Caitlyn Diaz Dr.

Callahan EDN 301 11 March 2013 Curriculum Archive: Activity One Fishing for Shapes 1. Artifact A: a.

b. Citation: Penn, M. W. It's A Shape! Mankato, MN: Capstone, 2012. Print. c. Category: Document, Book

2. Artifact B:

a.

b. Citation: Soft and Still Blocks. UNCW Curriculum Materials Center. Curr A/V Kit 647 c. Category: Ephemera

3. Artifact C: a.

b. Citation: Created by Caitlyn Diaz, Idea borrowed by Judith Horne, Saint Catherine Laboure School Kindergarten Teacher. c. Category: Ephemera 4. Activity Description a. Purpose/Goals: This activity is designed for young children ages 5-7 with mild to moderate intellectual disabilities. The objectives of this activity were formulated based on the North Carolina Extended Common Core State Standards for children with cognitive disabilities (http://www.ncpublicschools.org/docs/acre/standards/extended/math/k-5.pdf) After completing this activity, students will be able to identify specific shapes (circle, triangle, rectangle, and square). The activity will begin by the teacher reading the book Its A Shape! to introduce the concept of shapes, (with picture visuals) and some of the basic characteristics of them. (NOTE pages 9 and 17 will be skipped due to the mentioning of shapes that students will not be covering) As the teacher reads the book, he/she will hold up the foam block piece that corresponds with the shape on the page. This gives the students a visual grasp of what the particular shape looks like. Next, the teacher will introduce the activity Fishing for Shapes. The teacher will work with students (at first individually) and have them come up to the pond to go fishing for the shape. The pond will be filled with a variety of colorful shaped fish with a shape

distinctly located on the center of the body. Once the child catches a fish, they will be asked by the teacher what shape is on it. After the correct verbal response the teacher will then prompt the student to place the fish in the correct shape fish bowl (each fish bowl will be clearly marked with a designated shape). This will be repeated to ensure that students have mastered the identification of all the shapes. b. Method/Learning Style: The activity follows the concepts found in multiple intelligences and behaviorism. In the book component of the activity, this targets the linguistic intelligence. It provides a way for language to describe information. The blocks, aid as a visual for the students to associate what they are hearing into a hands-on tangible shape. Therefore the blocks serve spatial intelligence by representing the concept of a shape as a three dimensional object. The rest of the activity falls in behaviorism practices. In behaviorism, learning is accomplished through the creation of correct stimulus-response associations. There are two sets of stimuli-response pairs. The first is found with the paper fish with the shape on it as the stimulus. The correct response is the verbal identification of that particular shape when asked to identify it. The second stimulus is also the fish with the shape on it, but the correct response is now placing it in the matching shaped fish bowl. This is a more creative approach to the behaviorist model by incorporating the use of a story book to provide students with the necessary ideas to invoke the correct responses and also this activity is an interactive and fun game for the students to engage in while learning. By incorporating the matching aspect, students will increase their visual discrimination skills and improve their fine motor skills. It also allows for immediate feedback and assessment for the teacher. The teacher can provide verbal responses acknowledging whether the student is making the correct associations or not, or by checking the fish bowls to see where a child is placing the shapes. Scaffolding can also occur through verbal cues to guide the student to make the proper response (i.e. Do you remember what the book said a triangle looked like?) The activity can also be repeated multiple times and reviewed on a consistent basis until the correct associations are made. c. Student Product: By the end of this activity students will have mastered the proper knowledge of shapes and the ability to identify them. They will have acquired the necessary knowledge to later assist them in the next activity where the transfer of knowledge (when students apply their newly learned knowledge to a new setting) will occur. Overall, the students after completing this activity, will be able, upon being showing a shape, identify it by name and match it with an identical figure.

d. URL: http://cdiazedn301.weebly.com/

Curriculum Archive: Activity 2 Shape Scavenger Hunt

1. Artifact A:

a. b. Citation: Burton, Margie, Cathy French, and Tammy Jones. Shapes Everywhere. Pelham, NY: Benchmark Education, 1999. Print. c. Category: Document, Book 2. Artifact B: a. See attachment b. Citation: Shapes are Everywhere, Concept Map. Early Connections, Benchmark Education Company, 2003. c. Category: Document, graphic Organizer

3. Artifact C: a. My Shapes Book (See attachment) b. Citation: Made by Caitlyn Diaz c. Category: Print

4. Activity Description a. Purpose/goals: This activity is targeted towards the same student population as the prior activity. The objects are derived from the North Carolina Extended Common Core State Standards for children with cognitive disabilities. The goals are aimed so that students can accurately identify shapes in the environment and describe objects in the environment using names of shapes. To introduce this activity, the teacher will review briefly what was learned in the first activity; making sure

students are able to recognize and identify a shape. The teacher will then ask students where they think shapes can be found. As the discussion goes on, the teacher will use the graphic organizer to write down the students responses on the projected screen. The teacher will then read Shapes Everywhere and after the book engage students in more discussion on adding more places they can find shapes to their organizer. To check comprehension, the teacher can ask the students where the book said shapes could be found. Once the class has created a thorough list, the teacher will ask the kids if there are any shapes in their classroom. They will pass out to each student some crayons and a My Shapes Book that will have a shape reference page and blank pages for where students are to record their scavenger hunt shape findings. The teacher will instruct the students that they can work individually or with 1-2 partners as they walk around their classroom looking for things that look like their shapes. When students find a shape, they are to turn to that page in their journal and draw it to the best of their ability. (Examples of shapes: a clock is a circle, a board eraser is a rectangle, a desk is a square, etc) The teacher will let the children go explore the classroom (or even a part of the school, or outside- this is up to the teacher) and as children go about their search the teacher will walk around providing cues and scaffolding to students. The teacher can coach students to see things differently by drawing their attention to more complex ideas of shapes (the blue square on the American flag) This activity can last 20-25 minutes and once completed the teacher should regroup the class and lead a class discussion. For example, the teacher can ask students to share some of the shapes they have found and ask other students of they agree with that classification. In terms of assessment and feedback, the teacher can collect the books to make sure students are making the correct connections. b. Method/Learning Style: This activity is based on the cognitivist perspective. The discussion in the beginning of the activity, where the class discusses shapes they have seen, opens the teachers access to the prior knowledge and understanding of the students before the lesson begins. This is a huge component of cognitivism; teachers should find out what prior knowledge students have and then use that as a platform to teach the new material. This activity also uses a graphic organizer which provides students with a visualization and organizational concept of shapes. Another huge component found in this activity is the transfer or generalization of knowledge. The students are applying their knowledge of shapes to a new (classroom) environment. They are making the connection that what they know can be applied to another setting. As it is expressed in cognitivism, this activity calls for students to understand how to apply their knowledge to a new context, and such a successful transfer of knowledge shows that the students have

mastered the information. One final aspect of cognitivism is student initiated learning. Students are able to move about, collaborate with others and direct their understanding of shapes to the surrounding world in a way that makes sense to them. Instead of lecturing students, the teacher walks around and assists students and serves as a guide to help children take charge of their learning outcome. c. Student Product: At the conclusion of this activity, students will have created their own personal understanding of shapes through the items they found in the classroom. The students will have created their own personal book of shapes filled with their own concepts and drawings of shapes. Students will have applied their knowledge of shapes and identified them in the everyday world; making a successful transfer of information. 5. URL: http://cdiazedn301.weebly.com/