FANTASTIC CREATURES OF DIGITOYS - SCOPES Digital Fabrication

Lesson Details

Subjects
Age Ranges
Standards
Fab-Safety.1, Fab-Modeling.1, Fab-Fabrication.1, Fab-Design.1, Fab-Modeling.2, Fab-Design.2, 5.RI.7, 5.RI.9, 5.RI.1, 3.RI.7, 3.RI.1, 5.W.7, 5.W.8, 3.W.8, 3.W.2, 3.SL.4, 3.SL.5
Author

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Author

Henry Sanchez
Henry Sanchez
Fablab manager
I am Henry Sanchez, but in the world the children know me as “Uncle Geny” (“Tio Geny” in spanish). Since 2014 I started a exploration in the education´s world with the mission of accompanying and enhancing the creativity of my nephew… Read More

Summary

In this workshop the children design the creatures of their fantasies through a digital plasticine and then be fabricated with the help of machines to make toys: 3D printers.

What You'll Need

Materials List

  • Neon colored plasticine
  • Plastic or wooden punch
  • Acrylic paintings
  • Brushes
  • 3D Printing Filament (white)

 

Technological tools

  • Main computer, projector, speakers and internet
  • Computers

 

Digital Fabrication Tools

Hardware: 3D Printer

Software: Sculptris

 

The Instructions

KNOWING US

It's time to meet us and present the workshop

TEACHER NOTE: Use this guide – which will serve as support throughout the sessions – and tell the children that sessions will be like a game in which they must overcome different levels to learn how to design and make their own toys.

It is time to meet us, introduce yourself by indicating your name or nickname, how old you are and what you like to do, then invite them to voluntarily introduce themselves.

PD. This workshop consists of 2 sessions.

CREATE A FANTASTIC CREATURE

It's time to create our first characters in the real world using colored plasticine

Tell the children that their first mission is to create the fantastic creature of their fantasies. For this, give them plasticine (neon colors) and plastic or wooden punches.

LEARN NEW NAMES AND BUTTONS

Now let's name each manual process that we do

With the characters that the children are creating, together with them, explore the images of level 2 to associate each manual process with a new name and a button. In that way they will review how the buttons work: Create, Draw, Inflate, Smooth and Grab, buttons that coincidentally will be seen in level 4 when they have to digitally design their characters,

DIFFERENCE SOME WORLDS

From the real world to digital and from the world 2d to 3d

Show the participants the first pair of images of level 3 and ask them what are the differences between both images. Invite everyone to participate in an orderly manner. Make a rescue of their comments and close saying that effectively one image is real world and the other digital world.

Next, show the second pair of images and do the same dynamic asking the difference between both images. This time you close commenting that although both images are from the digital world one is from the world 2d and the other from the 3d world.

DESIGN DIGITALLY

It's time to digitally design your first fantastic creature

Open the digital design program. Sculptris and ask the participants what familiar things they can see . Once they got to identify the buttons explored in level 2, you make a review of all of them designing a basic 3d character.

Now tell the participants that their new mission is to create a fantastic digital creature that looks like it was made with plasticine in level 1 or a completely new one. On the way you invite them to create a name and a story to that character.

FABRICATE YOUR TOY

Let's use the machines to make toys: 3D printers

Make a review of the session rescuing how they went from the real world to the digital world and ask them if they have any idea how to take their digital characters to the real world. After they give you their answers, including the one you expected in this workshop, show the video of level 5 or project it directly from youtube. At the end of the video – if you want to play it again – comment that as the main character “Hiro” they will have the possibility of making their fantastic creatures with the machines to make toys: 3D Printers.

Finally, print a sample character and while this is happening, explain how the 3D printer works just like a silicone gun but in an automated way.

Teacher Note: indicate that they have to save their creations on the computer, export those as obj file and send to you via usb or email.

Print their creations in the following hours until the next session.

COLOR YOUR NEW TOYS

What about if we color our creations?

In this second session, make a review with the children of everything explored and learned previously and proceed to deliver their fantastic creatures printed in 3d.

Tell them that the new mission is to color their creations with the help of brushes and acrylic paints.

Finally, invite them to exhibit about their Fantastic Creatures of DIGITOYS, including their names and created stories.

More Info

Visit us for more workshops

Standards

  • (Fab-Safety.1): I can safely conduct myself in a Fab Lab and observe operations under instructor guidance.
  • (Fab-Modeling.1): I can arrange and manipulate simple geometric elements, 2D shapes, and 3D solids using a variety of technologies.
  • (Fab-Fabrication.1): I can follow instructor guided steps that link a software to a machine to produce a simple physical artifact.
  • (Fab-Design.1): I can be responsible for various activities throughout a design process within a group under instructor guidance.
  • (Fab-Modeling.2): I can construct compound shapes and multi-part components ready for physical production using multiple representations.
  • (Fab-Design.2): I can participate in design reviews with prepared presentation materials as well as give and receive feedback from peers.
  • (5.RI.7): Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • (5.RI.9): Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • (5.RI.1): Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • (3.RI.7): Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • (3.RI.1): Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • (5.W.7): Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
  • (5.W.8): Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • (3.W.8): Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • (3.W.2): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • (3.SL.4): Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • (3.SL.5): Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Lesson Feedback

2 Reviews

  1. Adolfo Vanez July 31, 2019
  2. Anibal Wadzinski July 31, 2019
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