then the students will go to their
small group tables to complete their own book. While they are working it is important that I and my
assistant sit at the tables to engage students in conversations about what they are finding. It will also help
us to assess what students know and understand about shapes being used for objects.

Enrichment and Extensions
The students will take their books home at the end of the day and be able to read through it with
their family. I will send a short letter home as well explaining our unit and what the purpose of the book
is. I will encourage families to point out shapes with their child in their homes, in stores, or when they are
out on walks. I will also suggest that they make their own shape book at home like we did or add more
pictures to the childs book. I will also be posting different pictures of shapes being used in everyday
objects that are labeled so that students who may not understand the concept yet are surrounded by it and
for those who understand are able to start use the print concept that print is used to convey meaning.
Assessment:
I will use informal assessments through conversations with students and using anecdotal notes to
record information. Also in this lesson the students are creating finished project so there is something
concrete to look at as well for assessment so there is formal assessment as well. However, I cannot just
use the book to assess each child, there needs to be conversations with each student to see if they
understand which shapes are being used in the pictures.

Lesson 2: Preschool Technology Lesson Plan

Title of Lesson: I Spy
Big Ideas: Students will be able to use the iPad camera together to spy shapes around the room and
document and share what they found.
Standards:
Technology
1. Children explore and use various types of technology tools.
1. Can describe and creatively use a variety of technological tools independently or with peer or
adult help.
3. Follow simple directions to use computers and other technology tools.

3. Children work cooperatively with others while using technology tools.
1. Talk, ask questions, solve problems, and share ideas with peers and adults, when using
computers and other technology tools.
2. Work cooperatively when other children are present at the computer.
3. Begin to state and follow rules for using the computer.

4. Children demonstrate responsible handling of technology equipment.
1. Can keep foreign materials (e.g., play dough, water, paint, crayons, chalk, and small toys) away
from equipment surfaces and openings.
2. Can learn to handle equipment gently and avoid dropping items.

Math Development
8. Children build their visual thinking skills through explorations with shape and the spaces in their
classrooms and neighborhoods. [GLCE-G.GS.00.01-.03]
3. Begin to recognize and appreciate geometric shapes in their environment.

Learning Outcomes: Students will be able to use the iPad camera to take pictures of shapes in the
environment. They will take turns using the iPad and helping each other find the shapes. Then they will
be able to use the iPad to show their classmates what they found.

Materials Needed:
* Shape Poem written on sentence strips
* Pocket chart for the poem
* Shapes cut out from poem
*I Spy Book
* Document Camera
* iPads each classroom has 5 issued iPads
*Projector and Screen


Procedures:
We will start out Circle Time with our shape poem. This is the second time we are reciting the
poem so I will read it and have them repeat me again. Then I will pull out an I Spy book and ask the
students if they have ever seen a book like this before and what are we suppose to do with the book look
for hidden objects. We will go through a couple pages allowing for all the students to come up and find
one of the hidden objects; this will get them ready to hunt for shapes around the room. To allow all the
students to see the pages easily we will be using the document camera to project the book onto our screen.
While we are going through the book my assistant will bring up the cameras on the iPads for the students
and screen lock them so they are unable to get out of using the camera. After hunting for objects I will let
the students know we are going to go on an I Spy hunt around the room to look for shapes. I will refer
back to yesterday when we found pictures of shapes being represented in different objects and now we
will look for objects in our room that use shapes. The students will be put into 2 groups to go around the
room to go spy different shapes around the room. Before we start our hunt the students will be given
directions of how to use the camera on the iPad and told that we are going to take turns being able to take
pictures, but we can help each other find shapes to take pictures of.
My assistant will take a group and I will take group around the room having the children spy
different shapes they would like to take pictures of. After 5-7 minutes of taking pictures we will meet
back at the carpet to share the pictures we took. In our room we have apple TV so we are able to share our
pictures on our large screen for everyone to see. Each child will be invited to come up and explain the
pictures they took and what shapes they found by swiping through the pictures on the iPad.

Enrichment and Extensions
I will have the iPads out during the week for students to use if they would like to take pictures
again of things in the room or of projects they have made. I also have different shape games programmed
onto our iPads that they will be able to explore different puzzles, a shapes app. The iPads will not be
locked onto certain apps so that students are able to explore different options on the iPads. We could also
share different things the students take pictures of during circle time or whole group. I will also print out
some of the pictures taken from our I Spy and post them with the shape name to go along with the other
pictures of shapes being represented that have been posted.

Assessment:
I will use informal assessments by observing students using the iPads while taking pictures. They will
be able to demonstrate how to take a picture by manipulating the iPad. If students have trouble either
manipulating the iPad other students can help each other. Also with having the iPads out for further use I
will be able to observe if they are able to navigate through different apps.

Lesson 3: Preschool Math Lesson Plan

Title of Lesson: Tangrams
Big Ideas: Students will use basic shapes to create new shapes and pictures. They will also recognize that
shapes are all around us.
Standards:
Creative Development
1. Children show how they feel, what they think, and what they are learning through experiences in the
visual arts. [HSCOF-CD 5.2.1, 5.2.2]
3. Begin to show growing awareness and use of artistic elements (e.g., line, shape, color, texture,
form.

Math Development
2. Children begin to develop skills of comparing and classifying objects, relationships and events in their
environment. [HSCOF-M 3.2.4, 3.2.1, 3.3.2, 3.3.3]
1. Can describe, match, and sort.
2. Identify likenesses and differences.

6. Children can translate a problem or activity into a new form (e.g., a picture, diagram, model, symbol, or
words) by applying emerging skills in representing, discussing, reading, writing, and listening. [HSCOF-
M 4.1.2]
4. Begin to use symbols to represent real objects and quantities.

8. Children build their visual thinking skills through explorations with shape and the spaces in their
classrooms and neighborhoods. [GLCE-G.GS.00.01-.03]
1.Can make models, draw, name, and/or classify common shapes and verbally describe them in
simple terms.
2. Investigate and begin to predict the results of combining, subdividing, and changing shapes.
3. Begin to recognize and appreciate geometric shapes in their environment.
Learning Outcomes: Our class has talked about basic shapes in the past and in the previous lessons so
students are able to recognize them. We have also been reading books that use shapes in their formation
of pictures so the students can use our shapes to recreate these pictures or create their own new pictures.


Materials Needed:
* Shape Poem written on sentence strips
* Pocket chart for the poem
* Shapes cut out from poem
* Book Mouse Shapes
* Book My Heart is Like a Zoo
* Book The Shape of Things
*Different shapes use magnetic shapes to they dont slip around so much along with paper shapes
*Cookie sheets for the magnets
* iPad


Procedures:
We will start out Circle Time with our shape poem and with it being the third time we will be
reciting it I will give out the cut out shapes to different students and when their shape comes up they will
be able to put it next to that shapes sentence. Then we will read the book Mouse Shapes together again.
We have read this book previously so I will ask them to recall the different shapes that were used in the
book. I will also refer back to how the illustrator used the shapes to make new things. I will show them
some additional pictures of tangrams being used to make new pictures and ask them what shapes were
used in the picture. This will lead into the activity students will be doing at their small group tables. Each
table will have a cookie sheet for each student and a supply of both magnet shapes and paper shapes. The
shapes will range from circles, squares, and triangles to trapezoids, crescents, and pentagons. Having the
basic shapes along with new more complex shapes opens up conversations about what these new shapes
are called. I will place the books Mouse Shapes, My Heart is Like a Zoo, and The Shape of Things for the
students to flip through to look at the pictures created and then let them go at it. My
assistant and I would sit at the tables and ask different questions about what they are
making and what shapes they are using.


Enrichment and Extensions
I will put out puzzles of different shapes and sizes for students to play with
and place out different types of shapes - large blocks, small colored blocks, tangram pieces with boards
that have pictures out for students to try and recreate. I will also have other books that either include
shapes or are specifically about shapes. These books will be non-fiction and fiction so students can see
that shapes are in real life as much as they are used in made up things.





Assessment:
I will use informal assessments through conversations with students and using anecdotal notes to
record information. At the beginning of the lesson I will be able to observe the students who get to put
their shape into the poem to see if they know there shape is being described. Then when we are making
new pictures I can observe if students grasp the concept of making new pictures out of shapes or are just
throwing the shapes onto the cookie sheet and telling me they are cookies. I would encourage the students
who may have a more difficult time with this concept to use the pictures or even bring out boards with the
pictures on them so they can see how the shapes work together to make a new shape. With students who
are able to make new pictures easily with a few shapes I would challenge them to try and use more to
create a larger animal or picture.


Lesson 4: Preschool Science Lesson Plan

Title of Lesson: Shape Sort

Big Ideas: Students will sort shapes by different characteristics material, size, weight, actual shape, ect.
The purpose is for students to form questions about the different shapes present and then explore different
materials to find answers. The lesson is also the first step in building a scientific mindset within students.


Standards:
Science
1. Children develop positive attitudes and gain knowledge about science through observation and active
play. [HSCOF-S 4.1.1, 4.1.3, 4.1.4]
1. Demonstrate curiosity about and interest in their natural environment that leads them to
confidently engage in activities related to science.
2. Ask questions related to their own interest and observations.
3. Talk about their own predictions, explanations and generalizations based on past and current
experiences.
4. Expand their observational skills (e.g., extending the time they observe, being able to describe
and confirm their observations by using a variety of resources).
5. Begin to participate in simple investigations (e.g., asking questions manipulating materials;
anticipating what might happen next; testing their observations to determine why things happen).

Math
2. Children begin to develop skills of comparing and classifying objects, relationships and events in their
environment. [HSCOF-M 3.2.4, 3.2.1, 3.3.2, 3.3.3]
1. Can describe, match, and sort.
2. Identify likenesses and differences.
4. Recognize that the same group can be sorted and classified in more than one way.
5. Can describe why they group or sequence in a particular way.

5. Children explore and discover simple ways to measure. [HSCOF-3.3.4, 4.2.3] [GLCE-M.UN.00.01-.05]
1. Show an awareness that things in their environment can be measured.
2. Begin to understand concepts of weight.
7. Begin to use non-standard (e.g., length of hand) measures for length and area of objects.
8. Begin to understand that tools (e.g., rulers, scales, counters) can be used to measure properties
of objects and amounts.
Learning Outcomes: Students are building off of their math concepts of shape attributes through
exploration of shapes made out of different materials. Students will be able to generate their own rules for
sorting and be able to form different questions about the materials presented.


Materials Needed:
*Shape poem written on sentence strips
* Pocket chart
* Shapes cut out from poem
* Variety of shapes of different materials, sizes, and weights
**different materials can include wooden blocks, foam blocks, ice of different shapes and sizes,
the teacher should be open to other objects found around the room that students may find as well books,
pom poms, ect.
* Magnify glasses
*Scales
* Tub of water
*Eye droppers
* Different measuring tools links, paperclips, teddy bears, cotton balls, or whatever tools that have been
used previously in the classroom for measuring.
*Trays
*Timer
*Paper and writing utensils
*Ziplock bags


Procedures:
*This lesson will take place over the course of two days.
Before circle time the assistant or teacher should plant different objects around the room that
represent different shapes such as making sure different blocks are visible, placing different food
containers in the home area.
We will start our Circle Time with our poem once again. I will ask other students to place the
shapes into the poem who did not have had a chance yet. Then I would invite students to help me make a
list of shape names. As the students offer me names I would write the names down for them to see. Then I
would refer back to when we took a walk around the room and noticed the different shapes we found. I
will once again invite them to walk around the room to find one shape object to bring back to the carpet. I
and my assistant can help the students find objects if they are unable to find one. Once all the students are
back at the carpet I would have them share what object they brought and what shape it represents. Once
they have all shared I would ask students I wonder if we could sort our objects by shape? **Its
important to use the words I wonder because I want to model questioning for them. The students would
then group themselves by the different shapes they collected. Then I would ask them I wonder if there
are other ways to sort our objects? When students give suggestions I would write them down again so
we are able to remember them. Some different ways they might come up with are by size small,
medium, large or by how heavy they are. Once we have come up with a list I would tell them that there
are two different stations with science tools around the room for them to explore with their objects. They
are going to be in two groups and have time at each station to sort their objects with either the teacher or
the assistant.
While at each station the teacher or the assistant might ask how we can use the tools at the station
to explore our objects. For example, one station would be a set of scales to weigh the objects. Students
can then suggest which objects they want to weigh and sort them out that way. The other station would be
measuring the length of the objects by links. Students can then connect their own links and either count
how many links or compare them side by side to see which is bigger. At each station the adult should
write down the students results for them.
Once each group has been to the 2 stations we would come back to the carpet and share our
findings by having students take turns talking about what they say at each station. If students need
reminders the teacher or the assistant would be able to remind them from what they wrote down for the
students. I would point out that there are many ways to sort objects and that they did well asking
questions. Then I will add that next week we will continue using our different objects with new science
stations including a water station and will be using different ice cube shapes as well. **If students come
up with other creative ways to sort the weekend will allow me to set up a science station to help them sort
their objects in a way I may not have thought of.
On Monday we will review our poem and what science discoveries we had made the previous
week. Then we will gather our objects once again and split into our two groups to test out floating and
sinking objects and the other station is melting ice with salt and water both hot and cold. Again I and
my assistant will be with a group to record the discoveries the students will have made. Then we can
share again back at the carpet.


Enrichment and Extensions
I will leave out the different stations for students if they would like to try different objects from
the room during Free Choice. I would also add different measuring tools at the measuring station. I would
also place out magnify glasses along with paper and crayons for students to draw what they see. It is
important that the teacher and assistant both move throughout the room to ask questions to students and
have conversations with them about what they are observing.


Assessment:
I will use informal assessments through conversations with students and using the information
they share with me to write down at each station. During our share time I can also assess what students
remember about the different stations what questions they asked, what they noticed, and their recall
skills. This lesson can reach students who are still able only to recognize simple attributes of sorting like
looking at shapes, but also reaches students who are able to recognize more complex difference like
weight.



Lesson 5: Preschool Social Studies Lesson Plan

Title of Lesson: Shapes in Your Neighborhood

Big Ideas: Students will find shapes in their environment and then create their own home or building
using different shapes and media.

Standards:
Social Studies
1. Children begin to understand and interpret their relationship and place within their own environment.
[HSCOF-SS 6.5.4]
1. Include representations of various physical features (e.g., roads, bodies of water, buildings) in
their play.

2. Children begin to recognize that many different influences shape peoples thinking and behavior.
[HSCOF-SS 6.5.2]
6. Grow in understanding of and respect for differences among cultural groups, as well as their
contributions to society.

5. Children increase their understanding about how basic economic concepts relate to their lives.
[HSCOF-SS 6.5.3]
1. Can talk about some of the workers and services in their community

6. Children increase their understanding of the relationship between people and their environment and
begin to recognize the importance of taking care of the resources in their environment.
1. Begin to identify what families need to thrive (e.g., food, shelter, clothing, love)

Creative Development
1. Children show how they feel, what they think, and what they are learning through experiences in the
visual arts. [HSCOF-CD 5.2.1, 5.2.2]
1. Can use their own ideas to draw, paint, mold, and build with a variety of art materials (e.g.,
paint, clay, wood, materials from nature such as leaves).
2. Begin to plan and carry out projects with increasing persistence

5. Children develop rich and rewarding aesthetic lives. [HSCOF-CD 5.2.4]
1. Develop healthy self-concepts through creative arts experiences.
3. Show growing satisfaction with their own creative work and growing respect for the creative
work of others.
4. Can use alternative forms of art to express themselves depending on the avenues available to
them (e.g., through the visual arts, if hearing impaired; through listening to music, if physically impaired).
5. Are comfortable sharing their ideas and work with others.
6. Use the creative arts to express their view of the world.
9. Can talk about their creations with peers and adults.


Learning Outcomes: We have been learning and talking about many different shapes and how they can
be used to create new things. We have explored our classroom to look for different shapes and now we
will expand to walking around the school environment to look for how shapes are used. Then students
will be able to create their own environment using different media.

Materials Needed:
*Shape poem written on sentence strips
* Pocket chart
* Shapes cut out from poem
* Ipad for taking pictures or digital camera
* Pictures of buildings preferably buildings from surrounding area.
* Pictures of childrens homes provided by families
* Different media for creating buildings tangrams, blocks, marshmallows, toothpicks, paper, markers,
and legos.
* Different construction books for the reading center.


Procedures:
To begin our Circle Time we will recite out shape poem. Then I will show some pictures of
buildings from our community (Meijer, McDonalds, Target) to show the students and ask them if they see
any shapes in the pictures. I will refer back to how we have found shapes in our room and how they can
be used in different objects and be used together to make new pictures. Now we are going to see how
shapes can be used to build buildings.
Together as a class we will walk around our school building inside and out and look for shapes.
When a student spots a shape the teacher or assistant will take a picture of the shape found. When we get
back to the room we can look through the different photos to see the shapes we found. We will talk about
what they shapes are used for (square = window, circle = clock). Near the end the teacher will point out
that our school is made out of shapes. Then I will put up the pictures our families have provided us with. I
will ask the students if they recognize any pictures, their homes, and see if they notice any shapes in the
pictures and point out that none of the homes look exactly alike. Then I let the students know that they are
going to be able to pretend to be construction workers and be able to create their own building today.
Instead of small groups we will have different stations around the room with different material to create
their own buildings. There will be tangrams, blocks, marshmallows with toothpicks, paper and markers,
and Legos. Students will get to choose where they want to work and then create their building. At each
station there will be pictures of buildings from books and pictures of homes that families provided. While
students are creating it is important that both the teacher and assistant are moving around the room
engaging children in conversations. The teachers could also choose a station to work to work alongside
children in creating. When a student has finished their creation the teacher or assistant will take a picture
of what they made. They can then try a different station. It is important to give students enough time to
work so this lesson will take place over the course of two days. This will give students the chance to
complete certain creations and try different stations. On the second day we will look through all the
pictures together. When a childs picture comes up invite them up to talk about what they made who
lives there, what kind of building is it, is it make believe or real, ect. During this time you can also have
the student talk about what materials they used and what shapes are in their building. I will also send
home a printed copy of each childs creation so that they can show their families what they created.
Enrichment and Extensions
I will leave up the different pictures that were at the stations for students to continue looking at.
Also for Free Choice I would leave the different materials around the room so that if any of the students
wanted to try a new one, but didnt have time before they could. I would include different books about
buildings in our library three little pigs, books about different businesses, and different cultural books
about families. Our Dramatic Play area is also available for students to pretend to be construction workers
who are building new things where they will be able to use play tools and dress up clothes. I would take
the pictures of our projects and print them out so that we could also have our own class books of
buildings and shapes.

Assessment:
I will use informal assessments through conversations with students and using anecdotal notes to
record information. Also the students will be doing their own little presentations about their projects
which is a perfect time to see if students were aware of the shapes they were using and are able to explain
why we need buildings through them explaining what kind of building it is. Do they understand that
buildings can be used for different things and that not all buildings look the same. This will be more of a
formal assessment for the lesson and part of a summative assessment for the unit.


Lesson 6: Preschool Creative Development Lesson Plan

Title of Lesson: It Looks like Spilt Milk

Big Ideas: Students will be able to use their imagination to create their own cloud picture.

Standards:
Creative Development
1. Children show how they feel, what they think, and what they are learning through experiences in the
visual arts. [HSCOF-CD 5.2.1, 5.2.2]
1. Can use their own ideas to draw, paint, mold, and build with a variety of art materials (e.g.,
paint, clay, wood, materials from nature such as leaves).

2. Children develop rich and rewarding aesthetic lives. [HSCOF-CD 5.2.4]
2. Show eagerness and pleasure when approaching learning through the creative arts.
3. Show growing satisfaction with their own creative work and growing respect for the creative
work of others.
6. Use the creative arts to express their view of the world.
9. Can talk about their creations with peers and adults.

Learning Outcomes: Students have been exposed to shapes in many different ways. They have been able
to use shapes to create new shapes or pictures and will now use that experience to think more abstract and
create new pictures using paint. They will be able to express their own creativity through creating their
own cloud.

Materials Needed:
*Shape poem written on sentence strips
* Pocket chart
* Shapes cut out from poem
*Book It Looked Like Spilt Milk
* Blue Paper
*White Paint
* Pictures of Clouds (if we are not able to get outside)


Procedures:
Today will be the last day we will start Circle Time with our Shape poem so I will see if students
can recite the poem by themselves and hand out both the sentence strips and shape cutouts to see if they
can reconstruct the poem together as a class.
After the poem I will ask the students to recall the different ways we have used shapes recently
sorting, making new pictures, making buildings. I will highlight that we were able to make new pictures
out of different shapes and then introduce the book It Looked Like Spilt Milk, which is a book that has
different pictures in it and maybe they can spot some shapes throughout it as well. While reading the book
I will ask students if they see any shapes in the pictures triangle, rectangle, circle. Before reading the
last page I will ask them if they think they know what was making all the pictures, clouds. After finishing
the book if it is a wonderful puffy cloudy day we can go outside and look at clouds and come up with
different pictures if the weather is not great for cloud watching I can bring up cloud images on the
computer for students to look at and give suggestions for what they see.
After looking at clouds I will invite students to make their own cloud by using paint and paper. I
will show them an example of squirting paint onto half of a large sheet of paper and then close the other
half over it. When opened it makes a new shape and they will get to name their picture which will be
written on their paper.
I looked up in the sky. I thought I saw ___________________, but it was just a cloud in
the sky.
We will hang these different clouds up for all the students to see.

Enrichment and Extensions
When we play outside I can invite students to cloud watch with me
and we can continue to talk about the different things we see in the clouds.
I would make sure to send home a note in my newsletter about how we made different cloud pictures at
school and invite parents to send in pictures of clouds they have seen or even make their own cloud
pictures at home with paper and paint for students to bring in and share. I will print off different pictures
of clouds for students to play with matching or sharing what they think the cloud looks like. I will also
put out their journals for them to write/draw in to create pictures of what they saw in the clouds. The art
supplies will be left out for students to make as many clouds as they would like.

Assessment:
I will use informal assessments by observing students responses from looking at clouds and then
using their own cloud creation to see if students are able to express verbally what they see from the paint
splatters. Conversations between students and students and teacher are important as well.

Play Center
This unit will incorporate the different centers already existent in the classroom.
*Reading Center: Throughout the weeks we will have both fiction and nonfiction books
about shapes, books that use shapes in the illustrations, and books about construction and
buildings.
* Dramatic Play: This area will be turned into a construction zone where students will be
able to pretend they are building new buildings or homes for the community.
* Science/Discovery: Students will be able to explore shapes of different materials
through different tools.
* Writing Center: Here students will be able to practice tracing and drawing shapes
throughout the weeks and also have their journals available for them to draw pictures about what
they are learning.
* Art Center: I will make sure different art supplies are available for students to explore
with in making different shapes and structures. Such as Play Dough, paper, different writing
utensils, and paint.

Involving Families
As stated in my first lesson I will be sending a letter home on the first day of our lesson
explaining our shape unit. Within this letter I also invited families to share any knowledge they
have of shapes through their work experience or hobbies they may have. I have not included these
special guests in my lessons because it is dependant whether we have any volunteers. If there are
family members that would like to come in I can work these visits into the lessons and have them
come during Circle Time or during our Whole Group time near the end of the school day. I also
require family involvement for pictures of their homes or buildings from their neighborhoods for
our Social Studies lesson.
I have made sure to include items that will go home with the students so that families are
able to see what their child has created. Also at the end of each week I will be sending home a
newsletter briefly summarizing what activities we did in the classroom along with additional
notes for the classroom and upcoming events.


















Family Letter
Dear Family,
This week we have started out unit on shapes! This unit is to help solidify
your childs previous knowledge about shapes, but also expand their knowledge. It
is my goal for each student to be confident in their identification of simple shapes
and then use that knowledge to recognize shapes in everyday life and how they are
used.
We started our unit by learning a shape poem and read the book Mouse
Shapes. A copy of the poem is attached to this letter and if you would like to read the book Mouse Shapes
with your child you can find it along with other great shape books at our local library. We also made our
own shape books to take home and read. Each page has a shape and then a picture of a real object that
represents that shape. Please read through the book with your child and feel free to add additional pictures
to each shape page or make your own family shape book.
Throughout the next two weeks we will be learning about the different attributes of shapes and
how they can be used to make new things. Throughout these two weeks make sure to have fun with your
child at home with shapes too! Also if you or any member of your family works in a position or has a
hobby where you use shapes (artist, architect, construction worker) please fill out the bottom portion of
the letter and return with your student. We would love to have you come in and share with our class.

**One of our lessons requires pictures of homes and buildings, if you are able to
take a picture of either the outside of your home or a building in your
neighborhood and send that in by the end of this week that would be very helpful.

Thank you!
Mrs. Bylsma

-------------------------------------------------------------------------------------------------------------------------------

Yes, I would like to come in and share my experience with shapes with the class!

My experience is ____________________________________________________________

I am available (days and/or times) _______________________________________________

My Name __________________________________________________________________

I am related to (students name) _________________________________________________






Shape Poem

I am momma circle round like a pie.

I am baby triangle three sides have I.

I am papa square my sides are 4.

I am cousin rectangle I am shaped like a door.

I am brother oval shaped like a zero.

I am sister diamond with a sparkle and a glow.

We are the shapes that you all know.
Look for us wherever you go!











Assessment
Lesson 1: At the beginning of the lesson we will be reading through a book together and at that
point the teacher can take mental notes of any students who are having trouble recognizing shapes
in the book and the assistant can also be making any notes on students who recognize shapes
easily or have trouble. These notes can be made on sticky notes in shorthand for the teacher and
assistant to go through at the end of the day. While students are working on their books the
teacher and the assistant can engage students in conversations about what shapes they are finding
and what types of objects represent shapes and how do they know what shapes they are looking at
to have them list different attributes of the shapes. Again, the teacher and the assistant will have
their own sticky notes to make shorthand notes about students comments. These notes can then
identify students who may need additional help in future lessons or students who my need more
of a challenge. Students books can also be used to help understand the level of understanding
students have of shapes.
Lesson 2: This lesson will again help teacher and assistant to see if students are able to recognize
shapes through observations while students are taking pictures of shapes represented in the room.
When we look through the photos together that students took we can see if they were able to use
the iPad to clearly show they understood how to use the iPad and to see if they were able to
successfully find shapes. During them showing us different pictures we (teacher and assistant)
can ask them attribute questions about shapes. Again sticky notes can be used to quickly make
notes about students and their abilities to share their knowledge about shapes.
Lesson 3: This time when we go through our shape poem students will be able to match the shape
cutout to the sentence that describes the shape. The teacher can have students who have a better
knowledge of shapes do this first (the teacher should know who these students are from the
previous lessons) so that other students can see an example of matching the shapes before they
are called on. Also if students who have trouble matching shapes can be given a shape near the
end of the poem so there are not as many options for them to choose from. Then when the
students are creating their own pictures the teacher and assistant can make sticky notes about the
conversations they have with students and also make prodding questions about the shapes being
used. Pictures can be taken of the students creation to be added to their Evernote portfolio to be
used at conferences to show parents.
Lesson 4: Within this lesson it is important that both teacher and assistant have clipboards to
write down students discoveries from the science stations. Also, it is important that student
questions are written down since this is one of the learning objectives. Over the course of these
two days observation notes should be written down for them to be added to students anecdotal
records. Some students may need help recognizing different ways to sort objects other students
may help each other do this and it is important to note this as well.
Lesson 5: During this lesson notes and photos will be used to record students work. Also through
different conversations between students/students and students/teachers notes can be made if
students are able to explain their buildings and what they are used for. Using different materials
allows for students to choose a way to express what they know best and be invested in it.
Lesson 6: Note taking is important in the beginning of this lesson to see if students are able to
make connections between concrete shapes and the abstract pictures that clouds make. Then the
students can also show their comprehension when they make their own cloud art.
Shape Book for lesson 1
Name ______________




I found a circle in...







I found a square in...



Circle
Square

Triangle



I found a triangle in...







I found a rectangle in...




Rectangle

Oval



I found an oval in...








I found a diamond in...




References
Diamond

Early Childhood Standards of Quality for Prekindergarten . (2005, March 8). In Michigan Department of
Education. Retrieved March, 2014, from
http://www.michigan.gov/documents/mde/Early_Childhood_Standards_of_Quality_160470_7_1
93149_7.pdf
Feldman, J. (2001). Shape Song. In Dr. Jean. Retrieved April, 2014, from
http://www.drjean.org/html/cds_f/sing_lyrics3.html
Shaw, C. (1947). It Looked Like Spilt Milk. New York, NY: Harper Collins.
Walsh, E. (2007). Mouse Shapes. Orlando, FL: Harcourt.