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🖼️ Community Shape Evidence Plan

Effective Communication Self Directed Learning Collaboration CCSS.Math.Content.K.G.B.5 CCSS.Math.Practice.MP1 CCSS.Math.Practice.MP7 Assessment Core Content Project Launch Community Partners Essential Question Submission Required

Using printed photos and short clips from the fire station, police department, Asheville Community Theater, and Rueda de Casino de Asheville, the class notices flat and solid shapes, sorts them onto a picture chart, and helps form the question, “How do we see shapes in our community?” Students then choose how they will record evidence during this project by pointing to drawing, shape tracing, or photo cards, and the teacher records a class investigation plan with icons. A quick movement break has students make circle, rectangle, triangle, and cube poses before returning to the chart.

Plan day
Day 1
Duration
20 min
Grouping
Whole Class
Steps
7 steps

Lesson plan

7 steps · 20 min
# What teachers do
1 Welcome students to the rug and show 1-2 photos from each community partner. Say, "We are shape detectives," and use a growth mindset phrase such as, "We can try, notice, and learn together," while students give a thumbs-up when they are ready to look closely. (5 min)
2 Play short clips or show printed photos from the fire station, police department, Asheville Community Theater, and Rueda de Casino de Asheville. Ask, "What shapes do you see?" and have students point, trace shapes in the air, or name a circle, triangle, rectangle, cube, or other solid shape they notice. (8 min)
3 Invite students to help sort the pictures onto a class chart with simple labels and icons for flat shapes and solid shapes. Let students come up one at a time or with a partner to place a picture card and say or show why it belongs there. (8 min)
4 Lead a short movement break: students use their bodies to make a circle, rectangle, triangle, and cube pose. Add a quick transition chant such as, "Shape detectives, sit and see," before students return to the chart. (4 min)
5 Co-create the class question by pointing to picture evidence and saying, "How do we see numbers and shapes in our community?" Read it aloud together and have students echo the question with hand motions for shape and community. (5 min)
6 Show 3 recording choices: drawing, shape tracing, or photo cards. Students touch or point to the choice they want to use later, and the teacher records the class investigation plan with icons on chart paper while asking a few students to explain their choice. (8 min)
7 Close with a quick share and formative check: each student turns to a partner and shows one picture, names or points to one shape, and tells how they will record evidence. End by previewing that next they will build shapes and revise with a buddy. (7 min)
Preparation (10 items)
  • Print and organize clear photos from the fire station, police department, Asheville Community Theater, and Rueda de Casino de Asheville that show easy-to-see flat and solid shapes.
  • Cue short video clips in advance and test sound, screen, and visibility so students can quickly view each community location without delays.
  • Make a large class sorting chart with two sections labeled with words and icons: flat shapes and solid shapes.
  • Prepare shape visuals or manipulatives for circle, triangle, rectangle, and cube to hold up during discussion and movement.
  • Create an anchor chart for the essential question with picture supports for numbers, shapes, and community.
  • Prepare recording choice cards with visuals for drawing, shape tracing, and photo cards so nonreaders can independently choose a method.
  • Set out glue dots, tape, or reusable putty for attaching picture cards to the sorting chart.
  • Plan simple teacher observation notes or a checklist for who can identify shapes, sort evidence, explain a choice, and select a recording method.
  • Arrange carpet spots or partner spaces so students can safely move, point, and share during the lesson.
  • Prepare sentence stems with visuals such as "I see a ____," "It goes here because ____," and "I will use ____" for communication support.
Student-facing instructions
You will look at real photos and short clips from places in your community. Your job is to be a shape detective: look closely, point to shapes, trace shapes in the air, and help sort pictures on our class chart. You will use your eyes, hands, and words to show what you notice. Then you will help make our class question about shapes in the community. Last, you will choose how you want to record shape evidence in this project: by drawing, by tracing shapes, or by using photo cards. You will need the community pictures, the shape chart, and the recording choice cards. The goal is to notice shapes in real places and help make a class plan for how we will collect evidence.