Sensorial - Geometric Solids
Materials:
10 solid geometric solids
-cube
-cylinder
-cone
-quadrilateral prism
-triangular prism
-square-based pyramid
-triangle-based pyramid
-sphere (on base/napkin ring)
-ovoid (on base/napkin ring)
-ellipsoid (on base/napkin ring)
Floor rug
General Presentation - Introduction:
1.Invite the child or group of children.
2.Carry a floor rug in the way shown before over to an empty place on the floor. Roll the rug out.
3.Go over to where the Geometric Solids are kept.
4.The teacher should name the material for the child, “Geometric Solids”.
5.The teacher should demonstrate how to carry the basket with two hands (one on either side of the basket).
6.The teacher should demonstrate how to carry the solids that are not in a basket by using two hands.
7.Invite the child to carry the Geometric Solids over to the rug.
8.Place the solids on the rug.
9.Pick-up each solid, one at a time, and hold in both hands. Feel the surface all over with both hands. Lay the solid on the rug and gently push it to see if it rolls.
10. Replace the solids that belong in the basket.
11. Return the basket to the shelf where it belongs.
12. Return the remaining solids, one at a time, where they belong.
13. Roll your rug as you have been shown and return it to its place.
Second Presentation – Three Period Lessons (Naming):
Follow the General Presentation through Step #8. Teach the names of the solids giving Three Period Lessons.
Variation #1 – Environment Search:
Follow the General Presentation through Step #8. This is where the child looks for objects that are similar in shape as to the solid. The first exercise is to take the solid and go find a similar solid in the environment. The second exercise is to study the solid, leave it, and go look for a similar solid in the environment. The third exercise is to recall the solid from memory and go look for a similar solid in the environment. The fourth exercise is to recall the solid from memory and to recall an object from the environment that is of a similar solid.
Variation #2 - Blindfolded:
Follow the General Presentation through Step #8. Have the child put on a blindfold and to pick-up one solid at a time. The child should use both hands to feel the solid and they identify it by name. The second exercise would be where the child is asked to find a specific solid on the rug. The third exercise would be for the child to find a specific solid and to give its name.
Variation #3 – Mystery Bag:
Follow the General Presentation through Step #8. The teacher should place several solids at a time in a cloth bag and the child would try to find a specific solid. The second exercise is where the child finds a specific solid and to give its name.
Variation #4 – Categorize:
Follow the General Presentation through Step #8. Have the child put together a group of solids that roll and those that don’t roll. The next exercise would be for the child to put together a group of solids that have a point and those that don’t have a point, etc.
Variation #5 – Tracking the Solids:
Follow the General Presentation through Step #8. Take a tray and put about an inch of salt/cornmeal in it. Roll each shape, one at a time, and see what kind of tracking marks it leaves.
Variation #6 – Matching (Faces):
Follow the General Presentation through Step #8. Match the face of one solid to that of another.
Variation #7 – Matching (Two Dimensional):
Follow the General Presentation through Step #8. Match solids to two dimensional representations.
Variation #7 – Recall:
Follow the General Presentation through Step #8. Place a cloth over three or four solids. Without the child seeing, remove one of the solids. Take the cloth off and ask what is missing?
Points of Interest:
1.The details of each solid (corners, points, faces, etc.)
2.The way each solid moves
Control of Error:
1.Drop the solids
Aims:
Visual discrimination, grading size, order, concentration, coordination, etc.
Age:
3 and up
Language:
Names of the solids, faces, corners, points, tracks, etc.
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