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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
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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
. /ducation Services Australia 0td, "121, e3cet where indicated otherwiseCities takin! shae by Melanie Bezear, Calwell Primary School, ACT
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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/8/13/2019 Uw 003 Cities Taking Shape
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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
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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
$eacing and learning activities
#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
$eacing and learning activities
%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
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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
$eacing and learning activities
Students share their models and sketches with the class% They e3lain their ori!inal idea, theshaes they included, any chan!es they have made, as well as successes and roblems they
had alon! the way%
!ssessment
Students comlete some or all of the followin! statements4
Somethin! D have learned about shaes isK
Somethin! D would still like to find out isK
My sketches were>were not like my model becauseK
The best thin! about my model isK
Somethin! D would do differently ne3t time isK
Gne thin! D did well wasK
Gne thin! D found difficult wasK
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riter2Mel Bezear
The material in this unit of work may contain links to internet sites maintained by entities not
connected to /ducation Services Australia 0td and which it does not control ?&Sites'%
/ducation Services Australia 0td!
rovides the links for ease of reference only and it does not sonsor, sanction or arove of
any material contained on the SitesL and
does not make any warranties or reresentations as to, and will not be liable for, the
accuracy or any other asect of the material on the Sites or any other matter connected to
the use of the Sites%
-hile the material in this unit of work is not remunerable under Part )B of the opyright Act
"#$%& 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%
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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%
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
$% -rite the !eometric name of the $# shae of each ob*ect in the ictures%
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
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%
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
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#D faces on %D sapes
4ame /lass Date
-hat $# shaes have these faces
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ic net6
4ame /lass Date
This is a cube%
-hich of these nets can make a cube
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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%
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