Context
This Unit of Instruction was created through the course CI4000 Elementary School Curriculum and Instruction. This course was taken under the instruction of Dr. Wanda Calvert. The object of this course was to create a unit of instruction, which included 5 lesson plans to be taught in the elementary classroom that took one content area and incorporated language arts into it. During this course I interned with Mrs. Cynthia Parker, in 4th grade at
During this unit, the students that I worked with learned about Geometry. Specifically, the students learned the differences between one-, two-, and three-dimensional objects. They learned about faces, vertices, and edges of different three-dimensional objects. They also learned about lines, such as perpendicular and parallel lines, as well as angles, such as acute and obtuse.
Impact
The major concepts the students learned through the content I taught was how to tell the difference between two-dimensional and three-dimensional shapes. They worked with different shapes and how to determine their faces, vertices and edges. They will look at different lines and angles. These things will be important for the students when they go through school and as they get into the real world. For example, a builder will use geometry to plan for how much wood he/she will use to build with. At the end of this unit, the students should be able to differentiate between parallel, perpendicular and intersecting lines and line segments. They will be able to tell the difference between acute, obtuse, and right angles, which will lead to being able to determine the degree of the angles. They will also be able to tell the difference between different geometrical solids by their name.
Alignment Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum. Indicator 1: Teachers develop and implement pacing and alignment of curriculum that is consistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas. I met this standard by creating a unit of instruction including 5 lesson plans based on the NCSCOS in Geometry, as well as the National standards for Geometry. Indicator 2: Teachers understand and use interdisciplinary approach to teaching by connecting and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching. I met this standard by incorporating language arts into the geometry unit that I created in order to enhance my teaching of the unit. Indicator 3: Teachers promote new learning by using the students’ prior knowledge, misconceptions, and interests when designing lessons. I met this standard by reviewing what students had learned prior to my lessons and expanding on what they already knew to help them with my lesson.
Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.
I met this standard by including different teaching strategies in my lesson plans, such as using hands-on lessons to help the students understand the concepts being taught.
Indicator 6: Teachers modify instruction and assessments to meet the needs of individual students.
I met this standard by giving assessments for the lessons that I taught so that I would know how each student was doing. I could also take the information that I gained from the assessment to modify the instruction that some students may need.
Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.
I met this standard by giving not only formal assessment after each lesson, but also during the lesson so that I could see how each student was learning the concept being taught. I also assessed how each student was doing informally before the final assessment during a review.
Standard 14: Elementary teachers develop strategies to address topics that are controversial to diverse groups. I met this standard by finding different ways to help all of the students learn, using different methods and skills, such as hands-on and active learning to meet the needs of diverse students. Standard 16: Elementary teachers develop as leaders in their schools and communities by staying informed about educational policy issues and supporting professional development. Elementary teachers participate in co-curricular activities, provide leadership in student and curriculum involvement, and connect these activities to the development of citizenship ideals in their students. Indicator 4: Teachers participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software. I met this standard by selecting the books and poems that were used during my lesson plans.
Please wait...