Lesson Two: Drawing Nets

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Objective: Students will demonstrate an understanding of the amount of sides of various prisms and cubes by constructing the shapes through nets.

Grade: Three/ Four

Length of Lesson: 1 hour

GCO: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Related SCOs:

·        4E1: draw various nets for rectangular prisms and cubes

·        4E4: explore relationships among 3-D shapes

Materials:

·        Paper

·        Scissors

·        Crayons/ Markers

·        Glue

Procedure:

·        The class will begin with a discussion on cubes and prisms focusing on the numbers of sides and other three dimensional shapes that they may have come into contact with before. The students will be asked to estimate the amount of sides that a basic cube would have without drawing it out on paper.

·        Students will make the nets for the cubes and prisms on their paper. They should attempt to make two each.

·        Once the nets have been drawn the students will cut out the nets.

·        Students will be instructed to make sure that they leave room for a tab on each side when cutting out the nets so that they can glue the sides together. The teacher will have one available to demonstrate to the class.

·        Students will be asked to color each section of the net in a different colour using their crayons or markers.

·        Once these steps have been completed students will be asked to glue their nets together to make the shape.

·        The class will conclude with a discussion on how the nets work and what other 3-D shapes they could make nets for to do the same type of activity.

·        The cubes and prisms will be hung from the ceiling to showcase the students work.

Evaluation: The teacher will be able to evaluate the students’ progress by listening to the class discussion and keeping a record of thoughtful answers and questions that are brought up during the discussion. The cubes and prisms should also be shown to the teacher so that he/she can evaluate the quality of the work done.

Inclusion Strategies:

Hearing Impaired: Visual aids will be used for those students who are hearing impaired and handouts will be given with instructions for the lesson. The hearing impaired student will be paired with a non-hearing impaired classmate and class discussion points will be written on the chalkboard for all students to see.

Visually impaired:  Visually impaired students will be paired with a student who is not visually impaired.  These students will be given the instructions orally.  These students will be able to know what is going on in the class discussions through hearing. Their partner can draw the nets but have the visually impaired student explain what the nets should look like (ex: how many sides the cube should have) by feeling the shape of the model of the cube and/ or prism. The visually impaired student will be provided with models of the shapes in question so that they can feel the shape and make judgments about the properties that they feel.

Students of English as a second language:  Students where English is a second language should be provided with lots of visual support, as with students with hearing impairment.