CUBE CONVERSATIONS
(Workplace and Apprenticeship 20)
Outcome(s): WA20.5 Extend and apply understanding of 3-D objects including:
• top, bottom, and side views
• exploded views
• component parts
• scale diagrams
Indicator(s): a. Describe and sketch or draw, with or without technology, using a variety of strategies including the use of isometric paper:
• 3-D objects, given the top, front, and side views
Set/Hook: 5-10 minutes
Show a picture of geometrical sculptures that show 3-D objects that they should be familiar with ex. triangular prisms, cubes, pyramids. Ask the students to identify the shapes or objects they see.
Development/Exploration:
In groups of two or three, use the Cube Conversations Powerpoints by Steve Wyborney, which include prompts to guide students as the PowerPoint progresses. The PowerPoint will reveal the answers at the end, similar to a 3-Act task. The students will then have to use the blank structures attached to the second activity slide to create their own groupings. *This is totally open to their interpretation and there is no wrong answer as long as they can back up their thought process.* The group should be able to come up with three different groupings to share with me and one other group.
Learning Closure:
Each group will share their groupings and explain their thought processes to another group and vice versa. The receiving group will then analyze the groupings and suggest how to improve them if relevant. Together they will refine their groupings based on the notes from the other group. The final version of all three grouped structures from each group of students will be what they hand in to me to review.
Materials/Resources:
Cube conversations by Steve Wyborney levels 75-80
Management Strategies:
Breaking the students into smaller groups (mixing the stronger and the weaker students so they can help each other), each with their own level of cube conversation. Encourage individual and exploratory work
Possible differentiations or Adaptations:
If students are having difficulties, there are lower levels of cube conversations, or they could build their own structure with manipulatives and work with a structure that they’re more comfortable with, while building up to this level.
Culturally Responsive and Appropriate Integration:
Doing the "describing" using aboriginal art or masks as the structures. Explore with students and an elder what the shapes, angles, size, etc. of the masks mean culturally and spiritually. If it’s appropriate according to the elder, then the students could design and create their own masks or works of art based on what they want it to mean.
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