Phase+4

**__ Phase 4: Design Integration Strategies __**
===** Students will begin the week, in a large group activity, focusing on sorting and graphing 3-D shapes that they find both at school and at home. Each day will be used to engage the students in small group activities. Each small group will contain approximately six students all working on activities focusing on a different shape each day. The final result of these group activities will be a personal four-page book for each child that describes the 3-D shapes. **===

__** Day 1 **__

 * === ** Gather all the students around the SMARTboard to sing the 3-D shapes song and watch the webquest video ( ** [] ** ). **  ===
 * == ** Introduce digital cameras to students with an opportunity for them to take a picture of a friend standing next to a teacher-created bulletin board that displays 3-D shapes. Print out and save each child's picture for Friday's culminating activity. ** ==


 * ** Divide the students into four groups (one per 3-D shape) for centers. Each small group will gather around a classroom computer to visit the 3-D Shapes Glog ( ** [] ** ). They will find the appropriate shape for their group and click to learn and discuss its important characteristics. **

==== __Note__: ** Students begin the Kindergarten year using the SMARTboard daily, so by the time this 3-D unit is introduced in Kindergarten or reviewed in First Grade, the students will have knowledge of how to manipulate the board. ** ====
 * ** Go on a 3-D shape hunt around the playground and school building (invite the students to continue at home), using a digital camera to take pictures ONLY of examples of the group's particular shape for the day. ** (On Friday, the students will use the SMARTboard to graph the results of their shape hunts.)


 * === ** Once the hunt is complete, return to the classroom center. Students should now be familiar with the name, characteristics, and real life examples of the designated shape. ** ===

>> === 1) Write the name of the 3-D shape. === >> === 2) Draw a unique real life example of that shape they discovered on the hunt. === >> === 3) Color and share with their group members. === >> >> > === Example: Circle . . . . . . . . Sphere, Square . . . . . . . . Cube, Triangle . . . . . . . . Cone ===
 * === Distribute the pre-made blank shape book to each group member. Students should turn to the first clean page and complete the following: ===
 * === While the students are working, discuss with them how 2-D (flat) shapes are different than 3-D shapes. ===
 * === When the students are finished, each group will reassemble around a classroom computer to play the provided game on the glog that coincides with that day's shape. Simply click on the puzzle piece. ===

__** Day 2, 3, 4 **__
>
 * === ** Sing the 3-D shapes song and watch the webquest video **** . ** ===
 * === **Follow the same centers procedure as Day 1 with each group working on activities for a different shape than the day before. During each center, the students will become familiar with the characteristics of each shape through discussion with the adult in charge of their center or the classroom teacher who will be rotating between centers.** ===

__ Day 5 __
> > > **1) Sphere: Paper mache a balloon that is the shape of a sphere.**  **2) Cone: Decorate an ice cream sugar cone with various art supplies such as glitter, pipe cleaners, paint, etc.** **3) Cylinder: Use Pringles cans to make kaleidoscopes.**
 * === ** Sing the 3-D shapes song and watch the webquest video **** . ** ===
 * === Gather together in a large group around the SMARTboard to graph the results from the week's shape hunts and to share the class books that were made in centers. ===
 * ** To conclude the 3-D unit, each child should chose their favorite 3-D shape and attach their picture (from Monday's practice activity with digital cameras) next to it on the shapes bulletin board. **
 * ** Set up an art station for each of the four 3-D shapes (sphere, cone, cylinder, cube). Each activity is instructed by a teacher or parent volunteer. Each child will go to the center for his/her favorite 3-D shape and complete that activity. **
 * 4) Cube: Use sugar cubes to construct an art project. They can be glued directly to strong paper and ** **colored with**
 * markers. **