1. DO YOU WANT TO BE AN ARCHITECT? Maths group Didactic
Unit
2. MAKING A CITY
3. MAKING A CITY
4. Learning outcomes Content - Polyhedra - Prims - Piramids -
Cilinders - Cones - Sphere Communication - Vocabulary about 3D
shapes: (faces, edges, bases, vertices, names of different 3D
objects). - To explain properties of a 3D shape and all its
elements. Cognition - To identify a 3D object. - To classify them.
- To remember their features. - To distinguish between different 3D
shapes. Culture - 3D shapes in a city. - Respect for the
environment. - Liking for the use of Mathematics. - Respect and
positive attitude towards their peers' work.
5. Introduction to the final task: Students will bring their
buildings, trees, sculptures, etc. and leave them on their tables
while the teacher explains what they are going to do. Introduction/
Revison Introduction/ Revison Building analysis: Teacher will show
different buildings, trees or sculptures from all over the world so
that students will have to comment their main features as well as
say their mathematical and real names (if they know them).
(Worksheet 5.1) Warm up activities Warm up activities Presentation
of the city: The teacher can start the activity introducing his/her
building therefore students will know better what they are supposed
to show to the rest of the class. Then, each student will present
his/her building to the rest of the class. This presentation must
include: Kind of building, mathematical shape, main features. At
the end of the presentation, both teacher and students can ask
questions. ( example in worksheet 5.2 ). Main activitiesMain
activities Brain storming activity: Students will be asked what
kind of 3D shapes don't appear in any of the buildings they have
made, which are their features, what kind of building could have
those shapes, what they miss in their city, how will they improve
it?... just to have a feedback of the whole activity and unit. Want
to know/ Reinforcement Want to know/ Reinforcement Peer-assestment:
Students will have to asses their classmates. To help them do that,
we can provide them with a chart in which the most important
aspects will be reflected. (Sheet 5.3) Assessment/ Reflection
Assessment/ Reflection Computer and projector. Pictures of
buildings, sculptures or trees. Students' creations. Printable
assesment sheet. Materials/ Resources Materials/ Resources
6. Final project To use geometric 3D shapes. To create a city.
Creativity. To expose their own ideas. Peer-assessment.
7. Final project
8. Assessment chart 1 2 3 4 5 Quality of the talk Main shape
features Number of shapes Use of vocabulary Use of language Use of
recycled materials Creativity
9. OUR ACTIVITY
10. Learning outcomes Content - Polyhedra - Elements - Regular
polyhedra - Eulers formula Communication - To listen to a text in
English. - Vocabulary about polyhedra: (tetrahedron, cube, face,
edge,vertex, icosahedron, octahedron, Dodecahedron). - To explain
properties or features of a polyhedron. Cognition - To identify
polyhedra. - To classify regular polyhedra. - To remember their
features. - To distinguish between different polyhedra. Culture -
Polyhedra in daily life. - Famous buildings. - Liking for the use
of Mathematics. UNIT 1: REGULAR POLYHEDRA
11. Explanation of the final task: Students will create a city
altogether making buildings, trees... with recycled materials. They
will have to explain their creations and their main features at the
end of the unit. Teacher will show a picture or a miniature of a
buiding in order to introduct the unit. Its main features will be
explained so that a connection with previous knowledge such as
regular polygons will be established. Introduction/ Revison
Introduction/ Revison Reading activity about polyhedra: Teacher
will read a text aloud to the students. Then, they will be given a
paper in wich this text will be written but with some gaps related
to important words for the unit. (Worksheet 1.1) Warm up
activitiesWarm up activities Regular polyhedra: Activity for
matching each picture with the name of the polyhedron and for
describing what kind of regular polygons form each one. (Worksheet
1.2) Manipulative activity about regular polyhedra: We will use a
didactic game in which students will have to create the five
regular polyhedra. In this way, they will be able to count their
faces, vertices and edges better and, due to the fact that they are
manipulating objects, they will be able to remember those
properties eaily. This activity is also a game of memory, cognition
and speed. (Worksheet 1.3) - Euler's formula: Once the game is
over, they will summarize what they have learned in a chart. Then
we will foster their need to discover new things and we will tell
them to find out a formula that relates vertices, faces and edges
and which is always true. If they prove something by themselves,
they are more likely to remember it longer. (Worksheet 1.4) Main
activitiesMain activities Vocabulary revision activity in which
they will have to remember different names for the objects in the
unit. (Worksheet 1.5) True/False activity to reinforce properties
of polyhedra. (Worksheet 1.5) Singing a song to remember polyhedra
and Euler's formula.( youtube.com/watch?v=C36h00d7xGs) Want to
know/ Reinforcement Want to know/ Reinforcement Self-assestment
chart they have to complete at the end of the lesson. (Sheet 1.6)
Observation of their activities, participation and interest in the
subject. Assessment/ ReflectionAssessment/ Reflection Computer and
projector. Buildings or pictures of buildings. Printable work
sheets Manipulative material Materials/ Resources Materials/
Resources
12. POLYHEDRA RACE
13. POLYHEDRA RACE
14. 1st: To make the five regular polyhedra 2nd: To count their
vertices, faces and edges. 3rd: To memorize them. 4th: Lets see
which group is the fastest! 5th: Feedback. POLYHEDRA RACE
