Group+07+Becky's+Activity

The multimedia activity I have chosen to explore is the Concept Map. Using Cmapp tools I will demonstrate how a lesson on 3-D objects can be made more interesting with the integration of technology. The program I will be using is Cmapp Tools.

__//The digital learning resource//__ is an interactive video that allows students to get the basic description of some 3-D objects. These shapes include the square-based pyramid, cylinder, cone, cuboid, triangular prism, sphere and hexagonal prism. The interactive resource then provides students with an opportunity to be quizzed on their 3-D shape knowledge. A short resource but intriguing. The tool can be located at: [] Another great digital learning resource is the website []. This site is an online engine that has varying templates to print off of nets of 3-D objects.

__//Curriculum Connections://__ GCO: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them. SCO: Describe and provide examples of edges and faces of 3-D objects and sides of 2-D shapes that are: • parallel • intersecting • perpendicular • vertical • horizontal SCO: Identify and sort quadrilaterals, including: • rectangles • squares • trapezoids • parallelograms • rhombuses (or rhombi) according to their attributes.

__//Cross-curricular Connections in Art://__ GCO: Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts SCO: Demonstrate and apply knowledge of basic art skills, techniques, processes, and language.

GCO: Students will be expected to apply critical thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works. SCO: Respectfully view and discuss, using descriptive language, as they analyze and interpret artwork. SCO: Acknowledge and respect individual approaches to and opinions of art.

__//Rationale/ Teaching Approach://__ For class one: Students will be learning how to identify similarities and differences between 3-D objects edges and faces. The teacher will provide direct instruction on the difference between edges and faces of 3-D objects that are parallel, intersecting, perpendicular, vertical and horizaontal. Ex. Lines in the same plane can be parallel or they can intersect. A 3-D item found in the classroom with parallel lines could be the hard drive of a computer because the edges on opposite sides are parallel to each other. Similarily you can use the same object by teaching students that the adjacent edges are perpendicular to each other. A group discussion will be formulated in small groups of 3-4 constructing a list of any 3-D objects seen in the class. (This should only be a short activity to demonstrate understanding of the days material). The teacher should use anecdotal notes and observation to see how active students are being in their group discussions. If students are not participating, they may not have understood the lesson.

For class two: Students will be learning about the nets of the 3-D objects square-based pyramid, cylinder, cone, cuboid, triangular prism, sphere and hexagonal prism. This class is designed to get students focused more on what a 3-D object looks like when broken down into connective parts. It will expand their perception of 3-D objects and how they are put together. Students will get together with a partner and access the website []. This website gives numerous copies of printable nets for varying 3-D objects. Rather than printing the pages for students, students will be challenged to surf the web on their own and discover how to print pages from the web. *Some spare copies should be printed just in case there are technical difficulties or unexpected glitches.

Each student will be asked to find three nets (giving a pair of two a total of six nets). With their partners, students will then manipulate their nets into the 3-D objects. After a half hour, students will trade their nets with another group and repeat the process.

For class three and four: Students will be given a number of different manipulatives and challenge to turn them into some form of 3-D object. For example, with twelve toothpicks, and eight wads of gun, a 3-D cuboid can be created. The stipulation: The object made must be attached together on all parts and stand erect on it's own for at least 15 seconds. The remaining class time will be photographing the completed objects and putting them into a Concept Web. The class will then put there complete Concept Webs on display for everyone to view and admire/ constructively criticize. Because this activity integrates with art, it is important that art be put up for critism and review. A Concept Web is definitely a form of art and says a lot about a person's intrinsic creativity. I.e. Were there colors used? Does it seem like a lot of effort was put into it? What manipulatives did each student choose? They are all varying and unique preferences, they are all art.

This is my finished copy of the Concept Map and Screen Shots //__ Materials: __//

For direct instruction:

Pen/pencil, paper, white board/ chalk board
 * Printed sheets with the nets of 3-D objects (just in case)

For the Activity
 * Computers with internet access
 * Cmapp Tools
 * Camera
 * USB cord to link Camera and Computer

As many alternating manipulatives as possible for the creation of the 3-D objects


 * Gum, clay, marshmellows, sticky tac, etc.
 * Popsicle sticks, toothpicks, straws, etc.