Resources required Duration Theme Subject focus Age group 60 mins Outdoor Learning Maths KS1 One set of large 3D shapes with name cards Learning outcomes (differentiated) if possible MUST Name common 3D shapes and help to construct 3D shape ID sheet (if possible) SHOULD Name and describe common 3D shapes and make them out of natural materials COULD Name, make and describe common 3D shapes, and group into families based on properties. Starter Adult Support Get your class outside and ready to warm up. Use questioning to encourage use of Play the game Shape Sounds: mathematical Go through the names of 3D shapes, looking at 3D examples vocuabulary Challenge children to think about how they would say the name of the shape to Support groups with represent what it is like [for example ssssssphhheeeeeeeeeere – whispered, joining parts of their 3D continual to represent the rounded sphere, coooooooone – starting silent, getting shapes louder, emphasis on the O to demonstrate that it is a growing circular shape or – six syllables to represent six sides to the end face and continual mmmmmm to show that it goes on lengthways] Follow up activities Encourage children to represent the shape with their hands and bodies whilst they say the name and make the sound of the name. Repeat Shape Sounds Have a go at making the sound, without the word and see if another person can game as a starter to other Maths lessons or in guess which shape you mean [e.g. c-u-b-e = or mm-mm-mm-mm would represent a Music as a warm-up cube with its equally sided faces: can another child work this out by observing the properties of the shapes before them?] Main activity Challenge children to construct 3D shapes using natural materials found in the outdoor environment. Suggest using sticks, leaves and having some twine, raffia, wool or masking tape available for binding. Begin by forming 2D shapes from the previous lesson on the ground. Revise the associated mathematical language. These can become the footprint. Discuss which 3D shapes could be built up from the same footprint (e.g. cube, square based pyramid – could a cuboid be part of this family?) Can they make a group of shapes which have certain properties in common? Use questioning to facilitate discussion about their properties by asking about challenges they face e.g. “Why did you find it tricky to make a sphere using sticks?”
Duration 60 mins Theme Outdoor Learning Subject focus Maths Age group KS1 Resources required One set of large 3D shapes with name cards if possible 3D shape ID sheet (if possible) Adult Support Use questioning to encourage use of mathematical vocuabulary Support groups with joining parts of their 3D shapes Follow up activities Repeat Shape Sounds game as a starter to other Maths lessons or in Music as a warm-up Learning outcomes (differentiated) MUST Name common 3D shapes and help to construct SHOULD Name and describe common 3D shapes and make them out of natural materials COULD Name, make and describe common 3D shapes, and group into families based on properties. Starter Get your class outside and ready to warm up. Play the game Shape Sounds: Go through the names of 3D shapes, looking at 3D examples Challenge children to think about how they would say the name of the shape to represent what it is like [for example ssssssphhheeeeeeeeeere – whispered, continual to represent the rounded sphere, coooooooone – starting silent, getting louder, emphasis on the O to demonstrate that it is a growing circular shape or – six syllables to represent six sides to the end face and continual mmmmmm to show that it goes on lengthways] Encourage children to represent the shape with their hands and bodies whilst they say the name and make the sound of the name. Have a go at making the sound, without the word and see if another person can guess which shape you mean [e.g. c-u-b-e = or mm-mm-mm-mm would represent a cube with its equally sided faces: can another child work this out by observing the properties of the shapes before them?] Main activity Challenge children to construct 3D shapes using natural materials found in the outdoor environment. Suggest using sticks, leaves and having some twine, raffia, wool or masking tape available for binding. Begin by forming 2D shapes from the previous lesson on the ground. Revise the associated mathematical language. These can become the footprint. Discuss which 3D shapes could be built up from the same footprint (e.g. cube, square based pyramid – could a cuboid be part of this family?) Can they make a group of shapes which have certain properties in common? Use questioning to facilitate discussion about their properties by asking about challenges they face e.g. “Why did you find it tricky to make a sphere using sticks?”
sustainable_shapes_3d_lesson_plan.docx