3D Shape Geometry (years 3-4)

Transcription

1 MAKERS EMPIRE LESSON PLAN (years 3-4) This work is licensed under a Creative Commons Attribution 4.0 International License.

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3 LESSON PLAN 3 3D Shape Geometry Lesson Plan Years hours (double lesson) ~25 students Learning Outcomes Students will be able to: O1 O2 O3 Describe the properties of 3D shapes (faces, vertices and edges) Combine 3D shapes to form common objects Combine 3D shapes to form symmetrical objects Assessment Contributions to group and class discussion activities Labelled drawing of an object made up combined prisms 3D model of a designed object Preparation A selection of 2D and 3D shapes, including a number of prisms (either 3D printed or use existing blocks/plastic shapes) A bag that will hold shapes and is not transparent Makers Empire application installed on tablets (ipad/android) for students and teachers Wireless internet Overhead projector to connect to teacher ipad for software demonstration Working 3D printer Laptop connected to 3D printer

4 4 LESSON PLAN Plan TIME STUDENT TASKS RESOURCES / SUPPORTS 0:00-0:10 Warm up: Students have to guess the shape based on a verbal description of its properties. Hide shapes in a bag Teacher chooses a shape and without taking it out of the bag, describes its properties (e.g. it has 4 vertices and 4 edges that are all the same length) Students guess what the shape is Invite students to have a try at describing the shapes to the class Selection of 2D and 3D shapes including a number of prisms (either printed or use existing blocks/plastic shapes) Teacher may need to revise the terminology e.g. a vertex is a corner 0:10-0:20 What is a prism? Put all the shapes from the warm up game where the students can see them Pick out all the prisms and ask guiding questions to build up a definition: What is the same about these shapes? What shape are the ends? What shape are the other faces? What are the names of these shapes? Are they symmetrical? Where are the lines of symmetry? What is a Prism Poster maths/posters/prisms/prisms.jpg 0:20-0:40 Plan and Design: Students identify prisms in real life objects they can see in the classroom. Students design on paper some real life objects made up of prisms or combining prisms and label the prisms within them and any lines of symmetry Objects that contain prisms e.g. car, dice, tent, house, coffee cup, table, lamp, stairs etc. Pens, pencils, paper 0:40-0:45 Software Demonstration: Students are lead as a class through the Makers Empire Shaper tutorial. Projector and ipad to show hands-on demo

5 LESSON PLAN 5 TIME STUDENT TASKS RESOURCES / SUPPORTS Make: Students use Makers Empire Shaper to create objects made up of prisms. Student tablets (ipad/android) with Makers Empire installed and working 0:45-1:30 Discuss symmetry in 3D objects. Students use Makers Empire Shaper to make a symmetrical object. Extension: Students make an object that meets certain requirements set by the teacher. e.g. Make a 3D shape with 12 vertices and 8 faces 1:30-1:40 Observe 3D Printer: Print the objects (or a selection of the best examples). The first design is sent to the printer with whole class watching. Student watch the 3D printing process and identify how the printer prints 3D shapes layer by layer. Working 3D printer (You could also have a camera feed to project this for better view) 1:40-1:50 Evaluate: Using either the 3D model in Makers Empire Gallery or the printed object - students share their creations, identify the component prisms and their properties and select their favourites. Teacher to facilitate class or group discussion 1:50-2:00 Reflect: Students reflect in their journal or discuss in pairs What was the aim of this lesson? What did you learn? What didn t you understand?

6 6 LESSON PLAN 3D Shape Geometry Applicable Australian Curriculum Content Descriptions Mathematics / Year 3 / Measurement and Geometry / Shape Make models of three-dimensional objects and describe key features (ACMMG063) Mathematics / Year 4 / Measurement and Geometry / Location and transformation Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091) ICT capability / Level 3 / Creating with ICT Generate ideas, plans and processes use ICT to generate ideas and plan solutions Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes

7 LESSON PLAN 7 National curriculum in England Computing programmes of study: key stage 2 KEY STAGE 2 design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts use sequence, selection, and repetition in programs; work with variables and various forms of input and output Create complex 3D objects using simpler objects. Develop and solve problems given by the teacher to understand how complex objects are composed of simpler objects. For example: a kettle, a computer, a drink bottle, a piano, a guitar. use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information use technology safely, respectfully and responsibly; recognise acceptable/ unacceptable behaviour; identify a range of ways to report concerns about content and contact Evaluate and reflect on how well the simple shapes could be used to create more complex shapes. Understand symmetrical shapes and objects. Understand how a design is sent to the printer. Use of tablet software. Browse other students work. Safely observe the 3D printer printing. Understand the hazards and correct use of the printer.

8 8 LESSON PLAN National curriculum in England Design and technology programmes of study: key stage 2 KEY STAGE 2 Design Make use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Understand how complex shapes can be decomposed into simpler shapes Initial design is on paper before moving to the Makers Empire CAD software Paper design includes labelling prisms and symmetry Makers Empire software allows for the student to design their object using different shapes, fonts and styles investigate and analyse a range of existing products Students are asked to guess prisms based on descriptions only Evaluate evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Time is spent evaluating and reflecting on their work understand how key events and individuals in design and technology have helped shape the world

9 LESSON PLAN 9 National curriculum in England Design and technology programmes of study: key stage 2 KEY STAGE 2 apply their understanding of how to strengthen, stiffen and reinforce more complex structures Technical knowledge understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] apply their understanding of computing to program, monitor and control their products

10 10 LESSON PLAN Attribution Authored by Dayle Soong, B.Sci (Math. and Comp. Sci), Grad.Dip.Ed, M.Ed (Online Learning) Dayle has a background in computer science as well as education and has over 10 years experience in elearning design and consultation. She has previously worked in classrooms teaching mathematics and IT.

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