Geometry and Spatial Sense (Webcast #3) Transformation Lesson
What happened before the lesson?
Where did the idea come from?
- “Transformation!,” pages 68–70 in Showcasing Mathematics for the Young Child
What had the children learned BEFORE this lesson?
These children have explored blocks of a variety of shapes many times. They have built with them, created with them, rolled them, stacked them, and tossed them.
What did you plan to do AFTER this lesson?
We would begin to use the vocabulary introduced in this lesson (roll, flatten, smooth) and transition it to the other three dimensional labels (i.e., looks like a ball, we call it a sphere; looks like a box, we call it a rectangular prism; looks like a can, we call it a cylinder. They would also work in the art center and continue copying wooden block sculptures with Play-Doh sculptures.
What's happening during the lesson?
Objective: Children will create three-dimensional shapes in Play-Doh to match a wooden block.
Introduction:
We talked about transformer toys and what it would mean to TRANSFORM!
Procedure:
- Distribute Play-Doh and plastic plates to each child.
- Place a wooden sphere in the center of the table and say, “Transform.”
- Model and observe children as they form the Play-Doh into a sphere that rolls and is smooth.
- Place a wooden cylinder in the center of the table and say, “Transform.”
- Model and observe children as they form the Play-Doh into a cylinder that rolls when placed on its side and is flattened on the ends.
- Use your words to describe what you are doing.
- Repeat the process for a rectangular prism.
What will I do after the lesson?
How did your plans change as you taught this lesson?
I had planned on introducing geometric names for the shapes during the lesson but decided not to do so. The boys were involved with the attributes of the shapes and the attribute words needed to be stressed during this first transformation lesson.
What would you do differently if you taught it again?
I was too hurried and talked too much in this lesson. I needed to slow down so they could enjoy the transformations!
How would you describe the teaching that occurred using the words on the Continuum of Teaching Behaviors?
I was CO-CONSTRUCTING with the boys since we all were making the shapes and “helping each other.”
