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Lesson Five:
Isometric Drawings
Objective: Students will demonstrate an understanding of isometric
drawings and should be able to find similarities and differences between the
shapes.
Grade:
Three/Four
Length
of Lesson:
1 hour
GCO: Students will demonstrate spatial sense and apply
geometric concepts, properties, and relationships.
Related
SCOs:
·
4E3:
construct shapes given isometric drawings
·
4E4: explore relationships among 3-D shapes
Materials:
·
Sets of isometric drawings
representing figures
·
Sets of construction blocks to
construct the figures in the drawings
·
Sets of prisms, pyramids, cones,
and cylinders
·
Explore Shapes worksheet
Procedure:
·
Students will be paired in groups
of 2 or 3 and will construct models of the isometric drawings by looking at the
worksheet and trying it themselves.
·
The teacher should point out that
in some of the figures, there are blocks that cannot be seen.
·
The students will examine the
prisms, pyramids, cones and cylinders supplied to find similarities and
differences between them.
·
They should examine the amount of
faces, edges, and vertices on each figure and fill in the Explore Shapes
worksheet provided.
·
The students will be asked to
discuss their findings as a class and will be given additional time for
experimentation with the construction blocks to make additional figures.
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 teacher should walk around the room and correct the worksheet. There will be
a quiz at the end of the unit similar to the worksheet the students were given
to be corrected by the teacher.
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 write the answers on the sheet
for the student and the visually impaired student can use the provided 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.
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