Unit Plan

Title: Three Dimensional Modeling

Unit Length: 5 weeks

Written by: Jim Roland

Subject/Grade: 8th Grade Techn...
Student Engagement: participation in activities, observation throughout direct instruction,
accountability by asking all s...
Three dimensional modeling
Three dimensional modeling
Three dimensional modeling
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Three dimensional modeling


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Three dimensional modeling

  1. 1. Unit Plan Title: Three Dimensional Modeling Unit Length: 5 weeks Written by: Jim Roland Subject/Grade: 8th Grade Technology Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Performance Indicators: 1: Identify needs and opportunities for technical solutions. 2: Locate and utilize a range of resources to obtain ideas. 4: Develop plans and construct a model of the solution. 11: Access needed information from various Internet sites. 12: Use a computer to draw and dimension prototypical designs. 13: Use a computer as a modeling tool. Rationale: To promote Technological Literacy, PLTW has justified the importance of Three- Dimensional Modeling. Students will learn the content of this curriculum while strengthening skills of literacy to become better learners. The application of content learned will be the greatest learning experience for students through several activities. Launch: Show students examples of fully assembled models functioning in Autodesk Inventor. Essential Question: Why is a three-dimensional model necessary in the design process? Critical Thinking Skill: Analyzing Perspectives, , Sub Skills: Abstracting, Invention, Assessments: Formative: Daily Bell Ringer, Quizzes, Homework, Activity Participation, Daily Participation Summative: Dragster Design and Model Vocabulary: NYS Test: Represents, Reflect, Cause and Effect Unit Vocab: Isometric, orthographic, pictorial, assembly, constraint, mate, flush, tangent, insert, colinear, parallel, concentric, perpendicular, angle, extrude, revolve, array, aerodynamic Guiding Questions: Choose what file is used to create a part, assembly, drawing, etc. Predict what figure will be created if a particular shape is revolved. Discuss how parts may be assembled so that they don't crash. Adapt your design to work around the axle length. Justify whether the axle hole and air hole should intersect. Determine if your design is aerodynamic. Analyze how we will create the object you have designed. Decide if you should use the hole command or cut a circle.
  2. 2. Student Engagement: participation in activities, observation throughout direct instruction, accountability by asking all students for answers randomly, answer individual questions, include students throughout instruction as helpers or assisting teachers, group or teamwork Meaningful Use (real world application): Students will practice designing and prototyping processes similar to those of many industries. Students will measure and study objects to apply information to a design developed, on the computer, before being produced. Materials/Resources: 11x17 construction paper, scissors, glue sticks, dragster examples, models to demonstrate assembly constraints How did it go?: Students began to grasp the concepts of Autodesk Inventor but are still far from mastery. This industry-leading program is extremely difficult for students to conceptualize. Mastering a basic understanding of the concepts and principles, rather than details has become my focus. Upon reflection, students completed excellent work. Their dragsters represented competition quality designs and clearly communicated their ideas all while abiding by given constraints. Students were rather frustrated with the complexity of the program but once familiar, they seemed to enjoy the capabilities. The greatest difficulty students faced, was procedural instructions. Most of the students benefited greatly from peer-partnering situations. If any students were confused, I recommended they ask a neighbor for assistance. Students that helped reinforced their learning even further and students who needed help, learned very effectively to work with their classmates. What changes?: Next time this unit is presented, I plan to provide students with tutorials/directions through the shared drive. After some time it may be extremely helpful to create an interactive trouble-shooter for the students to resolve their own difficulties. Why different?: I would make this addition to further assist students who have been absent or don't quite understand procedures fully. A reference such as this would encourage students to become more involved in the learning process and to solve problems on their own.