Modular Frame LESSON PLAN - ELEMENTARY GRADE 3 DREMEL EDUCATION MOUNT PROSPECT, IL

Transcription

1 Modular Frame LESSON PLAN - ELEMENTARY GRADE 3 DREMEL EDUCATION MOUNT PROSPECT, IL

2 3D Design Challenge Modular Frame Grade: 3 Recommended Design Software: Autodesk Tinkercad Estimated class time (excluding printing): Seven 45-minute class periods Estimated print time (per student): Three to four hours Companion files: One.stl, four.jpg Introduction Works of art, documents, and other items that are framed gain special status - because they are intended to be both preserved and displayed - yet students classwork is often only taped on a wall or cabinet or propped up on a shelf. This lesson presents an opportunity for students to design modular picture frames that can be clicked together and can have decorations added or removed to suit the item in the frame. It also presents an opportunity for students to practice measurement skills, as well as many design and engineering skills. The modularity that this design challenge requires ensures that the picture frames can be reused throughout the school year as classwork themes change. For that reason, the challenge lends itself to being implemented early in the school year. Imagine a display area where each student has his or her own customizable frame to display work throughout the year. Learning Objectives 1. Students will carefully measure the expected size of photos or other documents that will be placed in the frame and use measurement tools within Tinkercad to design for that specific size. 2. Students will convert between centimeters and millimeters to ensure measurements will meet the needs of the frame. 3. Students will effectively use several basic features in Tinkercad, including geometric shapes, holes, grouping, connectors, and tools for rotating shapes. 4. Students will incorporate design elements that allow flexible use of their frames, such as stands that can be used in horizontal or vertical display, or decorations that can be popped in and out depending on preference. The Design Challenge 1

3 The project scenario for students and details of the design challenge follow. Project Scenario: An art gallery wants to do a show featuring the work of students from schools in your area and has invited submissions for consideration. Only work that is in a frame designed specifically for the item it displays will be eligible for inclusion in the show. The gallery has identified a few other requirements but is eager to see as much imagination as possible. Design a frame for displaying your own classwork, whether that work is written, drawn, or otherwise constructed. Guiding Questions: 1. How might I design and create a picture frame to proudly display my classwork throughout the school year? 2. How might I design my frame in multiple parts (make it modular) so that I can create an object that can be assembled to be ultimately larger than would fit on the 3D-printer s printbed? 3. How might I design my picture frame to be able to be modified depending on the item(s) I want to put in the frame? 4. In what ways might I use or display a frame, and how can I design it to be able to be used or displayed in multiple ways? Design Requirements: General: The frame must be appropriate for the theme of the item(s) it displays. The frame must be modular. The frame should be designed to either stand on a flat surface or hang on a wall. Component: The frame must be the correct size for the intended display item(s). The frame must have at least one removable decoration. Assembly: The sides of the frame must snap together. Decorations much snap on and off. The frame must be stable when assembled. Decorations must stay in place when attached. Materials: Essential: 2

4 3D printer and sufficient filament Computers with access to Tinkercad.com (NOTE: One computer for each student is preferred, but students may also work in pairs or teams at shared computers.) Paper Pencils Graph paper* Existing photos, drawings, or other student-created art work or items that might be framed Rulers with centimeter and millimeter measurements A display area * Larger graph paper will make it easier for students to design a frame that is 8.5 x 11 or larger. If possible, provide larger graph paper, such as 11 x 17, so that students can draft their designs in full scale. Optional: N/A Education Standards Common Core State Standards CCSS.MATH.CONTENT.3.MD.B.4: Represent and interpret data. Generate measurement data by measuring lengths using rulers marked with halves and quarters of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. Next Generation Science Standards ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process and shared ideas can lead to improved designs. 3

5 Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. ETS1.C: Optimizing the Design Solution: Different solutions need to be tested in order to determine which of them best solves the problem given the criteria and the constraints. Texas Essential Knowledge and Skills (TEKS) B.1: Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. Lesson Planning and Preparation You may find the information in this section beneficial to planning and implementing this lesson s classroom activities. Basic Timeline: Introduce design challenge 5 minutes Brainstorm and sketch designs 40 minutes Sketch designs, share designs and capture feedback 45 minutes Design in Tinkercad 45 minutes Share designs and capture feedback 45 minutes Review and implement feedback in Tinkercad 45 minutes 3D printing time will vary Assemble frames 45 minutes Optional opportunity for re-designing and re-testing antigens Place frames, tour the gallery and share feedback 45 minutes Optional opportunity for re-designing General Suggestions: Ensure that each student has a school Tinkercad account prepared and ready for login. Another option can be to create a single account that all of the students can login to at the same time. Keep in mind that this lesson assumes basic experience with the 3D modeling program Tinkercad. For students who have not yet used Tinkercad, consider introducing it to them with the 3D Design Basics in Tinkercad preliminary challenge, which includes links to Autodesk tutorials and other resources for getting started with the program. 4

6 If Tinkercad is new to you, experiment with it, especially with the connectors, yourself before beginning the project with your students. You might consider making a template file to share with students that has a first example of a decoration and a flat plane to click the decoration into. Consider using the Mid-Point Design Rubric, which is included with the student handouts. Whether or not you will be using the frames for a year-long rotating display, choose an area in or near your classroom that will work well. Be aware that designing the frames to be able to hold the display items can be especially challenging in Tinkercad. As a result, you may want to allow students who have more advanced 3D design software skills to use Autodesk 123D Design. Regardless, keep in mind that these frames are intended to be decorative rather than strictly functional. Plan to tape, clip, pin, or otherwise attach the display items to the frames. The estimated print time is for frames that will accommodate 8.5 x 11 (or 21.5 cm x 28 cm) displays. The print time would be significantly less for smaller frame displays or for frames that only comprise outer edges (do not include backing). Print time may also be reduced by modifying the lesson plan so that students work in groups to create group frames, although that would result in each student not having his or her own frame to display work. Students should have prior experience and practice with using rulers for measurement (see the Content Review section below). Extension Opportunities: 1. More or fewer opportunities for customization can be offered to students, depending on interest, time, and facility with TInkercad. If students plan to display classroom schoolwork in the frames, they might create decorative elements that can be used with different expected selections of that schoolwork. For example, students might place a seated socket along one edge of their frame and then design different icons for their different subject areas with seated balls. In that way, the decorative icons can be popped on or off the socket on the frame depending on the item being displayed. 2. If students plan to use different sizes of items for framing, such as a 4 x 6 photograph at one time and an 8.5 x 11 paper at another time, they might design the frame to be expandable. Students might also design components to help hold the framed items in place, such as clips or slots to slide a paper in to. These options would require significantly more complex design, and might be offered for students who already have experience with TInkercad (or Autodesk 123D Design) and who have more advanced measurement skills. Cross-Curricular Connections: Subject Area Example Connection Language Arts - Visual aids for presentations Social Studies - The history of picture framing Science - Balance - Weight - Materials 5

7 Content Review: Converting between centimeters (which are easy to measure on a ruler) and millimeters (which is the default unit of measurement in Tinkercad) requires a factor of 10 change: One centimeter = 10 millimeters. To engineer a functional picture frame, the opening of the frame should be slightly smaller than the item to be framed, typically ¼ inch or about six millimeters smaller on each side. For example, a frame for an 8.5 x 11 (21.5 cm x 28 cm) sheet of paper would have an opening about eight inches (20.3 cm) wide by 10.5 (26.7 cm) tall. If students need a review on ruler use, you might have them watch the 2-Minute Math video on measuring in centimeters and millimeters ( You may also have students play Shepard Software s measurement game ( Key Terms: Modular - something made of distinct parts that can be interchanged Notes on the Sample.stl File: The screenshot below represents an example of a frame design that meets the challenge s requirements. However, this layout would not print. Pieces would need to be re-arranged to fit onto the bed. 6

8 Here is the same frame file, grouped and organized for printing: Note the following details: When assembled, the top and bottom pieces are 20 cm wide, and the side pieces are 27 cm tall. The pieces are divided in half to fit on the bed and have key-and-slot connectors. One side of each piece has a rectangular bar, and the other piece has a rectangular hole. The top, sides, and bottom click together using hand-grip and socket connectors from the Tinkercad Components menu. The top bar has two loops so that the frame may be hung on thumbtacks or nails on a wall. One of the vertical sides has a seated socket for attaching decorations. There are two decorations with seated balls that can click into the socket: a flower and a math-lover medallion. The decorations are face down with the ball sticking up for cleaner printing. 7

9 Procedure Day 1 no computers needed (45 minutes) (NOTE: Have a variety of students work available, especially any particularly meaningful work on 8.5x11 paper, such as short stories or illustrations. Prepare paper and pencils for students to brainstorm individually, as well as have a whiteboard or butcher paper to record any ideas for the whole class.) Have students bring or collect from the classroom items that they might want to display around the room. These items might include writing samples, photos, drawings, or pamphlets created for thematic projects. (10 minutes) Brainstorm who might want to see displayed work (family members, themselves, other teachers) and also brainstorm what types of items those people might like to see. For example, a final draft of a short story might be fun for family members to read, but a daily grammar worksheet, although important classwork, might not excite visitors. From the items they ve gathered so far, have them select one that they d like to display first. Ideally, students will select 8.5 x 11 paper items, unless your class uses a different standard size for most work. (10 minutes) Introduce students to the idea of creating a class display and show them the area that you have set aside. Next, brainstorm with them some different ways they might display their selected items in that area, especially if the area selected has a variety of surfaces. (10 minutes) Finally, introduce the major driving question: How might I design and create a picture frame to proudly display my classwork throughout the school year? Have students work with a partner for the rest of the class period to brainstorm and record their thoughts for (1) what elements would be necessary to create a picture frame that would successfully display work, and (2) what elements would be fun to personalize the frame. Save their selected first display items and their brainstorming pages. Students may start sketching designs. (45 minutes) Day 2 no computers needed (45 minutes) (NOTE: Prepare paper and pencils for students to brainstorm, as well as a whiteboard or butcher paper to record brainstorming for the whole class. Have students display items and brainstorming and sketching pages from the previous day ready to return.) Return the items students selected to display first along with their brainstorming pages, and ask them to spend a few moments reviewing what their ideas had been. Title a whiteboard or butcher paper with the major driving question: How might I design and 8

10 create a picture frame to proudly display my classwork throughout the school year? and divide the area into two columns for necessary and fun thoughts. (5 minutes) Have students share their brainstorming and preliminary sketches and record their ideas on the whiteboard or butcher paper. Steer student discussion to ensure that they recognize the need for measuring their display items and designing the frame to fit, as well as the opportunity different decorative elements provide for showing their individual personalities. (10 minutes) Distribute paper or graph paper, pencils, and rulers to students, and instruct them to draw a first draft of a design for their personal frame. Remind them that their designs need to meet the requirements (above), and as you circulate while they draw, ask them to show you their plans. Students with more measurement experience should know that, based on the requirement about correct size, they will need to measure the sizes of their papers and use rulers to draw accurate sizes for their designs. If you see that they are not using their rulers, remind them that making something the correct size for something else requires measurement. (30 minutes) Day 3 computers with access to Tinkercad needed (45 minutes) (NOTE: Have students drafts and display items from previous days ready to return, as well as a whiteboard or butcher paper to record brainstorming for the whole class.) Return students display items and their design drafts. Put students into pairs to continue drafting their frame designs. Distribute paper or graph paper, pencils, and rulers to each student. Instruct students that they will work with their partners to redesign their frames. Have each pair spend 10 minutes discussing and drawing a second draft of each student s design, and then switch. (20 minutes) Point out to students that Tinkercad measures in millimeters. If they have been measuring in inches, they will need to re-measure this time in millimeters. Give them the rest of the period to re-measure and label their second drafts with the new measurements. An 8.5 x 11-inch piece of paper is 21.5 cm x 28 cm. A frame for an 8.5 x 11 (21.5 cm x 28 cm) sheet of paper would have an opening about eight inches (20.3 cm) wide by 10.5 (26.7 cm) tall. (15 minutes) Collect students drafts and display items. Day 4 computers with access to Tinkercad needed (45 minutes) 9

11 (NOTE: Have students drafts and display items from previous days ready to return.) Tell students that today they will begin to design their frames within Tinkercad. Have students access Tinkercad on their computers, then return students drafts and display items. Have students create a new design file (recommended file name: [Name] s Frame ). Give students the bulk of the class period to work on their designs. As you circulate while they design, ask students to show you how they are meeting each of the four main requirements. (45 minutes) Save students drafts and display items. Day 5 computers with access to Tinkercad needed (45 minutes) (NOTE: Have students first design drafts, second design drafts, and selected display items from the previous days ready to return. Prepare copies of the Partner Sharing Sheet for each student.) Tell students that today they will review each other s frame designs, looking for whether the designs meet the four main requirements. Have students access Tinkercad on their computers and open their frame files. Distribute the Frame Partner Sharing Sheet, and have students form partner groups to share their designs. The Partner Sharing Sheet will guide students through identifying whether and how their partners designs are meeting the main requirements, as well as offer questions to push their partners designs further. (5 minutes) One partner should show her or his design while the other partner completes the sheet and asks questions. Each partner will have 15 minutes to share. (30 minutes) After each student has shared with a partner, have students return to their own computers. Have them rotate their design to a view that best shows the design and requirements. Then have each student print the image of their design either by going to the print menu of their internet browser, or by taking a screenshot using a program like Snipping Tool in Windows 8 and printing from the screenshot program. Attach the printout to their partner s Partner Sharing Sheet. (10 minutes) Collect the printouts and Partner Sharing Sheets. Save all other papers. (NOTE: At this point, you may want to review the designs. Use the Mid-Point Rubric to assess the designs so far, then attach each student s Mid-Point Rubric to her or his printout and Partner Sharing Sheet.) Day 6 computers with access to Tinkercad needed 10

12 (45 minutes) (NOTE: Have students printouts, Partner Sharing Sheet, and Mid-Point Rubric ready to return.) Before students go to their computers, return students items from the day five sharing activity, and give the class time to review their feedback. Ask a few students to share an idea or suggestion from their feedback that they are excited to incorporate into their design. (10 minutes) Have students access Tinkercad on their computers and open their frame files. Remind students to first consult their Tinkercad Feature Sheet, then ask their nearest neighbors for ideas if they get stuck, but emphasize that each student should only touch their own computer and mouse. You might say, A friend can give advice, but can t do it for you. Helping doesn t mean doing it for you. Have students spend the rest of the class period integrating feedback into their designs. As you circulate, continue to have students show you how their designs meet the three requirements. Also look for sizes and directly address students who still have not successfully matched the sizes in their designs to the sizes necessary for their frames. (35 minutes) Day 7 no computers needed (45 minutes) (NOTE: Have students 3D prints ready to return, as well as their selected display items.) Then, hold up a few examples of their printed frames, and have students observe and share how the example frames met the three requirements. (10 minutes) Distribute the 3D printed frames and selected display items to students, and have them insert their display items and place them in the class display area. (10 minutes) Distribute the Final Sharing Sheet for students to observe each other s final products. Allow them time to circulate and look at each other s frames while completing the chart on the sheet. (10 minutes) Finally, have students re-group to share some favorite features of their classmates frames and how they met the three design requirements. Take a moment to celebrate their finished products! (15 minutes) (NOTE: If the frames are to be used for an on-going class display, be sure to have students re-visit when they complete new exciting projects. Consider giving students time when they change displays to also design and print new matching decorations for the frames. For example, if a student switches from a personal short story about a trip to 11

13 the beach to an illustration of a science experiment about electricity, they might switch their decoration from a 3D printed shell to a 3D printed light bulb.) Assessment Rubric Correct size? Modular? Can be displayed? Shows individuality? Changeable decorations? Critical Thinking Creativity Collaboration Exceeds requirement Meets requirement Does not meet requirement Each dimension has been Is the correct proportions Is more than 20 mm away clearly thought out and relative to the size of the from the size of the measured to fit the displayed item displayed item displayed item Is made of modular parts that are sized for printability and can be assembled smoothly to look like a single piece Has both a hook and a stand, and the display elements are creative and decorative Has several interesting decorations utilizing a variety of Tinkercad tools such as holes or connectors Has several opportunities for changing components on the frame Student designs, analyzes, and refines the design to meet the specific needs for the frame Offers multiple divergent ideas in brainstorming sessions, builds upon the ideas of others, and includes several original features in the final product Gives feedback that is particularly thoughtful, uses received feedback to make improvements, and supports peers positively throughout the project Is made of modular parts that are sized for printability and have connectors to be assembled together Has either a hook to hang on the wall or a stand to stand on a table Has a few interesting, creative designs made by the student Has at least one part that can be removed, rotated, or in some way changed Student designs to meet the specific needs for the frame Offers multiple ideas in brainstorming sessions, and includes at least one original feature in the final product Gives and receives feedback respectfully, and uses feedback to make improvements Is too large to be printed, or the printable-sized parts are not able to be assembled into a single frame Does not have elements that allow the frame to be either hung or stood on a table Has no decorations, or only decorative shapes taken directly from Tinkercad, such as star or bunny ears Has no parts that can move or be changed Student designs with little consideration for the specific needs for the frame Offers few ideas during brainstorming sessions, and/or includes few or no original features in the final product Does not always give or receive feedback respectfully, and/or is unable to use feedback to make improvements 12

14 Communication Describes the features of their own frame, asks questions about peer s frames, and maintains a supportive demeanor throughout sharing sessions Describes the features of their frame clearly during sharing sessions Does not describe the features of their frame clearly during sharing sessions 13

15 Modular Frame LESSON Student PLAN Handout - ELEMENTARY GRADE 3 DREMEL EDUCATION MOUNT PROSPECT, IL

16 Student Guide Modular Frame 3D Design Challenge Modular Frame Partner Sharing Sheet Selected Display Item: Width: mm Height: mm Picture Frame: Overall Width: mm Width of Opening: mm Overall Height: mm Height of Opening: mm How will the frame keep the item from falling out? Questions? Suggestions? How will the frame stand up or hang on the wall? Questions? Suggestions? How does the frame show the student s individuality? Questions? Suggestions? How can the frame decorations be changed? Questions? Suggestions? 1

17 Student Guide Modular Frame 3D Design Challenge Modular Frame Mid-Point Rubric (NOTE: This rubric is for teachers to complete for each student, if time allows.) Does not meet requirement Correct size? Is more than 20 mm away from the size of the displayed item Holds item? Can be displayed? Shows individuality? Changeable decorations? Has no elements to hold the item in place, or elements that will clearly not work Does not have elements that allow the frame to be either hung or stood on a table Has no decorations, or only decorative shapes taken directly from Tinkercad, such as a star or bunny ears Has no parts that can move or be changed Meets requirement Is the correct proportions relative to the size of the displayed item Has slot, clamps, hooks, or some element to hold the displayed item in place Has either a hook to hang on the wall or a stand to stand on a table Has a few interesting, creative designs made by the student Has at least one part that can be removed, rotated, or in some way changed Exceeds requirement Each dimension has been clearly thought out and measured to fit the displayed item Has some element that will clearly hold the item in place with little modification Has both a hook and a stand, and the display elements are creative and decorative Has several interesting, creative designs utilizing a variety of Tinkercad tools such as holes or connectors Has either several parts that can be changed, or several components that can be switched out on the same spot on the frame Suggestions 2

18 Student Guide Modular Frame 3D Design Challenge Modular Frame Final Sharing Sheet (NOTE: Individual students may complete this sheet for several other students or the whole class.) Classmate Name Correctly sized, modular Can be displayed Individual, changeable decorations Special cool features: Special cool features: Special cool features: Special cool features: 3

19 Student Guide Modular Frame 4