In this lesson, students deconstruct a picture of a house into its constituent shapes, before using TinkerCAD to recreate that home, shape by shape, digitally. This lesson provides the option to make a physical version of the digital house with a 3d printer. Originally this lesson was created for use in an exceptional education classroom, but it could be appropriate with modifications in a variety of settings.
Supplies, facility needs, prerequisite skills and knowledge including prior completion of the TinkerCAD tutorials and basic knowledge of 3D printing a file, student types, period length etc. classroom management, THIS LESSON ASSUMES THE STUDENTS HAVE ALREADY CREATED ACCOUNTS IN TINKERCAD, AND HAVE COMPLETED THE TUTORIALS. (for further information on completing these steps please refer to the “In a Jam: A Problem Based Challenge for Sports Medicine” lesson on the SCOPES-df website.
Class set of internet enabled computers (Chromebooks will work), 3D Printer with generic splint file (included in attachments), pre-printed generic splints for each table, two colors of small post it notes, and writing utensils. Technology needs include a projector/TV with appropriate connection to a computer. The ability to stream video via YouTube.
Paper, pencils, a previously 3d printed model of a famous building (local is better, but any recognizable building works), pictures of well known local buildings (these can be digitally projected, or printed in a packet)
Digital Fabrication Software & Equipment
Tinkercad (3D modeling) and 3D printer
Step One: Engage – An engagement that sets the table for the learning objectives and piques student interest in concepts, careers, and fabrication.
Step Two: Explore – Initial hands-on foray into concept.
Step Three: Explain – (Connect content with explore and elaborate.)
Step Four: Elaborate: (Take content knowledge and utilize it to complete a challenge in design and fabrication process.)
45-60 minutes or more spread over two days
Step Five: Evaluate: (Compare student capability to use the content to meet a goal.)
Depending on time, this step in the process can simply end with students sharing their digital recreations of architecture with the class, or may extend to actually printing their file via a 3d printer. In either instance, students should evaluate their final product by comparing it to their original picture.
.(Teachers may want to develop a rubric for scoring this that fits their class needs).