Shape Scavenger Hunt

Title of Mini-Unit 2D & 3D Search Grade Level 1

Subject 2D Shapes & 3D Objects Time Frame ~ 45 minutes
Developed By Danielle Mohler-Penna

Learning Outcomes
What relevant goals will this unit address?

GLOs:

Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

SLOs:

1. Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting rule.
2. Compare 2-D shapes to parts of 3-D objects in the environment.

Essential Questions
What provocative questions will foster inquiry into the content? (open-ended questions that stimulate thought
and inquiry linked to the content of the enduring understanding)

1. What is a 2D shape?
2. What is a 3D object?
3. Where can we find 2D shapes and 3D objects in our environment (around the school & within
the classroom)?
4. Where can we find 2D shapes and 3D objects in photos (magazines)?

Knowledge: Skills
What knowledge will student acquire as a result of this What skills will students acquire as a result of this
unit? unit?
Students will know... Students will be able to…
1. What 2D shapes and 3D objects are 1. Identify 2D shapes and 3D objects in
2. That shapes and objects exist in our our surroundings & in pictures
surroundings 2. Differentiate between 2D shapes and
3. That we can identify 2D and 3D objects in 3D objects based on previously taught
photos sorting rules
 Stage 1: Desired Results
Students will:
1. Find 2D shapes and 3D objects around the school and in pictures in magazines
Learning
2. Relate 2D shapes to 3D objects
Objective(s)
3. Identify the difference between 2D shapes and 3D objects in the school and in
magazines

Stage 2: Assessment Evidence

Summative Formative • Completion of the worksheets (scavenger
• NONE
Assessment Assessment hunt)

Stage 3: Learning Experience

• Scissors &
• Handouts for scavenger
Tech Resources glues
hunt
• sticks
to Do to Bring • Magazines for cutout
scavenger hunt • Placemats

Time Content/Description Notes

Song Review of Shapes & Objects
• https://www.youtube.com/watch?v=YxoLlSTu1jo
Video is approx. 3
10 minutes o Stop video at 2:45
minutes long.
• Review shapes using pre-made anchor charts (created from 2D
and 3D lessons)
Get students into groups
• Student groups will be made before the math lesson – based I have supervision,
on the attendance that day so this needs to be
5 minutes
o There will be 4 or 5 groups prepared during
• Tell students that we are going to go on a scavenger hunt, and Andie’s lesson
explain the handout
Scavenger Hunt
• Students will go with their assigned adult/group and do a
scavenger hunt around the school and in the classroom to find
Adults don’t need
2D shapes and 3D objects.
to hit every area of
o To make this go as smooth as possible, student groups
the school. If many
should split up between spaces. Half of the groups
20 minutes shapes are found in
should start outside of the classroom, while the other
1 area, they can
half starts inside the classroom – this will allow for
stay there for a
greater student focus & less crowded spaces. 10 mins
while.
in each space.
• When students find the shapes, they have to mark a tally on
their sheets to show that they have seen the shape.
Magazine Shape Hunt
• When the students come back to the classroom, they will work
on the magazine scavenger hunt for both 2D and 3D shapes.
15 minutes They should be given scissors & glue to cut and paste their
choices. The students should also give each photo a label. So, if
the student cuts out a picture of a roof on a house, it should be
labelled “triangle”.
 • Have students work on their place mats so they don’t get glue
all over their tables.
Clean Up
5 minutes • Have the students tidy up their workstations – recycle all scrap
papers, put scissors & glue sticks away.

Hallway/Classroom Scavenger Hunt

I feel that today went really well – the kids were quite focused and worked hard to be quiet
in the halls, despite their excitement for the scavenger hunt. It was important to set high
expectations for the students and tell them that if they are too loud in the halls, that they
will lose their privileges and have to do the entire scavenger hunt inside the classroom. The
students were very well-behaved, and I received positive feedback from some of the
teachers that were instructing during that time. Multiple teachers said that they didn’t
even know our students were in the hallway, so that was definitely a positive! We
unfortunately did not have time to complete the magazine cut and paste scavenger hunt,
but we will have time to complete that activity once the math centers (2D shapes & 3D
objects) are complete. This will act as a nice closure to our lesson and act as a a formative
assessment piece. This will allow us to gauge how the students are doing with their 2D
shape and 3D object identification and naming.

Cut and Paste Scavenger Hunt

Since I completed this activity at a different time than I had originally anticipated, I decided
that I should complete a review before getting the students to search for 2D shapes and 3D
objects in their magazines. We have had anchor charts around the classroom that show 2D
shapes and 3D objects, but my TA and I decided that we should remove these charts and
see how the students do on their own. However, we realize that labelling the
shapes/objects might be difficult for the students, so in our review of the shapes/objects,
Reflections and we made a new anchor chart that included only the names (no identifying drawing). The
Follow Up students did a good job at naming the 2D shapes in our review, but as expected, naming
the 3D objects was a little bit harder for them. The objects like sphere, cube, and cone
were relatively easy for the kids to get, but triangular and rectangular prisms were
somewhat difficult for the kids to remember. The review took longer than I had anticipated
(as per usual, for me) but I feel like the review is the most important part. Due to this, the
students only had about 20 minutes to work on their cut and paste scavenger hunts, and as
expected there were varying levels of completion between students. If I was teaching my
own class, I would probably give the students another day to work on their scavenger
hunts. This would just allow for students to complete their labelling, find other
shapes/objects, and provide me with a deeper understanding of students’ strengths and
weaknesses. Even with such a short work time, this activity provided me with useful
information about the students. Some kids really need some extra help with their shapes. I
unfortunately won’t be here past this week and I won’t have time to work on further
lessons to strengthen student understanding. I would love to have the opportunity to
continue to work on these shapes/objects and monitor student growth, but I am confident
that I have laid a decent foundation for my students.