LESSON PLAN TEMPLATE Fall 2019

LESSON PLAN (Dec. 10th, 2019)

Grade: 4 Lesson Title: Triangular Prisms Lesson Duration (mins): 1 class (40 mins)

Overview of lesson (150 words).

Today’s lesson will be used to introduce a new shape in our new unit which is “shape and space” where they will learn and
demonstrate skills on 3D and 2D shapes. I will begin the class by explaining classroom behavior expectation and directing
students to listen to me teach the new content for today’s lesson. I will introduce the triangular prism. I will explain that it
is a solid (3-dimensional) object which has five faces that are rectangles. It has the same cross-section along a length,
which makes it a prism. I will bring a Toblerone chocolate bar as a visual of a triangular prism, by taking it apart and show
how the shape of the wrapper and chocolate bar match a triangular prism. I will instruct that students pay attention to the
slide show (visuals and auditory videos) so students understand the idea of triangular prisms. After this is done, students
will have a net of a triangular prism that they will cut out, and glue together. This meets the kinesthetic part of the lesson
where students will be able to move around and work on their prisms. This lesson is connected to the POS (program of
studies) because students will learn and demonstrate how to describe the characteristics of the 3D shape that is a
triangular prism. In addition, they will review and demonstrate their understanding of how to they will construct a
triangular prism. Students will have majority of this lesson to work on the net of the triangular prism as well as to listen for
instruction from the teacher.
Alberta Program of Study:
GLO /GLE SLO/SLE
- Describe the characteristics of 3-D objects - Describe and construct right rectangular and right
and 2-D shapes, and analyze the triangular prisms. [C, CN, R, V]
relationships among them.

Lesson Guiding Questions: (questions students might have)

- What is a triangular prism?
- How do we make a triangular prism?
- What is the base of the triangular prism?
- How do we know it is a triangular prism?

Learning Objectives
Students will…
- Identify knowledge of triangular prisms.
- Demonstrate prior knowledge of 3D shapes.
- Construct a triangular prism from a net piece of paper.
- Define what a triangular prism is.
- Identify and name common attributes of triangular prisms from sets of triangular prisms.
- Identify examples of triangular prisms found in the environment.

Learning Resources List

Resource #1: YouTube video: https://www.youtube.com/watch?v=57v2uEc0_nA&t=48s
Resource #2: “Introduction to Triangular Prisms” PowerPoint
Resource # 3: Toblerone Chocolate Bar
Resource #4: Worksheet – Net for a prism

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 LESSON PLAN TEMPLATE Fall 2019
Material and Equipment
- Paper
- White Board
- Erasers
- Pencils
- Erasable markers (optional)
- Online Smart Board
- Glue
- Scissors

Lesson Procedures

Introduction (7 min):
Countdown Attention Grabber (5, 4, 3, 2, 1) (Less than a minute)
- Students are expected to know to quiet down and go to their seats and get ready and take out binder
depending on course and wait for the teacher’s instruction.
Expectations for Learning and Behavior (1 min)
Throughout the lesson, if needed, students will be reminded of learning and behavior expectations for this
lesson. These expectations include:
- Inside voices
- No talking when the teacher says “no talking”
- Respect quiet work space of others
- Try your best (quality of work)
- Ask for help when you need it
- Take advantage of having peers to work with (when allowed to work collaboratively)

Students will be spoken to “you must remain quiet while I am talking so I can instruct you on what to do and
how do it, if we are not being quiet as a class, we cannot continue until we are completely silent. This means
your eyes will be up here looking at me and the board with your full undivided attention while I explain what you
have to do. We will remain quiet until I say you guys are allowed to talk.” (2 mins)

I will explain to the class that we are starting a new concept which is part of the Shape and Space Unit. I will
explain and introduce what a triangular prism is and how it is constructed ( I will have a net of a triangular prism
made from scratch and another net that has not been made yet to visually show my students what they will be
doing today).

Introduction of the assignment (4-5 mins max) – Transition to Body

To introduce this lesson, the students will look at the whiteboard for the introduction of the PowerPoint. I will
use a PowerPoint and the Smart Board to demonstrate a video on what a triangular prism is, this is part of the
auditory section of my lesson where students will watch a video to understand a concept (Video is 1:38 mins
long).

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 LESSON PLAN TEMPLATE Fall 2019
Body - (25 min)

Steps and Procedures Teaching Strategies:

- I will remind students that there is no talking or yelling out
when the YouTube video ends. I will get their full undivided
attention to the board.
- I will now present a small PowerPoint presentation that we
will go through for this lesson (3 mins)
- I will take time to answer students questions (1 mins)
- I will have brought my own Toblerone chocolate bar to
demonstrate a triangular prism, by demonstrating the shape
of the wrapper and how it is related to a triangular prism. I
will open the wrapper to also demonstrate how the chocolate
inside is shaped exactly like a triangular prism. After this is
done, students will have a net of a triangular prism that they
will cut out, and glue together. (2 mins)
- I will tell students that they are allowed to talk but they are to
use inside voices only. I will explain that they are allowed to
move around the classroom but this activity will require more
space so they should spread out as long as they are sitting on
a DESK. I will explain “if it becomes too loud, in here, and I
keep addressing you guys to be quiet, I will shut down the
talking and you will work individually and in complete silence
for the remainder of the class.”
- Students have time to work on this activity, I will explain to
only cut the edges of the shape, then put it together and glue
it on the sides. I will remind them that if they have questions
they must put their hand up sitting on their desk. (15-17
mins)
- As students work, I will come around with the recycling bin to
collect their garbage, this will minimize the amount of times
they get up and distract themselves from working.
- ATTENTION GRABBER: lights off. I will get students to listen
up again and get their attention, at this time, I will finish by
explaining that they must start cleaning up their desks and to
throw out any leftover garbage they have. (1 mins)
- I will remind to clean up.
Direct instruction: There is a demonstration and
activity involved in the lesson where I will use
direct instruction where I will get the students to
follow along with me visually and on the Smart
Board during my explanation of both the
demonstration and activity.
Behavior Management: Make rules clear when
starting lesson and appreciate or address
behavior during the lesson and at the end of the
lesson, depending how they did.
Assessments
Formative:
- Analyzing Student Work: Teacher will
analyze the students work while they are
given time to work on their triangular
prisms.
- Mini White Boards: I will get students to
attempt the drawing of a triangular prism
after it has been explained to see if they
understood. I will get them to lift up their
board once they are done as long as they
put their hand up.
Summative Assessment: Unit exam at the
end of the unit.

Differentiation

There is an Educational Assistant who will grab 5 students

from the classroom and she will instruct them and observe
them during the exam in a different room across the hallway
from our classroom. ( IF NECESSARY)

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 LESSON PLAN TEMPLATE Fall 2019
Consolidating and Closure: (5 mins) To close the lesson, I have students share and demonstrate their made
work (to save time, I will only choose a few, I will not ask students to put their hand up). This gives those
students who still do not understand another opportunity to learn it. The students show how they folded
and cut their shapes into a triangular shape. Some students will not understand what is being said, but will
understand clearly when the work is put up for them to see.

I enjoy having students show their work, by having students share their work, I believe it makes it very
important to the success of the lesson (show their made triangular prism). Students need to see good work
samples as well as work that may have incorrect information to see where it is wrong so they know how to
fix it and where. (use of Mini White Boards and construction of their triangular prisms)

I will give a reminder that there shapes must stay inside their desks as we will compare shapes between
rectangular and triangular prisms. Students will demonstrate this by leaving their shapes at the end of the
classroom beside the rectangular prisms.

Before they go, I will end the class by saying: “You guys did a great job of listening and paying attention. I
barely had an issue with loud noises in the classroom. Thank you very much” OR “You guys need to do
better next time (the following day) because I asked for total attention and you did not give me part of it or
any at all. We will try again tomorrow” depending on how they did.

Once they are done cleaning up and ready to do, I will remind them to stay in the spots as we have to do
prayer before lining up and grabbing our lunches.

Reflective Notes: To be filled out after I deliver this lesson.