3D Geometric Shapes - Lesson (KG-G1, English)

This lesson is aimed for lower elementary, including kindergarten and even 1st Grade. It is in the subject of Mathematics. It is also helpful for English-as-second-language learners.

1. Most basic geometry knowledge: students should have already learned about 2D geometric shapes (triangle, square, circle, etc), so that they can progress to the next dimension.

Through this lesson, Students will:

1. Learn the names and unique characteristics of basic 3D geometric shapes: cube, pyramid, sphere, cylinder, triangular prism, etc.
2. Interact with physical representations of these shapes through the senses of touch and sight.
3. Identify the digital counterparts of these shapes when interacting with them in CAD.
4. Identify modifications and combinations of these basic shapes, such as cuts, booleans and stacks.

1. At least one computer, students must be able to see a screen. This may be directly on a laptop/PC, a monitor, or a projection on the wall.
    
2. CAD, Tinkercad is recommended, as it is easy to use by anyone and already has these basic geometric 3D shapes ready to use.
    
3. Internet connection - while some CAD can work offline, a connection allows easier sharing, researching reference images, etc. Tinkercad requires an internet connection, as it is a browser-based CAD.
    
4. 3D printer - The teacher 3D prints at least one of each of the 3D geometric shapes to be studied in the lesson. Ideally, there can be multiple copies of each, depending on the size of the group, so that students can interact with them without waiting for their turn or fighting over them.
   NOTE: If a 3D printer is not available, this lesson can still be done by making the physical shapes out of wood, clay or any available substitute materials.
    
5. Filament - simple PLA is sufficient. It is recommended to print each 3D shape in the same color as displayed in the CAD, color coded, so that identifying them can be easier. The teacher can use the default colors from Tinkercad, or change them to suit the filament colors available. The printed shapes could also be painted afterwards to achieve the desired color. Structural prints required, as young children will be interacting with them, the prints must survive the lesson intact.

* Asterisk indicates variable/flexible due to group size and Teacher's judgment.

1. Before the lesson, the Teacher must already have 3D printed the shapes to use. Consider the time it will take.
    
2.  Introduction and explanation of the Lesson - 3 minutes - by the Teacher
    
3. (Optional) Refresher of 2D shapes - 5 minutes* - by the Teacher
    
4. Interaction with physical 3D shapes - 15 minutes* - by the Students, guided by Teacher
    
5. Presentation of digital 3D shapes - 10 minutes* - by the Teacher
    
6. Verbal Conclusion & Reflection - 5 minutes 
    

Total: approx. 40 minutes

1. Before the lesson, the Teacher must already have 3D printed the shapes to use. Consider the time that it will take to download, slice and print each shape and its copies, especially if using different colors, which requires changing the filament. Not all shape models included in this lesson need to be printed, some are more complex.
    
2.  Introduction and explanation of the Lesson - the Teacher explains what the lesson will be about.
    
3. (Optional) Refresher of 2D shapes - the Teacher quickly goes over previously studied 2D shapes (square, triangle circle, etc.) so that the vocabulary (line, shape, vertex, sides) is fresh in the students' minds. This will also make a direct connection between both topics (2D shapes and 3D shapes).
    
4. Interaction with physical 3D shapes - the Teacher holds each of the 3D shapes for all students to see, explains the name and unique characteristics.
   For example: what makes a Cylinder a Cylinder? How is it different from a Circle? How is it different from a Sphere or a Prism? Is it a Prism? How many sides and vertices does it have?
   
   After this presentation, the Teacher hands the 3D shapes to the students for them to interact with. The students will touch, rotate and observe the shapes. They can start making interactions between shapes, such as stacking or connecting them. Allow for a free exploration and controlled play. 
    
5. Presentation of digital 3D shapes - After the time for physical exploration ends, the Teacher directs the students' attention to the screen. The Teacher uses Tinkercad to show a workspace that has each of the same 3D shapes that the students have been interacting with. The Teacher prompts the students to identify and match by name and characteristics each one of the 3D shapes. 
   The Teacher also does some rotation, manipulation and interaction with the digital shapes, so that students can relate. In the digital version, more direct and drastic manipulation is possible, such as stretching, compressing, boolean (cutting, intersecting and combining shapes) and scaling up or down. 
   The Teacher may present some modified or combined shapes and prompt the students to identify the original shapes.
   
   Note 1: The Teacher may decide to let the students keep the physical 3D shapes in their hands during this presentation, or to take them away if they prove distracting.
   
   Note 2: This step can be a second exploration by letting the students use Tinkercad in a computer themselves, instead of just the Teacher presenting. However, this depends on the age, the availability of a computer per student, and previous knowledge to use a computer and Tinkercad.
   
    
6. Verbal Conclusion & Reflection - To end, the Teacher reaffirms the names and characteristics of the shapes, and draws once more a direct connection between the physical version and their digital counterparts.