# SHAPE ROBOT – Exploring Geometric Shapes

Students use geometric shapes cut out of construction paper to create a robot collage.

60 Minutes

Language Arts
Mathematics
Visual Arts

#### Vocabulary

behind circle geometric shapes overlap rectangle square triangle

#### Materials

Crayola Construction Paper Crayola Scissors Crayola Glue Sticks Scrap Paper Googly Eyes (optional)

## Steps

### Step One

1. Cut out lots of different geometric shapes to make your robot.
2. Use tracers to draw the shapes or cut them out without drawing them first.
3. Make lots of different colours.
4. Make lots of different sizes.

### Step Two

1. Glue the shapes to black construction paper to create your robot.
2. Glue shapes on top of other shapes to get interesting effects.

### Step Three

2. Look at your robot with fresh eyes.
- How many shapes did you use?
- Give your robot a name.
- Why did you choose that name for your robot?

## Learning Goals

Students will be able to:

• identify 4 geometric shapes;
• work independently and self-regulate;
• create personal responses to the centre materials;
• share their ideas with peers;
• demonstrate a sense of accomplishment.

## Extensions

Have children:

• sort and classify 2-dimensional and 3-dimensional shapes using a variety of found objects;
• use the Packaging Material Buddy lesson plan available on this website to create a figure;
• share their creations with the class.

## Prepare

1. Prepare shapes according to the age of your students.
Have students choose one of the following:
- trace the shapes with the shape tracers before cutting them out
- draw the shapes freehand before cutting them out
- cut the shapes out without drawing them first
2. Gather and make available books about shapes, for example, When a Line Bends . . . A Shape Begins, by Rhonda Gowler Greene; Shape by Shape, by Suse MacDonald; and  A Circle Here, A Circle There, by David Diehl.
3. Gather and make available books about robots, for example, Boy + Bot, by Ame Dyckman; The Robot Alphabet, by Amanda Baehr Fuller; and Clink, by Kelly DiPucchio.
4. Download and display the Shape and Form posters available on this website.
5. Prior to this lesson:
- Discuss geometric shapes children are familiar with, and record their information on a chart story that includes words and pictures.
- Aim to have circle, triangle, square and rectangle recorded.
- Look in your classroom and take a walk around the school to find objects that represent various geometric shapes.
- Encourage children to notice how many shapes are in front of or behind other shapes.
- Help children discover that some shapes are 2-dimensional (planar) and some are 3-dimensional (solids).
- Note every time you see an object that is one of the chart story shapes.
- Add the new objects to the chart paper.

- Compare how many of each shape you found.
6. Set up an art centre with construction paper, scissors, glue sticks, shape tracers and googly eyes.

## Introduction

1. Conduct a read-aloud with a shape book such as A Circle Here, A Square There, by David Diehl focusing on the attributes of each shape.
2. Conduct a read-aloud with a robot book such as The Robot Alphabet, by Amanda Baehr Fuller focusing on the characteristics of robots.
3. Introduce the challenge.

## Activities

### The Challenge

1. Cut lots of geometric shapes out of construction paper.
2. Use the shapes to make a 2-dimensional robot.
4. Glue the paper shapes so they stick in place.

### The Process

1. Make sure everyone understands the challenge.
2. Establish success criteria with your students, for example,
I know I am successful when I have:
- used my own ideas to make my robot
- used at least 4 different geometric shapes
- glued shapes so they stick in place
- glued some shapes on top of other shapes
- kept the paper is in good condition
3. Guide students through the steps outlined in this lesson plan.
4. Observe students as they work.
5. From time to time ask students to stop and view their work from a bit of a distance so they can see it with 'fresh eyes'.
6. Provide individual assistance and encouragement.
7. Ask students to give their robot a name when they have finished making it.

## Sharing

1. Place students into groups of 3 or 4 and ask them to share their robots with each other. Ask students to share:
the shapes they used to make their robot
- why they used the shapes they used
- what they like best about their robot and why

- their robot's name
2. Display all the robots in the classroom.
3. Encourage students to view all the robots and notice how they are the same, and how they are different.

## Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their robots – speaks with a clear voice, looks at audience while speaking, holds robot to the side, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.