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Virginia L. Reidy
Professor Debra Engers
Assessment of English Learners
UCSD
22 April 2016
SIOP Lesson Plan - Experimenting with 3D Shapes
Grade: K-1
English proficiency levels:
Beginning through Advanced
Background:
The children have been engaged in learning about 2D and 3D shapes, their attributes, and where
they are found in the real world.
Theme: Geometry
Lesson Topic:
3 dimensional shapes exploration
Math Standards:
Geometry: Kindergarten - Analyze, compare, create, and compose shapes.
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).
Geometry: First Grade - Reason with shapes and their attributes.
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to
possess defining attributes.
ELA Standards:
Kindergarten: Speaking and Listening
Ask and answer questions in order to seek help, get information, or clarify something that is
not understood.
First Grade: Speaking and Listening
Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
ELD Standards:
Kindergarten & First Grade: Interacting in Meaningful Ways
Collaborative (K &1): Exchanging information and ideas with others through oral collaborative
conversations on a range of social and academic topics. SL.K.1, 6; L.K.1, 6

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Collaborative (First grade): Offering and supporting opinions and negotiating with others in
communicative exchanges. SL.1.1, 6; L.1.1, 6
Interpretive (K&1): Listening actively to spoken English in a range of social and academic
contexts. SL.K .13 & SL.1.13

Content Objectives:
1. Students will be able to recognize and name 3D shapes: cube, cylinder, cone, rectangular
prism, sphere, pyramid
2. Students will be able to make predictions and describe how the attributes (previously
learned) of the different 3D shapes (faces, edges, vertices) affect how they move and
interact.

Language Objectives: The students will be able to

1. Students will name 3D shapes: cube, cylinder, cone, rectangular prism, sphere, pyramid.
2. Students will describe 3D shapes by attribute using vocabulary: edges, vertex or vertices.
3. Students will observe and explain how the shape of an object affects how it moves.

Key Vocabulary:
shape, attribute, face, edges, vertex, vertices, cube, cylinder, cone, rectangular prism, sphere,
pyramid, roll, slide, stack
Teacher Materials:
Teacher prepared 3D graph (for filling in as a group) on chart paper
Labeled 3D shapes poster for reference
Sample 3D shapes models
Student Materials:
Tub of 3D shapes models
Clipboards
Pencils
Recording sheets
Motivation:
Students will build upon their previous learning about 3D shapes.
Students will be doing a hands-on experiment with the shapes.
Students will be working with a partner.
Preparation:
1. Put out bins of 3D shapes on tables, enough for pairs of children to have one of each shape.
2. Provide each child with a clipboard, pencil and recording sheet.
3. Hang 3D shapes poster where all can see and use as a reference. (Differentiation)
4. Make pairings of students with mixed proficiency levels ahead of time. (Differentiation)
Presentation
1. Ask children to gather as a group and sit with their assigned partner.
2. Pass around a model of each shape for the children to hold and examine. (Differentiation)

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3. Referring to the labeled poster, have students turn-and-talk with their partner to review the 3D
shape names - cube, cylinder, cone, rectangular prism, sphere, pyramid, and listen in to their
conversations. (Differentiation and Formative Assessment)
4. Call students attention back, and together, brainstorm what objects we know that have these
shapes (ice cream cone, cereal box, basketball, etc.). (Formative Assessment)
5. Picture cards may be used for prompts and to support ELs. (Differentiation)
6. Ask the student pairs again to turn-and-talk about the terms for the attributes of the shapes,
(edges, faces, vertices), giving adequate wait-time. (Differentiation)
Practice/Application:
1. Explain that using the clipboards, they will explore the shapes to see if they can roll, slide or
stack. As they make discoveries, they will fill out their recording sheet. The recording sheet is
labeled with picture icons and words. They write yes in the box if the shape does that action, or
no if the shape doesnt do that action. Alternatively, they could put a check mark if the shape
does that action, or an X if does not. (Differentiation)
2. Before they experiment with each shape, ask them to make a prediction about what it will
do. Give an example such as, I think the sphere will roll because it is round all over or I think
the cube will slide but not roll because all of its sides are flat. (Differentiation)
3. Explain they will work with their partner to make predictions, take turns moving the shapes
and recording their findings. (Differentiation)
4. Dismiss pairs to tables to predict, explore and record.
5. Walk around observing student pairs. Watch and listen to see if they are following directions
and working as a team. Give assistance/redirection as needed. (Formative Assessment)
Review/Assessment:
1. After 10 minutes or so, call students back together for a group discussion.
2. Ask them share what they observed and discovered. (HOT level = Understanding)
3. Have partners share out what different attributes helped or stopped the shapes from
rolling/sliding/stacking. (Differentiation)
4. Record their ideas on the large graph. (Formative Assessment)
5. Ask probing questions such as:
6. Would it be a good idea to make cone-shaped wheels for a car? What about a sphereshaped soccer ball? Why or why not? (HOT level = Applying)
7. What affect did the shapes attributes have on how it moved? (HOT level Analyzing)
8. If you were constructing a building, which attributes would be useful? Which would be
difficult to use? (HOT level = Evaluating)
9. Review recording sheets for demonstration of understanding. (Formative Assessment)
Reengagement:
1. Put out the tubs of shapes models and allow time for exploration.
2. Students work with their partner to fill out the practice sheet. Then they may look around the
classroom for real world objects of these shapes. (Differentiation and Formative Assessment)
3. Practice sheet contains vocabulary, picture icon and a place to math the shape.
(Differentiation)

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Name: ________________________________________

3D SHAPE Does it roll?

cube

cylinder

cone

rectangular
prism

sphere

pyramid

Does it slide? Does it stack?

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Name: ______________________________________________
1. Find the name of each shape in the Word Box.
2. Write the name next to the correct shape in lower case letters.
3. Match a shape block to the correct shape.
Shape Name:

Place Shape
Block Here:

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Word Box:

sphere
cone

cube
rectangular prism

Example of a chart with student discoveries recorded:

pyramid
cylinder

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