Please Note: This page is a working document. If you use this lessons plan, please provide feedback so each lesson can be improved. There are four initial lesson plans. Additionally, curriculum will be developed for middle school and elementary school so students begin to use the models of the five platonic solids and to begin identifying the simplest tilings. All the curriculum will study constructions, tessellations and tilings, and imperfect geometries.
Organization: This lesson is designed to be 40minutes long with an open questionandanswer period at the end. With every teaching point, you can obviously opt to go further in depth.
Background and History: Big Boardlittle universe came out of a high school geometry class in December 2011. It was the first universe view based on the Planck Units, base2 exponential notation, the tiling and tessellations of the platonic solids, and simple logic.
Fifteen minutes:
1. What are the five platonic solids? The tetrahedron, octahedron, hexahedron, dodecahedron and icosahedron. What is a hedron (in Greek  face)? What are the other root words? Circulate the objects. There should be one per desk. If not, share. What do you have? Whose is the most simple?
Fifteen minutes:
2. Embedded or nesting or combinatorial geometries. Who has a figure with something inside? What is the figure? What is inside? How do they fit inside? ...perfectly or imperfectly? Why?
Who has the octahedron? What is inside? Is it the simplest construction of what is inside?
Key Questions:
a. How many times inside could we go? How many objects would we have in two steps within? ...three steps? ...eleven?
b. Multiply by 2: How many times can you multiply this object by 2? (holding a tetrahedron)
Turn to the Big Boardlittle universe: http://SmallBusinessSchool.org/page2870.html
Five minutes
3. Ten steps to go over 201: Take a little tour: http://SmallBusinessSchool.org/page2990.html
Five minutes
4, Conclusions: Ten students read the ten paragraphs:
http://SmallBusinessSchool.org/page3010.html

Review:
 Smallest to the largest, multiplying and dividing by 2, and the five, simple, platonic models
 Where are we in the textbook, "Geometry" by Bass, Charles, Johnson and Kennedy, Prentice Hall, 2004? How many references to tetrahedron in the Index? None. ...to the Octahedron? 1 ...to the Icosahedron? None. How about for "Real World Connections"?" Over 200. What is wrong with this picture?

More key questions:
1. Is base2 exponential notation a useful tool for ordering information?
2. Is it meaningful to go out to the edges of the observable universe in just over 201 steps?
3. Is it useful to see the universe as a mathematicalandgeometrical whole?
4. Can we begin to grasp the concept of the Planck Length? It is so small.
5. What metaphors can we use to understand life, God, and academics?
Other reviews:
1. Smallest: Starting points: Today, science generally accepts that the smallest possible measurement in the universe is the Planck length. Notice that is the first step on the big board. Just a single point of a very unique sort.
2. Largest: Over here in the right column is the largest measurement in the universe, it goes from one side of the universe to the other. Called the Observable Universe, it is the very last step.
3. And Everything In Between: Now let us go to the top of the board. On the left at step 101 we are at the thickness of human hair. Just under it, twice as small, is the diameter of a sperm cell. On the right at 102 is the thickness of a typical piece of paper. Just under it, twice as large, is the human egg. On what step do we find the diameter of a proton? On which step diameter of the sun?
4. Multiplication y 2. Introduce the genetic strain represented within a family. If possible use the apron, "We are Family." The students simply multiply themselves by 2 to get 2, their Mom and Dad. Multiply them by 2  their four grandparents. Multiply them by 2 their eight great grandparents. Assume twenty years per generation and ask the question, "How many unique women would be in their gene pool in the year 1333? In just 34 generations, going back just 680 years, we each have 16,668,545,984 GreatGreats, of which 7 billion are women usually with a different last name.
