# Study On Lesson Fishing Shapes Education Essay

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## INTRODUCTION

Activity: Fish out regular and irregular shapes that are made of foam. Then, classify them according to their common attributes such as length of sides and colours.

Why: The aim of this lesson is to teach kids how to recognize and distinguish various regular and irregular objects found in the environment. Later, they will be able to reason for themselves the examples of regular and irregular shapes. Through this lesson kids will understand that irregular shapes are shapes in which every lines, edges and sides are not made up of the same length.

## CONTENT

Subject: Mathematics

Topic/ Concept: Shape and spatial sense

Duration of lesson: 35 minutes

Number of children: 10 (5 boys & 5 girls)

Age of children: 6

Materials: light-weighted foams, scissors, 10 child-sized fishing rods, paperclips, double-sided tape, unused small bathtub, magnets, magic colours.

## Preparation:

Add some regular and irregular shaped objects into the classroom for the shape hunt.

Fix the magnets onto the fishing rods before the lesson.

## Prior relevant experience:

Kids are able to recognize and name the basic 2D and 3D shapes.

Kids have created their own 2D shapes using slime.

Kids have made 2D shape cutouts using construction paper.

Kids are able to sort out common 2D and 3D shapes by their common attributes.

Kids have done an experiment on magnetic attractions and understand that magnet attracts paper clips.

Shape vocabulary: regular, irregular, triangle, square, pentagon, rectangle, side, edge, lines and angle.

## Goals & Objectives:

To name the examples of regular and irregular shapes found in the classroom.

To sort regular and irregular objects into separate groups.

To describe the characteristics of regular and irregular shapes to the whole class in pairs using the proper shape vocabularies.

To assess their spatial sense by recording how fast the child fish outs the shapes.

Learning outcomes: At the end of this lesson, children are able to,

Use new shape vocabularies such as pentagon, regular, irregular and angle.

Learn that triangle, square, pentagon and star is a regular polygon.

Learn that rectangle, kite, leaves and flowers are examples of irregular polygon.

Classify regular and irregular shapes by their common attributes.

Learn that irregular shapes are shapes which in every lines, edges and sides are not made up of the same length.

Describe the different properties between regular and irregular shapes.

Name examples of regular and irregular objects found in the environment.

Create own cutouts of regular and irregular shapes using foams.

## How will the lesson be introduced:

Point out some of the known shapes found in the classroom (clock, whiteboard, tables) and ask the kids to name the shapes.

Introduce regular and irregular objects that are found in the kindergarten.

Allow children to touch, hold and feel each object.

Explain the meaning of regular and irregular shapes by using those objects as a model.

Ask kids to hunt for more regular and irregular objects in the classroom to check their understanding between the two different shapes.

## How will the lesson be implemented:

Give each child 4 different colours of foam (blue, red, yellow, green).

Ask the kids to draw out 4 regular shapes (triangle, square, pentagon, star) and 4 irregular shapes (rectangle, kite, leaf, flower) using magic colours on each foam.

Ask the kids to cut out the shapes that they have drawn using a pair of scissors. Help kids who have difficulty in using a pair of scissors.

Paste a small piece of double-sided tape of each side of the shape cutouts.

Ask the kids to attach one paper clip each on both the front and back of the shape cutouts.

Set-up a small empty bathtub on the table.

Ask the kids to throw in their 8 shape cutouts into the bathtub.

Ask the kids to imagine those shape foams as fishes swimming in the sea.

Give each kid a fishing road to fish out the shapes from the tub.

To fish out the shapes, give instructions using shape vocabularies such as,

"Fish for me a yellow regular shape."

"Fish for me 3 irregular shapes."

"Fish for me 2 different regular shapes."

Observe how long each child takes to fish out one shape to learn about their spatial sense.

Continue giving instructions till all the shapes have been fished out.

## How will the lesson be concluded:

Ask each child to classify the shapes that they have fished out into groups of regular and irregular shapes to reinforce the whole lesson.

Divide the kids in pairs and ask them describe the different attributes of the each shape cutouts to the other children.

## CONCLUSION

Evaluation of learning outcomes: Kids have learnt new shape vocabularies such as pentagon, regular and irregular. Besides, kids also have understood that triangle, square, pentagon and star are examples of regular polygon while rectangle, kite, leaves and flowers are examples of irregular polygon. The kids are now able to classify shape by comparing and contrasting the length of each side. Furthermore, the kids have gain experience on how to create their own shape cutouts using foam pieces. However, the kids have not achieved the full ability to be able to describe the different properties between regular and irregular shapes. Some kids find it a little harder to understand the attributes of regular and irregular shapes. They need more reinforcement on this concept.

Teacher's reflection: The children enjoyed the fishing activity the most as they competed to fish out the shapes faster than their peers. However, the children found it a little tough cutting out shapes like flower and star from the foam pieces. They needed the teacher's assistance for cutting out the more complex shapes. I could have made this lesson more child-centered by preparing different types of materials such as construction paper and marker pens instead of just foam pieces to allow the children to make their own choice of selection. Therefore, I must be more careful in the selection of materials in the next lesson. Nevertheless, the whole lesson was well-organized and took place well. All the children participate with full of enthusiasm by answering the questions that was posed out.

## Follow-up:

Remove the paper clips and double-sided tapes from the cutout shape.

Use the same shape foams and water colour to make Shape Stamps for the next lesson on patterning and ordering.

Lesson: Cloud and fog formation.

## Activity:

Do an experiment on how to make clouds in a water bottle.

Do an experiment on how to make fog in a jar.

Why: The aim of this lesson is to teach kids the formation of cloud and fog through hands-on experiments. By the end of this lesson, kids will learn that fog and clouds has no physical difference instead, fogs are low level cloud. This lesson also focuses to introduce kids the importance of clouds.

## CONTENT

Subject: Science

Topic/Concept: Earth and space science

Duration: 35 minutes

Number of children: 10 (5 boys & 5 girls)

Age of children: 6

Materials: 10 stainless steel tablespoons, shaving cream, wet tissues, crushable plastic water bottle, slight hot water, small piece of black sugar paper, an empty mayonnaise jar, food colouring, matchbox, small bag of ice cubes, cellophane tape.

## Preparation:

Prepare some hot water in a thermos flask before the lesson starts.

Tape the black sugar paper on the back of the mayonnaise jar so that the jar is not see through. Make sure the front of the jar is not covered.

Put all 10 tablespoons into the fridge to chill them.

## Prior relevant experience:

Kids have learnt and understood condensation and evaporation processes from the previous lesson on rain formation.

Kids have also seen real pictures of clouds and fogs in the other class.

Science vocabulary: condense, evaporate, cloud, fog, water vapor, moisture, water droplets, exhale.

## Goal/ Objectives:

To explain the formation of clouds and fog.

To list the importance of the clouds to the environment.

To name the likeness and differences between clouds and fogs.

To create own cloud patterns on the table using shaving cream.

Learning outcome: At the end of the lesson, children are able to

Make tiny little clouds on their own by exhaling onto the back of a cold spoon.

Make their own clouds in a water bottle with adult's guidance.

Make their own fog in a jar with adult's guidance.

Understand that fogs are low level clouds and there is some difference between them.

Describe the formation of clouds and fogs in pairs to the others.

## How will the lesson be introduced:

Bring the kids outdoor. Ask them to observe the clouds in the sky.

What are some of the shapes of the cloud?

How do you think a cloud feels like?

Why are there clouds on the sky?

Squirt some shaving cream on each child's table. Ask them to imagine the cream as the clouds that they have observed earlier.

Instruct them to create different shapes of clouds that they have seen on the shaving cream using their fingers.

Pass out wet tissues to the kids and ask them to clean their tables and hands properly.

Continue the lesson by distributing the chilled tablespoons 1 to each child. Tell them that they can make their own tiny clouds by exhaling onto the back of the chilled spoon.

Explain to them that clouds in the sky are formed when warm moist air and cool air come in contact together.

Tell them that fog is the same as cloud and the only difference is that clouds forms above us (it hugs the sky) and fog form above the ground level (it blankets the ground).

## How will the lesson be implemented:

The teacher demonstrates how to make clouds in a water bottle while the kids are asked to observe silently. (Experiment 1)

Place the crushable plastic mineral bottle on the table.

Pour Â¼ of slight hot water from the thermos flask into the bottle.

Close the cap of the bottle tightly.

Slowly turn the bottle upside down a few times to allow the hot vapor to fill in the whole bottle.

Twist the bottom of the bottle as much as you can; until the top part of the bottle is firm.

Carefully open the cap of the bottle; the kids will see white clouds escaping from the bottle.

Explain to the kids how clouds form based on the experiment:

Clouds form when water vapor cools down. Warm moist air in the surrounding rises and becomes colder and colder. Eventually, water vapor cools enough to form clouds.

The teacher demonstrates how to make fog in a jar while the kids become observers of the experiment. (Experiment 2)

Pour Â¼ of warm water into the mayonnaise jar with the black sugar paper pasted on the back of it. Add in 2 drops of food colouring into the warm water.

Light a matchstick and hold it over the mouth of the jar.

After a few seconds, drop the matchstick into the water and cover the top of the jar with a bag of ice cubes.

Kids will observe little fogs forming inside the jar.

Explain to the kids about fog formation is the same as cloud formation; when a bit more cooling takes place, condensation occurs that results in low level clouds that we call fog.

## How will the lesson be concluded:

Allow the kids to brainstorm their thinking by posing out open ended questions on the importance of clouds to the environment.

Tell kids the 3 most major importance of the cloud:

For rain formation.

To give us shade from the sunlight.

To protect the earth from coldness.

Ask a few kids to volunteer to explain on what they understand about the lesson of the day.

Ask them questions to assess their understanding of the concept.

## CONCLUSION

Evaluation of learning outcomes: Kids were very creative in making their own cloud shapes using the shaving cream. Various shapes and designs of clouds were made out of shaving cream on their tables. The kids have also learnt two new simple experiments on how to make their own cloud and fog. They can now do this experiment at home with their parent's guidance. Besides, the kids have now understood that fogs are low level clouds but they can't produce rain. They are also able to explain the process of fog and cloud formation based on their understanding and memory.

Teacher's reflection: Kids enjoyed watching the first experiment on how to make clouds in a bottle because they could see the effect clearly. The kids were amused by the white clouds rushing out from the bottle. However, the second experiment was not successful as the effect was too vague. The fog formed was too little and vague for the kids to see. This lesson was not wholly child-centered as both the experiments were conducted by the teacher while the children acted as observers. I could have chosen an experiment where it is safe for the children to conduct on their own. Besides, I should have run through the experiments a few times before the lesson to confirm that the experiments are really successful. However, the lesson planned was carried out well and all the children showed enthusiasm in learning the new concept being taught. They understood the lesson as they were able to re-explain what the teacher had just taught them.

## Follow-up:

Review the concept on the next class and continue the lesson by teaching the types of clouds.

Bring in cotton wools to ask the kids to create different types of clouds on the flannel board.