Lesson plan
3-D Shapes...Create!
Learning Objectives
Students will be able to create and describe 3-D shapes.
Introduction
(5 minutes)
- Draw a circle on the board. Then hold up a ball of clay.
- Ask students to describe each shape, thinking about how they are the same and how they are different.
Explicit Instruction/Teacher modeling
(10 minutes)- Ask, "Which one of these shapes is a 3-D shape?" Explain that 3-D shapes you can hold, while 2-D shapes are flat.
- Tell student that they are going to use clay to create 3-D shapes. Show students the Match 3D and 2D worksheet and review the 3-D shapes on the left side.
- Make a rectangular prism out of clay. As you form it, talk about how you are creating each attribute of the shape.
- When you are done, write "rectangular prism" on an index card. Tell students that they are going to label each shape they create to make a shape gallery.
Guided Practice
(5 minutes)- Have students turn and talk about which 3-D shape they think would be the easiest to create and which would be the most difficult.
- Have students share their answers with the class, explaining why they picked the shape they did.
Independent working time
(20 minutes)- Hand out clay, index cards, and the Match 3D and 2D worksheets to each student.
- Ask students to make a 3-D shape gallery and write the names of the shapes they create on index cards.
- As students work, circulate around the room and ask them to describe the shapes they made.
- Have students complete the Match 3D and 2D worksheets if they finish early.
Differentiation
Support: Have students use the names of the shapes from the Match 3D and 2D worksheet to help them write the names of their own shapes.
Enrichment: Ask students to describe the shapes they made and write their descriptions on the index cards.
Assessment
(5 minutes)- Assess how students are making and describing 3-D shapes.
Review and closing
(10 minutes)- Have students go on a "gallery walk" to check out each other's shapes.
- Bring the class back together and ask what the most common and least common shapes were.
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Your students have 2-D shapes down, but how are they coming along in their mastery of 3-D shapes?
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