Shape Scavenger Hunt

Overview

In this second lesson of the 12-lesson unit, students look closely at familiar 2D shapes in classroom and outdoor environments. They build on previous shape naming by identifying circles, triangles, squares and rectangles, explaining what they notice about each shape.

Learning intentions

• Students will recognise familiar 2D shapes in everyday objects.
• Students will name circles, triangles, squares and rectangles.
• Students will describe visible features such as sides, corners and curved edges.
• Students will explain why an object or image belongs to a particular shape group.

Success criteria

• I can find familiar 2D shapes around me.
• I can name the shapes I find.
• I can draw or record what I found.
• I can tell someone why I think it is a particular shape.

Curriculum links

• Recognise and describe familiar shapes within objects in the environment, giving reasons.
• Sort and name familiar shapes according to features such as colour, size and number of sides.
• Create and discuss representations using a variety of familiar shapes.
• General capabilities: critical and creative thinking, communication and personal and social capability.

Lesson structure (45 minutes)

1. 0–5 min · Shape spotting hook. Teacher opens the shape scavenger hunt introduction slides and displays photographs of everyday objects containing circles, triangles, squares and rectangles. Students use quiet thinking time, then tell a partner which shapes they can see and where they might find one in the classroom.

2. 5–12 min · Revise and model. Teacher revises the four target shapes using the slides, tracing each outline and modelling language such as “This is a rectangle because it has four straight sides and four corners.” Students make the shape in the air with a finger, identify its sides or curved edge, and practise the sentence stem, “I think it is a ___ because ___.”

3. 12–16 min · Explain the hunt. Teacher demonstrates how to move safely with a partner, look without touching unsafe or fixed objects, and record one shape per box on the shape scavenger hunt recording sheet. Teacher explains that students may draw an object, write its name with help, or ask an adult to photograph it; students repeat the safety and recording instructions.

4. 16–29 min · Classroom scavenger hunt. Teacher places students in pairs and circulates, prompting with questions such as “What shape do you notice?”, “How do you know?” and “Can you find a different example?” Students search the classroom for examples, record or draw at least four objects, and explain each choice to their partner.

5. 29–38 min · Outdoor shape hunt. Teacher takes pairs to a clearly defined outdoor area, supervises boundaries and revisits the instruction to observe respectfully without collecting living things or entering unsafe spaces. Students find further examples in the built environment or natural surroundings, such as signs, windows, hoops, leaves or paving patterns, and add up to four examples to their recording sheet.

6. 38–43 min · Sort and share. Teacher gathers students and displays the sorting prompt on the slides. Students sit with their partner, compare findings, and sort their recorded examples into four groups: circles, triangles, squares and rectangles; selected pairs share one example and give a reason for its group.

7. 43–45 min · Exit check. Teacher shows one familiar object and one less obvious object on the final slide. Students point to or name the shape they can see and complete the oral sentence, “I know because it has ___.” Teacher collects the completed shape scavenger hunt recording sheet for assessment.

Resources

• the shape scavenger hunt introduction slides
• the shape scavenger hunt recording sheet
• Pencils, crayons or thick markers
• Clipboards or firm writing boards
• Optional classroom tablet or camera for teacher-recorded photographs
• Cones or boundary markers for the outdoor search area
• Shape examples or classroom objects for modelling

Assessment

• Listen during the hook and modelling to check whether students can name the four target shapes and describe sides, corners or curved edges.
• During the hunt, use questioning to assess whether students identify shapes within objects and provide a reason rather than simply naming the object.
• Review recording sheets for accurate shape identification, drawings or labels, and a reasonable explanation. Note students needing further support with shape vocabulary or distinguishing squares and rectangles.

Differentiation

• Support students with a visual shape display on the slides, repeated gestures for sides and corners, and the sentence starter “It is a ___ because it has ___.” Pair students strategically and allow drawing, pointing or oral responses instead of independent writing.
• Provide a smaller search area and a reduced target of two or three examples for students who need less visual or physical demand. An adult can scribe the student’s spoken explanation.
• For EAL learners, pre-teach and gesture the words shape, side, corner, straight, curved, circle, triangle, square and rectangle. Accept home-language discussion before sharing in English.
• Extend confident students by asking them to find two objects with the same shape but different sizes or orientations, or to explain how a square and rectangle are alike and different.