Google "aquamath3" or click this link:

http://www.learnalberta.ca/content/mfam3/flash/index.html

Excellent website in French for later on in the year in Grade one.  The french instructions are spoken very clearly.  We worked through two of the 3D objects and 2D shapes activities together on the SMART board after learning all of the necessary vocabulary.  Student's then went to their own computers to complete more activities.  Initial login asks for your name and your fish's name.  Enter any name but if you want to track that students have completed all of the activities have student enter the same name and fish name every time.

2D shapes visuals.pdf (correction has been made to word strips 'un cercle', visual dictionary was correct)

3D objects visuals.pdf

Our district resource refers to 2D shapes as "les figures" and 3D shapes as "les objets".

These visuals reflect those guidelines.

3D shapes book.pdf

A booklet for reviewing 3D shapes and the associated vocabulary (les sommets, 

les arêtes, le faces).

Literature link (available at École Edwards school library).

Following this story students create their own shape animals on 

index cards (blank on one side for the animal, lined

on the other for description).  

Wordless book to introduce 3D shapes in our environment.  Our geometry unit is

nicely coinciding with our building unit in science, the outcomes compliment each

other very well.

Playing with Shapes:  Art, Math, Writing, Speaking

This is one of those projects that was so simple and turned out

to be lots of fun.  We hadspent time learning 2 dimensional shapes and had begun to

discuss 3 dimensional shapes.  I knew a unit about mapping was coming up in social studies

and had hoped to use that asan opportunity to again demonstrate the relationships between 2D and 3D shapes.

The week before we made these animal shape cards, our Jasettes oral language program

had been based on animals.  From Monday to Thursday all 4 grade 1 French Immersion

classes have a 20 minute sessions in small groups headed by the classroom teacher or

French Learning Resource assistant.  We play speaking games around a theme for the week.  For example,

students pick a plastic animal out of a bag and say, "Voici un canard.  Il est jaune."  

I love this program because then the following week I can model writing tasks after the oral practice.

 The student love the games (the assistants have designed many different ones, they are an amazing group),

they like being in small groups in the classroom and hallway,

and they like the time spent with our assistants!

We started with 4x6 index cards that are blank on one side and lined on the other.

I prepared trays with pre-punched shapes (okay, a volunteer parent and I . . . ) in all

different colours.  I also made a few examples which I showed my students.  

The parameters were that there couldn't be any drawing, only collage, and we had to make animals.  During our small group language development time the previous week our theme had been animals so we had had some practice naming and describing the animals.

Then we went to work and collaged our animals.  Once finished students wandered around comparing and talking about one another's animal card.  

I encouraged my students to name and count the shapes and walked around repeating, "Ah oui, il y a trois cercles rouges" or whatever they happened to have made.  The next day with the words "Il y a" on the white board I asked them to write about their card.  

The first sentence, "C'est une grenouille" is a sentence structure we have used in our journals since September so that part was easy.  Then we launched into, "Il y a . . . "

I haven't photographed the student writing yet but will be sure to do that.  Since then I dropped the photos into imovie and have begun having the students record their descriptions.  I have heard that Voice Thread might be an easier way to do this and would like to try that web 2.0 tool soon!

I hope to post our final movie here.

I bought a hammer and nails kit last year for a centre in kindergarten.  I often let students photograph what they build, it makes clean up time less distressing!  I just realized that we can write about these creations too!

Here is another photo I just found.  I remember exactly who built this, and what he was supposed to have been doing!  "Je vois un crayon, je vois une règle . . ." the possibilities are endless.