Cassey

Jones
Jackie VandeWege

Lesson Plan for Art and Polyhedrons

Grade: 7th and 8th

Objectives:
The students will use spatial visualization reasoning to create a pattern on a net that will be
continuous when the net is folded into a 3D object.

Time: 50-minute class period

Material list: Sample nets of assorted polyhedrons, nets students created on Day 1,
scissors, tape (or glue), colored pencils (or markers)

Overview: This is a second day lesson about nets. During the first day of the unit, students
will build a polyhedron using polyhedron tiles. Using the polyhedron they built, students
will draw a net of their figure on poster board. The second day of the unit, students will use
their nets to create an image that will be continuous when they fold their net into the 3-D
image.

Introduction (5 minutes):
- Show students a 3-D pentagonal pyramid that has a continuous pattern
- Using the nets they created the previous day, students will draw designs on the
faces of the 2-D nets that will be continuous when they fold their net into the 3-D
object.
o Provide additional copies of nets for students who may have been absent or
did not finish drawing their net the previous day
o Encourage students to keep track of different things that they tried that
did/did not work.
o Encourage students to share their ideas with their peers while designing.


Activity (30 minutes):
- Give the students time to explore how to create a continuous pattern on their net
o Instructor walks around the classroom asking students about the strategies
they are using
o Instructor asks probing question to understand students thinking
What do you think this will look like when it is folded? Why do you
think that?
How do you know two edges are going to match up?
Is this design really continuous? How do you know?
Why did you choose this design?
Which polygons make up your 3D object?

Reflection (to be completed during the last 10-15 minutes of class):

- As students are working, ask permission of:
o students with exemplar work;
o students who used unique strategies; and
o students who have a common misconception

if they will share their 3D object and design process during reflections. If time
permits, allow for volunteers to share.




Reflection Questions

o What things did you notice when creating your design?
o What did you try that didnt work?
o What are some possible reasons that way did not work?
o What did you try that was successful?
o If you had the opportunity to do this activity again, what would you do
differently? Why?

*Note: In the event that students are not creating a continuous design, ask them questions
that will help them to think about what it means to be a continuous design and strategize
ways to make the design continuous.