Six Weeks of Learning Adventures

Learning Goals & Products

Learning Goals

Students will be able to identify and draw flat shapes and solid shapes found in community places such as the fire station, police department, theater, and dance space.

Students will be able to build and revise shape models from sticks, clay balls, blocks, and recycled materials to match a given shape or community object.

Students will be able to explain how they used structure, persistence, and feedback to solve shape-building problems during the project.

Products

individual

My Community Shapes Investigation Notebook

Each student completes a guided investigation notebook with shape-finding drawings, labeled observations from community photos or clips, simple build plans, and reflections on how they revised one model. It shows the student’s own evidence of shape recognition, modeling, and problem solving.

team

Shapes in Our Community Exhibition Display and Oral Explanation

Teams create a shared display with labeled photos, student-made shape models, and a short oral explanation of where shapes were found, how the models were built, and what the team learned from revisions. The display must include each member’s contribution and note at least one challenge or mismatch the team had to solve.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Effective Communication	I can communicate about a shape I made by using simple words and gestures (e.g., “circle,” “triangle,” “rectangle”) and showing it to others in my model or drawing.	I can explain what I built using sentence stems like “I notice…,” “I made it from…,” and “It is like…,” and I can point out one place in our community where I saw the shape or number.	I can communicate my math thinking more clearly by describing the parts I used to build the shape, saying how I fixed it when it did not work, and sharing how I used structure (looking at how shapes fit together).	I can communicate my learning to families and partners by guiding others through my model and drawing, answering simple questions about my choices and revisions, and describing the problem I solved and the strategy I used to make the shape match.
Deeper Learning Competencies	Collaboration	I can work with a partner to take turns finding and choosing a community shape (circle, rectangle, or triangle) and its pieces (sticks/clay balls) for our model.	I can work with my partner to build our shape using components and share ideas by taking turns describing what we notice in the community pictures or clips.	I can collaborate with my partner to solve building problems by suggesting strategies (look for parts, try again, ask for help) and revising our model together so it matches the shape we chose.	I can lead collaboration with my partner by sharing clear building steps, listening to feedback, and revising our model and drawing to show the shape structure we found in our community.
Deeper Learning Competencies	Self Directed Learning	I can choose tools and materials (sticks, clay balls, blocks) to try making a simple shape or drawing from the community, with help from a teacher or partner when I get stuck I can tell what I’m making using a short “I notice…” sentence and try again when something falls apart.	I can use a few steps to build and draw shapes from components while following classroom guidance, and I can explain what I changed after my first try did not work I can use sentence stems to ask for help (e.g., “Can you try with me?”) and keep working until my model matches the shape I aimed for.	I can plan what I will build or draw, then carry out the steps more independently by checking my work against the shape parts I’m using I can use feedback from peers/teacher (one clear suggestion) to revise my model or drawing and describe what stayed the same and what I changed.	I can independently persevere through shape-building problems by noticing structure (how parts make the whole) and choosing strategies to fix my design I can reflect on my process in my journal or speech (what was tricky, what I tried next, and how my revision made it better) and set a personal goal for what I will try in the next community shape exhibit.