#2 List the learning objectives: 1) The students will be able to demonstrate an understanding that every solid has more

than one property and practice their scientific reasoning skills during their investigations. 2) Students will demonstrate a practical application of the shape of solids specifically that some solids rolls and others stack and students will practice their scientific reasoning skills during their investigations. 3) Students will recognize and name trapezoids, parallelograms, and hexagons, put shapes together to make new shapes, and identify the number of sides and vertices in each shape during investigation. 4) When a read aloud is completed students will analyze the effect of exaggeration on the authors purpose. 5) The student will analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each through investigation activity. Explain how the objectives are aligned with local, state, or national standards: Objective 1: This objective aligns with the SC Science indicator 2-4.1 which is: Recall the properties of solids and liquids. The indicator asks students to be able to recall or identify properties of solids. Through this lesson, students are given the opportunity to explore and sort different solid manipulatives based on their properties. This aligns with the SC Science Inquiry standard 2-1.1 which is: Carry out simple scientific investigations to answer questions about familiar objects and events. This indicator states that students are carrying out simple investigations by observing the solids properties. Objective 2: This objective aligns with the SC Science indicator 2-4.1 which is: Recall the properties of solids and liquids. The indicator asks students to be able to recall or identify properties of solids. Through this lesson, students are given the opportunity to conduct simple investigations or experiments to determine a solids property that cannot be determined only through observation. This aligns with the SC Science Inquiry indicator 2-1.1 which is: Carry out simple scientific investigations to answer questions about familiar objects and events. During this lesson, students are given the opportunity to test each solid and can therefore apply their own results when sorting the solids.

Objective 3: This objective aligns with SC Mathematics indicator 2-4.3 which is: Predict the results of combining and subdividing polygons and circles. This standard asks students to use spatial reasoning to visualize what shape might result by combining or subdividing. During this lesson, students are given the opportunity to work with pattern blocks to give a concrete experience to combine and subdivide two-dimensional shapes. Objective 4: This objective aligns with SC English Language Arts indicator 2-1.6 which is: explain the effect of the authors craft, such as word choice and the use of repetition, on the meaning of a literary text. This standard asks students to analyze the authors craf t by examining the techniques that the author used to relay an intended message. In this lesson, the teacher read Pecos Bill by Stephen Kellogg. The students were to understand the technique of exaggeration and its affect on the characters. Objective 5: This objective aligns SC Indicator 2-4.1: Analyze the three-dimensional shapes spheres, cubes, cylinders, prisms, pyramids, and cones according to the number and shape of the faces, edges, corners, and bases of each. This standard asks student to focus more on the aspects of the different shapes, rather than just identification. During this lesson, students use three-dimensional shape manipulatives to gain a concrete understanding of the characteristics. Discuss why your learning objectives are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs: Objective 1: This approach to recalling properties of solids is appropriate because in kindergarten (K-5.1), students classified objects by observable properties. Although the students have only recently covered the three forms of matter, the students should be successful when sorting the solids by their properties. Objective 2: This approach is developmentally appropriate because they have practiced sorting solids and have the ability to work together in small groups. This lesson required the students to conduct their own investigations of the objects, but was given explicit instructions on what they were to do and look for during the experiments. This is appropriate because the inquiry indicator used in this lesson required the second grade students to only carry out investigation and not be able to generate their own directions. Objective 3: This approach was developmentally appropriate because they used shapes that were familiar to them. They have used square, triangle, rectangle and trapezoid pattern blocks before to count sides and angles, but now they will use their spatial reasoning skills to visualize what shape might result by combining or subdividing. This lesson allowed for students to do an initial exploration of the shapes and was told to try to make different shapes. Later the students were given more specific instructions to guide their explorations.

Objective 4: This approach was developmentally appropriate because the story was read aloud to them and discussion was facilitated by the teacher. The teacher brought up previously read tall tales to be connected with this story. The teacher asked questions to get the students to start thinking about how exaggeration was used in the other books. During the reading, the students were asked questions that made them critically think about why the author chose to add this in the story. The students were allowed to be creative at the close of the lesson to create their own exaggeration. Objective 5: This approach was developmentally appropriate because the students were given the opportunity to use manipulatives to be able to discern the different characteristics. They also connected their understanding of the two-dimensional shapes to the shapes of the faces of the three-dimensional shapes. The students were asked questions that required critical thinking to be able to see how the number of faces, edges and corners of the various shapes relate to each other.