Castle 3-D Shapes Unit Value Study and Construction Disclaimer: Teacher may have to do additional research to modify lesson to their particular needs and to expand on math and science knowledge. Lesson 1: Drawing 3-D geometric shapes Objective The student, after a discussion on: 2-D and 3-D shapes, value as it pertains to shading and guided activity on hatching and crosshatching, will create a value scale, will draw a cube, a rectangular prism, a cylinder, a cone, a pyramid, a triangular prism and a sphere, and will shade the shapes using crosshatching technique. Drawing Materials and Visual Resources 12 x 18 Drawing Paper (White or Manilla) Pencils and erasers Visuals of 3-Dimensional geometric shapes Vocabulary Value: The darkness or lightness of a color. The shade of a color has a darker value. Light Source: The area where the light is coming from. Geometric shapes: Shapes such as cylinder, cone, cube, sphere, pyramid, rectangular prism Hatching and Cross Hatching: A technique for shading that uses lines and cross lines. 2-D: Two-dimensional shapes have height and width but no depth. 3-D: Three-dimensional shapes have height, width and depth.
Procedure 1. Discuss vocabulary. Discuss what value is, how light creates a different value on objects. Discuss highlight, shade, reflected light and cast shadow. Demonstrate how to create cross hatching. Show sample of the difference between 2-D and 3-D. 2. Lead the students, step by step, in creating a value scale with cross hatching. Do at least 4 values. 3. Lead the students, step by step, in drawing 3-D shapes. 4. Demonstrate how to shade the shapes with crosshatching. 5. Allow the students to shade all the shapes Assessment 1. Did the student do a value scale with gradual shades? 2. Did the student draw 3-D shapes? 3. Did the student shade the shapes with crosshatching? 4. Level of completion? Lesson 2: Drawing a 3-D Castle Objective The student, after a review on: 3-D shapes light source and value, will draw a 3-D castle using cubes, rectangular prisms, triangular prisms, cylinders, cones, and pyramids. The castle will be shaded according to the light source. Drawing Materials and Visual Resources 12 x 18 White Drawing Paper Pencils and erasers Straight edges (rulers) Visuals of 3-Dimensional geometric shapes Visuals castles
Vocabulary Same vocabulary as Lesson 1 Architecture: the art or science of building; specifically : the art or practice of designing and building structures and especially habitable ones. Tab: a short projecting device. Procedure 1. Review vocabulary 2. Discuss light source and show samples of how things are lit. 3. Demonstrate how to draw the 3-D shapes 4. Demonstrate how to put together these shapes to create architectural forms. A rectangular prism and a triangular prism make a dwelling with a roof. A cylinder and a cone make a castle tower. A cube with a pyramid make a little guard house. 5. Demonstrate how to shade the structures. 6. Teacher may lead the students in drawing a castle or allow the students to create it on their own. Assessment: 1. Did the student create a castle? 2. Is the castle a 3-dimensional structure? 3. Is the castle properly shaded? 4. Level of completion? Lesson 3: Building a 3-D Castle The student, after reviewing 3 dimensional shapes, measuring, discussing architecture and ancient construction, will build a 3-D castle using cylinders, cones, rectangular prisms, triangular prisms, cubes and pyramids.
Materials 12 x 18 Tag board (quantity depends on size desired) Rulers with inches and centimeters Conversion tables inches to centimiters Scissors Glue Green construction paper for the ground Cardboard for the ground support Visuals of castles Handout for 3-D shape construction Sand Clay Vocabulary Same as Lesson 1 and 2 Scientific method: a method of procedure consisting in systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses. Adobe: sun-dried brick made of clay and straw, in common use in countries having little rainfall. Hydration: Mineral hydration is an inorganic chemical reaction where water is added to the crystal structure of a mineral, usually creating a new mineral, usually called a hydrate. Science Knowledge: Clay water interaction Clay-water interaction is an all-inclusive term to describe various progressive interactions between clay minerals and water. In the dry state, clay packets exist in face-to-face stacks like a deck of playing cards, but clay packets begin to change when exposed to water. Five descriptive terms describe the progressive interactions that can occur in a clay-water system, such as a water mud. (1) Hydration occurs as clay packets absorb water and swell. (2) Dispersion (or disaggregation) causes clay platelets to break apart and disperse into the water due to loss of attractive forces as water forces the platelets farther apart.
(3) Flocculation begins when mechanical shearing stops and platelets previously dispersed come together due to the attractive force of surface charges on the platelets. (4) Deflocculation, the opposite effect, occurs by addition of chemical deflocculant to flocculated mud; the positive edge charges are covered and attraction forces are greatly reduced. (5) Aggregation, a result of ionic or thermal conditions, alters the hydrational layer around clay platelets, removes the deflocculant from positive edge charges and allows platelets to assume a face-to-face structure. Procedure: 1. Discuss vocabulary 2. Discuss scientific process 3. Either do a mock scientific process whereby you follow the procedure and finally give them the answer without the hands on activity, or do a hands on activity to see if sand and water mix to create mud. Mix in the clay to see if there is cohesion between water, sand and clay. This could be a teacher demonstration activity following the scientific process whereby, after all the predictions and analysis, the experiment is concluded by the teacher in front of the class. 4. Discuss conversion from inches to centimeters. 5. Demonstrate how to use the ruler to measure. 6. Use handout 1, 3-D shape construction, for guidance. Demonstrate how to build 3-D shapes by drawing the shape s plan to desired size, cutting and gluing the tabs to create the form. 7. Allow the students to create the forms or guide the students step by step into creating by measuring, cutting and gluing. 8. When all the forms are completed, the students should put pieces together to create a castle. The students may need to create additional forms to complete the castle. 9. Decorate the castle with windows, doors, bricks etc. 10. Glue the green construction paper to the cardboard to create a grass effect. 11. Glue the finished castle to the cardboard. Assessment 1. Did the student create 3-D forms (cube, rectangular prism, cylinder, pyramid, cone triangular prism)? 2. Did the student create a castle using the forms? 3. Level of completion?
Links: https://en.wikipedia.org/wiki/castle#innovation_and_scientific_design_(12th_ century) https://en.wikipedia.org/wiki/clay water_interaction https://www.heifer.org/join-the-conversation/blog/2012/july/how-to-makemud-bricks-used-in-adobe-huts.html https://www.insidescience.org/news/long-lasting-sand-castles-and-sturdybuildings https://countrysidenetwork.com/daily/homesteading/self-reliant-living/selfsustaining-home-natural-materials/ https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1518&context=wa ter_rep
CUBE Tabs SQUARE PYRAMID TRIANGULAR PRISM
Castle 3-D shapes and Value Study Standards Used in This Lesson VISUAL ART Enduring Understanding 1 VA.5.C.1 : Cognition and reflection are required to appreciate, interpret, and create with artistic intent. read more Enduring Understanding 1 VA.5.S.1 : The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. read more Enduring Understanding 2 VA.5.S.2 : Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. read more Enduring Understanding 3 VA.5.S.3 : Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. read more Enduring Understanding 1 VA.5.O.1 : Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. read more Enduring Understanding 2 VA.5.O.2 : The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. read more Enduring Understanding 1 VA.5.H.1 : Through study in the arts, we learn about and honor others and the worlds in which they live(d). read more Enduring Understanding 3 VA.5.H.3 : Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. read more Enduring Understanding 1 VA.5.F.1 : Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. read more MATHEMATICS Cluster 1 MAFS.5.MD.1 : Convert like measurement units within a given measurement system. (Supporting Cluster) read more Date Adopted or Last Revised: 02/14 Cluster 3 MAFS.5.MD.3 : Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. (Major Cluster) read more Date Adopted or Last Revised: 02/14 SCIENCE SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.
STEAM 5.0 Calibration Matrix Planning Guide Classroom Grade-level Department School-wide Standard- Driven Activity STEAM 1.0 (Science) STEAM 2.0 (Technology) STEAM 3.0 (Engineering) STEAM 4.0 (Arts) STEAM 5.0 (Mathematics) Activity Title: Castle 3-D shapes and value study o Standard: Research Demonstration Experimenting Analyzing & Critiquing your own experiments Research how the mixture of water, sand and clay bind to form strong structures. o Technology Infusion Smartboard Interactive Presentations Coding Use of smart board to research and look at photos of castles and castle construction o Engineering Process Infusion: Real World Need/Problem Planning Prototyping Testing Redesign/Improve Communicate Findings Studying of medieval castle construction, fortifications and floor plans. Building a model of a castle. o Standard: Creativity & Innovation Critical thinking, problem solving, and decision making Communication and collaboration Describing, analyzing, and critiquing visual and performing artworks Research and report locate, organize, and synthesize information related to visual and performing artworks Learning to render 3- D shapes using value by cross hatching and shading techniques. Critical thinking skills in constructing a 3-D model of a castle. o Standard: Memorization Computation Word Problems Analyzing & Critiquing your own problems Learning the names of 3- Dimensional shapes, measuring and metric configurations. Marcia 2017-2018 STEAM 5.0 Calibration Matrix Planning Guid