teaching resource

Draw a Town with 2D Shapes

Updated: 03 Oct 2023

An interactive and evolving resource where students draw 2D shapes incrementally to create a town map and 3D models.

Non-Editable: PDF
Pages: 11 Pages
Years: 2 - 6

Curriculum

VC2M2SP01

Recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as ‘opposite’, ‘parallel’, ‘curved’ and ‘straight’ <ul> <li>sorting a collection of shapes in different ways based on their features, such as number of sides, whether all sides are equal and whether pairs of opposite sides are parallel; for example, sorting collections of triangles and other polygons</li> <li>manipulating shapes and recognising that different orientations do not change the shape; for example, cutting out pictures of various shapes and recognising that they are still classified as the same shape even if they are upside down or on their side</li> <li>investigating the shapes of different sporting fields, describing and labelling their features, including sidelines, centre circles and goal squares; for example, labelling the lines on a basketball court and using spatial terms to describe them</li> <li>creating regular shapes using digital tools, describing and observing what happens when you manipulate them; for example, dragging or pushing vertices to produce irregular shapes, or moving or rotating a shape</li> </ul>
VC2M3SP01

Make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses <ul> <li>classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices</li> <li>making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases</li> <li>making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations</li> <li>using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs</li> <li>identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres</li> <li>investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions</li> </ul>
VC2M3SP02

Interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other <ul> <li>designing the layout of a space; for example, designing a proposed games room or a classroom using a blank sheet of paper as the boundary and cutouts of shapes to represent furniture from a top-view perspective</li> <li>locating themselves within a space, such as a basketball court, oval, stage or assembly hall, guided by a simple hand-held plan indicating the different positions of the participants in the activity</li> <li>sketching a map indicating where they have hidden an object within the classroom, swapping maps with partners and then providing feedback about what was helpful and what was confusing on the map</li> <li>identifying differences in the representation of a place on a map, in an aerial photograph, in a street view and in a satellite image, and discussing the different information the representations can give</li> <li>exploring land maps or cultural maps used by Aboriginal and Torres Strait Islander Peoples to locate, identify and position important landmarks such as waterholes</li> </ul>

teaching resource

Draw a Town with 2D Shapes

Updated: 03 Oct 2023

An interactive and evolving resource where students draw 2D shapes incrementally to create a town map and 3D models.

Non-Editable: PDF
Pages: 11 Pages
Years: 2 - 6

An interactive and evolving resource where students draw 2D shapes incrementally to create a town map and 3D models.

This multi-faceted teaching resource allows students to demonstrate their ability to draw 2D shapes, interpret simple grid maps and make models of 3D objects.

Draw 2D Shapes

Students reveal the instruction cards in order, one at a time. Each card will give written instructions telling the students what type of shape to draw. A visual example is also provided which can help with the sizing and placement of the shapes. The shapes needed to be drawn to complete the templates include:

squares
triangles
circles
ovals
semicircles
octagons
trapeziums.

Interpret Simple Grid Maps

The Town Map cards have coordinates indicating where elements are to be drawn on the map. Students interpret the coordinates, locate the correct position and draw the 2D shape. The Town Features template includes some sections that are not numbered. Students must use problem-solving skills to determine the correct location to draw the current shape.

Make 3D Object Models

Once students complete the Town Features template, they can use this page to create multiple 3D object models. They follow the Origami Box Step-By-Step Instructions to create a model of a castle, well and cart. These models can be placed on the Town Map.

teaching resource

Origami Box Step-By-Step Instructions

Visual instruction page to use when creating an origami box.

Curriculum

VC2M2SP01

Recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as ‘opposite’, ‘parallel’, ‘curved’ and ‘straight’ <ul> <li>sorting a collection of shapes in different ways based on their features, such as number of sides, whether all sides are equal and whether pairs of opposite sides are parallel; for example, sorting collections of triangles and other polygons</li> <li>manipulating shapes and recognising that different orientations do not change the shape; for example, cutting out pictures of various shapes and recognising that they are still classified as the same shape even if they are upside down or on their side</li> <li>investigating the shapes of different sporting fields, describing and labelling their features, including sidelines, centre circles and goal squares; for example, labelling the lines on a basketball court and using spatial terms to describe them</li> <li>creating regular shapes using digital tools, describing and observing what happens when you manipulate them; for example, dragging or pushing vertices to produce irregular shapes, or moving or rotating a shape</li> </ul>
VC2M3SP01

Make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses <ul> <li>classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices</li> <li>making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases</li> <li>making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations</li> <li>using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs</li> <li>identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres</li> <li>investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions</li> </ul>
VC2M3SP02

Interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other <ul> <li>designing the layout of a space; for example, designing a proposed games room or a classroom using a blank sheet of paper as the boundary and cutouts of shapes to represent furniture from a top-view perspective</li> <li>locating themselves within a space, such as a basketball court, oval, stage or assembly hall, guided by a simple hand-held plan indicating the different positions of the participants in the activity</li> <li>sketching a map indicating where they have hidden an object within the classroom, swapping maps with partners and then providing feedback about what was helpful and what was confusing on the map</li> <li>identifying differences in the representation of a place on a map, in an aerial photograph, in a street view and in a satellite image, and discussing the different information the representations can give</li> <li>exploring land maps or cultural maps used by Aboriginal and Torres Strait Islander Peoples to locate, identify and position important landmarks such as waterholes</li> </ul>

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2 Comments

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Kirrily Hill · 3 years ago

I've enjoyed downloading this and am looking forward to using it in class. However I think there may be some numbers missing off the 3D shapes - B and C need extra numbers for co-ordinates on them?? I'm not sure but the instructions for those shapes' features aren't clear. Thanks!
- Tom (Teach Starter) · 3 years ago
  
  Hi Kirrily, Ah yes, those sections of the Town Features template have the numbers left off intentionally. This will prompt the students to use their problem-solving skills to determine which sections they need to draw the shapes in. You can nudge them in the right direction by alluding to the fact that the numbering pattern and positions are the same as the 'A' section or give them a glimpse of the answer page. Hope that helps clarify!