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.
SHAPE ROBOT – Exploring Geometric Shapes
Steps
Step One
- Cut out lots of different geometric shapes to make your robot.
- Use tracers to draw the shapes or cut them out without drawing them first.
- Make lots of different colours.
- Make lots of different sizes.
Step Two
- Glue the shapes to black construction paper to create your robot.
- Glue shapes on top of other shapes to get interesting effects.
Step Three
- Add googly eyes.
- Look at your robot with fresh eyes.
- How many shapes did you use?
- What do you like best about your robot?
- Give your robot a name.
- Why did you choose that name for your robot?
Learning Goals
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
- 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 - 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.
- 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.
- Download and display the Shape and Form posters available on this website.
- 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. - Set up an art centre with construction paper, scissors, glue sticks, shape tracers and googly eyes.
Introduction
- 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.
- Conduct a read-aloud with a robot book such as The Robot Alphabet, by Amanda Baehr Fuller focusing on the characteristics of robots.
- Introduce the challenge.
Activities
The Challenge
- Cut lots of geometric shapes out of construction paper.
- Use the shapes to make a 2-dimensional robot.
- Use your own ideas to make your robot unique.
- Glue the paper shapes so they stick in place.
The Process
- Make sure everyone understands the challenge.
- 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 - Guide students through the steps outlined in this lesson plan.
- Observe students as they work.
- 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'.
- Provide individual assistance and encouragement.
- Ask students to give their robot a name when they have finished making it.
Sharing
- 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 - Display all the robots in the classroom.
- Encourage students to view all the robots and notice how they are the same, and how they are different.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- 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.
- Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
- Use a checklist to track progress. (Download - Robot.tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Download - ShapeRobot_self-assessment.pdf)
