Uw 003 Cities Taking Shape

8/13/2019 Uw 003 Cities Taking Shape

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Cities taking shape Year level: 45Unit of work contributed by Melanie Bezear, Calwell Primary School, ACT

About the unit

Unit descriptionStudents develo their knowled!e of "# and $# shaes, and the relationshis between them%

They learn about how a $# shae can look different when viewed from different ositions%

Students use knowled!e and skills !ained throu!h the unit to desi!n and construct a &model' city

or town block%

Knowledge, understandings, skills, values (eco!nises, names, sorts and reresents "# and $# shaes%

)isualises and sketches ob*ects and sets of ob*ects from different viewoints%

Makes simle sketches of $# shaes%

Understands and creates nets of $# shaes%

Focus questions +ow can we identify shaes

+ow are "# shaes related to $# shaes

-here can we find shaes in our environment

+ow do we make $# shaes

-hy do some shaes look different from different an!les

. /ducation Services Australia 0td, "121, e3cet where indicated otherwiseCities takin! shae by Melanie Bezear, Calwell Primary School, ACT

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Resources

Digital curriculum resources

Shae maker series4 02156 blocker, 0566 stacker, 02172 comle3 ob*ects 2, 0217"comle3 ob*ects ", 02158 relicator

088$2 Shae maker4 simle shaes4 assessment

Buildin! site series4 0698 level2, 0218: level ", 02186 level $, 02188 level 9

)iewfinder ;>www%aare%edu%au> ?tye @assessin!

the effect of an instructional intervention@ in search field

Picture4htt4>>www%eduics%com>?tye &!eometric shaes' in search field

Software

oo!le /arth

oo!le SketchU ?available free from4 htt4>>sketchu%!oo!le%com>

Oter resources

Pattern blocks

$# !eometric solids

Cardboard>oster board

Cardboard containers of various shaes and sizes

0e!o blocks or Unifi3 cubes

!ttaced printa"le resources

The followin! teachercreated learnin! resources referred to in the Unit of work are

available for you to modify, rint and use in your own teachin! and learnin! conte3t4

City desi!ner assessment task

Shaes assessment task

-hich net

Match the net

+ow to draw a cube

Sort $# shaes

"# faces on $# shaes


#
http://www.aare.edu.au/01pap/kin01220.htmhttp://www.aare.edu.au/01pap/kin01220.htmhttp://www.edupics.com/en-coloring-pictures-pages-photo-geometric-shapes-i10040.htmlhttp://www.edupics.com/en-coloring-pictures-pages-photo-geometric-shapes-i10040.htmlhttp://sketchup.google.com/http://www.aare.edu.au/01pap/kin01220.htmhttp://www.edupics.com/en-coloring-pictures-pages-photo-geometric-shapes-i10040.htmlhttp://sketchup.google.com/


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Teachin! the unit

Setting te sceneResources

Pattern blocks

Poster card

oo!le /arth ?available free from4 htt4>>earth%!oo!le%com>

Shaes assessment task

$eacing and learning activities

Understanding #D sapesDn !rous, students are !iven a selection of different attern blocks or other "# shaes% They

then come u with criteria ?a rule for sortin! them ?this could be number of sides, an!les etc%

They sort them accordin! to their criteria%

Why did you sort the shapes that way?

Is there another way to sort the shapes?

E

Students then hoto!rah>draw the !roued shaes and write a brief descrition of their criteria%

#iscuss and dislay in the classroom%

$e properties of #D sapes

#iscuss the roerties used to identify a ran!e of shaes%

Ask students what roerties ?or &features' could be used for identification%

(evise or introduce satial lan!ua!e, such as &arallel', &erendicular', &verte3' etc%

E

Slit the class into !rous% ive each !rou a sheet on which are drawn several distinctly

different e3amles of the named shaes4

sFuares ?in different orientations

rectan!les ?should include at least one sFuare, as these are also rectan!les

arallelo!rams ?should include at least one rectan!le and one sFuare, as these are also

arallelo!rams

rhombuses ?should include at least one sFuare, as these are also rhombuses

traezia ?should include at least one arallelo!ram, one rectan!le and one sFuare

Fuadrilaterals ?should include at least one traezium, one arallelo!ram, one rectan!le and

one sFuare%

Students investi!ate the roerties of all the shaes on their sheet ?number of sides, arallel


%
http://earth.google.com/http://earth.google.com/


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lines, symmetry, etc%

Dndividually ?or in airs, they create a checklist for identification of their shae% This is dislayed

on an A9 oster%

This is an oenended task, desi!ned to !ive students the oortunity to demonstrate their

current understandin! of "# shaes%

#D in conte&t

(efer to students' checklists%


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Paer>cardboard

"# faces on $# shaes handout

$# solid shaes

+ow to draw a cube instructions

oo!le &SketchU' ?available free from4htt4>>sketchu%!oo!le%com>

Shae maker learnin! ob*ect series

$# solid shaes

(ulers

Pencils


#D faces on %D sapes

#iscuss4

How are 2D shapes related to 3D shapes?

E

Usin! $# shae blocks ?or other solid shaes, students di each of the faces in aint and rint

them% They then identify the "# shaes found on the faces of each shae% Students discuss

their findin!s%

-hen aint has dried, ask students to sort $# shaes into the tyes of faces they have% #iscuss

ossible criteria for identifyin! $# shaes ?e! risms always have rectan!ular faces% Df

necessary, write the criteria to use as a dislay%

Use the attached handout "#


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They can then try drawin! more difficult shaes% /mhasise the imortance of usin! a rulerH

'&tension activities

Students comlete the Shae maker comle3 ob*ects ?02172, 0217" and relicator ?02158learnin! ob*ects%

!ssessment

-hen students are confident, they can comlete the Shae maker4 simle shaes4 assessment

learnin! ob*ect ?088$2%

*ringing it all togeter

Resources

Sort $# shaes activity I attached

oo!le /arth ?available free from4 htt4>>earth%!oo!le%com>

oo!le Mas ?available at4htt4>>mas%!oo!le%com>

Cardboard acka!in!4 risms, cylinders, yramids ?if ossible

-hich net activity I attached

Match the net activity I attached

Thin cardboard

)iewfinder learnin! ob*ects ?07"95, 07"7", 07"7$, 07"79 and 07"75

$# solid shaes

0e!o or Unifi3 cubes


%D sapes in conte&t

Play &Celebrity +ead' with $# shaes% Three students have the name of a shae written on a

label, stuck on their foreheads so that they can't see it% They ask a series of Fuestions with

yes>no answers to try to !uess the shae%

E

#iscuss $# shaes in their environment% -here are we likely to find cylinders -hat about

trian!ular risms Ask students to look around the room and find e3amles of shaes%

#islay the Sort $# shaes activity on an D-B and have students sort everyday ob*ects

into their $# shae cate!ories ?cylinders, rectan!ular risms, sheres, trian!ular risms

and others%

Df you don't have access to an D-B, rint and cut out the ob*ects and have students aste them

into their cate!ories% #iscuss any shaes that don't fit or that fit into more than one cate!ory%

Ask4

What 3D shape is going to be most common in a city?

E


+
http://earth.google.com/http://maps.google.com/http://maps.google.com/http://earth.google.com/http://maps.google.com/


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#islay aerial views of cities from oo!le /arth% Ask students to look at the shaes of the tos

of buildin!s and identify what $# shae the buildin! mi!ht be ?use skyscraers as well as

Canberra's Academy of Science and the Pyramid of Peace in Jazakhstan%

o to oo!le /arth>oo!le Mas and view the buildin!s in &Street view' or from a lower an!le%

Were the students predictions correct?

Which shapes are most common? Why?

Where are you most likely to find a cylinder?

Which shape is most common in cities? Why?

%D nets

#islay the acka!in!% Ask students to sort it by its $# shaes% #iscuss how the shaes still

have the same roerties ?number of faces>ed!es etc even when they are different sizes%Choose one of the shaes and ask the students to redict what it mi!ht look like when unfolded

?they could draw a icture of their rediction% +ave a student unfold it% Ask the students if all

shaes of that tye would look like that when unfolded% -hy Unfold a few more to check%

/3lain that this is the &net' for the shae%

Show students a different net for the same shae, and ask them to redict what $# shae it will

make when folded% /3lain that there is always more than one net that will create each $#

shae%

Choose a simle net ?the cube is a !ood lace to start% #iscuss how the faces and ed!es are

included in a net%

+ave students comlete the -hich net handout that has some of the ossible nets to

make a cube%

Ask students to identify which nets make a cube% An e3tension Fuestion mi!ht be to identify

other nets that could make a cube, and verify that they aren't *ust flied or rotated versions of

nets they already know%

Dn !rous, students e3lore some of the other shaes and their nets% Use the handout

Match the net to check if they can reco!nise which nets belon! to articular $# shaes%

E

Ask students to choose a shae and try creatin! a net for it% et them to ask a artner to make

the net into a shae and !ive them some feedback% ?#id they include flas for !luin! it to!ether

Are the faces the ri!ht shae>size They make any ad*ustments as needed, then create a new

one%

Why are some nets better than others?

ould there be different nets for the same shape?

What do we need to remember when creating our own nets?

!rranging %D sapes

Dntroduce the concet of how the same !rou of ob*ects can be reresented in different ways%



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Create an arran!ement usin! Unifi3 cubes or 0e!o blocks% ive the students the same number

of blocks% Take a hoto and dislay it on an interactive whiteboard from one an!le ?to, front

etc% Ask students to recreate the arran!ement%


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Students work their way throu!h the )iewfinder learnin! ob*ects ?07"95, 07"7", 07"7$, 07"79

and 07"75%

Dn airs, students create an arran!ement usin! Unifi3 blocks or 0e!o% They show their artner

only one view% Their artner must then recreate the arran!ement%

Students draw an arran!ement of blocks or ob*ects from either a front or to view% Their artner

then draws it from another an!le%

'&tension activities

These activities are desi!ned to ractise visualisin!, makin! and drawin! arran!ements% They

can be done one by one in a class !rou or as small !rou rotation activities%

2% Barrier activity4 usin! blocks, students create an arran!ement without showin! to their

artner% They then describe it to their artner% Their artner must then create an identical

arran!ement%

"% Students work their way throu!h the Buildin! site learnin! ob*ects ?0698, 0218:, 02186,

02188%

$% Create a small arran!ement of blocks in the classroom% Students draw it from at least "

an!les%

9%


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/ommunicating


Students share their models and sketches with the class% They e3lain their ori!inal idea, theshaes they included, any chan!es they have made, as well as successes and roblems they

had alon! the way%

!ssessment

Students comlete some or all of the followin! statements4

Somethin! D have learned about shaes isK

Somethin! D would still like to find out isK

My sketches were>were not like my model becauseK

The best thin! about my model isK

Somethin! D would do differently ne3t time isK

Gne thin! D did well wasK

Gne thin! D found difficult wasK


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riter2Mel Bezear

The material in this unit of work may contain links to internet sites maintained by entities not

connected to /ducation Services Australia 0td and which it does not control ?&Sites'%

/ducation Services Australia 0td!

rovides the links for ease of reference only and it does not sonsor, sanction or arove of

any material contained on the SitesL and

does not make any warranties or reresentations as to, and will not be liable for, the

accuracy or any other asect of the material on the Sites or any other matter connected to

the use of the Sites%

-hile the material in this unit of work is not remunerable under Part )B of the opyright Act

"#$%& material on the Sites may be remunerable under Part )B of the opyright Act "#$%% Dt is

your resonsibility to read and comly with any coyri!ht information, notices or conditions of

use which aly to a Site%


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Calwell Primary School, ACT%

/it3 designer

4ame /lass Date

ou have been asked to desi!n a futuristic city block% Dtmust include at least $ buildin!s and at least two

different shaes%

ou@ll need to roduce two drawin!s and a $# model ofyour city block%

This is what you need to do4

2% Think about what kind of buildin!s you would include

in a city block% Plan and>or sketch it%

"% #raw the block from above ?a bird's eye view and from the front% Try to draw the

arran!ement as accurately as ossible, usin! a ruler%

$% Build a model of your city block% The shaes and arran!ement should be the same as your

drawin!s, but you can add colour and other decorations%

5arking criteriaThis is what you will be marked on4

To !et the best ossible mark4

#rawin!s

All lines are strai!ht, have been measured and drawn with a ruler%

The to and front views relate to each other ?ob*ects are in the ri!htlace, sizes are consistent%

#rawin!s are labelled%

"# shaes

#rawin!s reflect an understandin! of shaes ?for e3amle, sFuares have

four eFual side len!ths at ri!ht an!les%

"# shaes are the correct face shae for the $# version%

$# shae

models

Shaes have been made from a net ?even better if you make the net

yourself%

Net is measured and all sides match%

Model reflects an understandin! of the shae ?for e3amle, correct

number of faces%

Arran!ement

Arran!ement of shaes matches in both drawin!s and model%

There are at least three $# shaes%

There are at least two different tyes of $# shaes%

Presentation

#rawin!s are neat and comlete%

Model is neat and comlete%

Model uses colour and is attractive%

Model has been decorated with care%


1#


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Sapes assessment task

4ame /lass Date

2% -rite the !eometric name of each "# shae%

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

"% Name one $# shae that mi!ht include these faces%


$% -rite the !eometric name of the $# shae of each ob*ect in the ictures%


9% -hich $# shaes could fit these descritions

7 faces, 6 vertices, 2" ed!es4 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

5 faces, 8 ed!es4 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

$ faces4 OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

5% Name the $# shaes made by these nets%



1%


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#D faces on %D sapes

4ame /lass Date

-hat $# shaes have these faces


1(


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ic net6

4ame /lass Date

This is a cube%

-hich of these nets can make a cube


1+


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7ow to draw a cu"e

4ame /lass Date

Use a encil and a ruler to comlete this task%

2% #raw a sFuare%

"% #raw a second sFuare so it overlas the first one% ?ou'll need to rub some lines out later,so don't ress too hardH

$% oin the two sFuares with dia!onal lines%

9% (ub out the lines on the inside of the cube%


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5atc te net

4ame /lass Date

#raw a line to connect the net to its $# ob*ect%

. /ducation Services Australia 0td "121 e3cet where indicated otherwise

Documents

Uw 003 Cities Taking Shape