STEAM PLC LESSON PLANS

General Information:

Unit:3D Digital Modeling(CAD)

Project: Micro-Unit Design

Applied Technology Department

Adelyn Perez

Unit Overview:

Table of Contents:

Research Phase Lesson Plan: Micro-Unit Case Study…………………………..…………………2

Rubric: Micro-Unit Case Study…………………………………………………………...3

3D Modeling Lesson Plan: Micro-Unit Design Project……………………………………………4

Design/3D Model Graphic Communication Lesson Plan……………………………………….…5

Micro-Units Design Brief……………………………………………………………..…..6

Rubrics: 2D Drawings/3D Digital Model……………..………………………………...... 7

Rubric: Final Graphic Layout……………………………………………………………..8

STEM TO STEAMLESSON PLAN

Subject:Applied Technology

Unit:3D Digital Modeling(CAD)

Time Frame: 2 Weeks

Lesson:Research: Case Studies

Standards:

New Jersey State Standards / Common Core Standards
8.1.12.A.4 / 8.2.12.C.1 / 9.3.12.C.2 / CCSS.ELA-Literacy.RST.11-12.1 / 11-12.2 /11-12.4 / 11-12.5 / 11-12.7 / 11-12.10

Information and Vocabulary:

Objectives – SWBAT:

  • Comprehend the beginning of the design process used by engineers and architects before communicating their design with technical drawing by naming examples of how design is studied.
  • Analyze 2D drawings and 3D models of small space designs to determine efficient strategies for designing a space with a limited area (square footage).
  • Documentat least five innovative space-savers in a small living space which is either a micro-apartment or the interior of a boat by making a PowerPoint presentation with a partner.
  • Create an original layout design that communicates the findings of their small-space case study documentation which meets requirements on the Case Study rubric.

Procedure/Activities:

  1. Review the Micro-Units Case Study requirements verbally as a class while reading the design brief.
  2. Conduct research using the internet on innovative space-savers. Students will be encouraged to look at boat, RV, and micro-apartment designs. Students will analyze floor plans, drawings, and 3D models of micro-unit designs that they find through their research.
  3. Based on their analysis, students will create a PowerPoint presentation to communicate their case study documentation with a minimum of five examples of efficient micro-unit designs. They will label the efficient design ideas in the drawings, demonstrating their analysis and comprehension.
  4. As stated in the requirements, the case study PowerPoint presentation should be graphically planned out with attention to aesthetics in order to communicate successfully.

Homework:N/A

Assessment/Rubric:

  • Rubric on Micro-Unit Case Study (see page 3 for rubric)
  • Micro-Unit Case Study PowerPoint presentation

RUBRIC

Micro-Unit Case Study

POINTS / REQUIREMENT / DESCRIPTION
30 / Layout / PowerPoint consists of a total of six slides which include:
  • Title Slide
  • 5 slides for 5 examples of small-space designs

30 / Pictures/Drawings / 5 pictures/drawings of examples of efficient small-space designs
30 / Descriptions / 5 descriptions (accompanying each picture) explaining at least one specific aspect of each design that makes it efficient
10 / Effort, Completion, and Submission / Student works diligently during class time to complete project up until the due date. Student puts effort into their work and submits it on time.

STEM TO STEAM LESSON PLAN

Subject:Applied Technology

Unit:3D Digital Modeling (CAD)

Time Frame: 2 Weeks

Lesson:Micro-Unit Design through 3D Digital Modeling

Standards:

New Jersey State Standards / Common Core Standards
8.2.12.F.3 / 8.2.12.B.2 / 9.1.12.A.1 / 9.4.12.B.(1).9 / 9.3.12.C.2 / CCSS.ELA-Literacy.RST.11-12.2 / 11-12.3 /11-12.4 / 11-12.7 / 11-12.8 / 11-12.9

Information and Vocabulary:

Objectives – SWBAT:

  • Comprehend the requirements for the Micro-Units 3D Modeling Project after reviewing the design brief and rubric.
  • Design an 8’x8’ micro-unit that contains a sleeping space, work space, and storage space.
  • Generate a 3D digital model in AutoCAD of a micro-unit at full scale with a sleeping space, work space, and storage space as stated in the design brief.
  • Apply materials to the 3D digital model through Rendering options in AutoCAD.

Procedure/Activities:

  1. Review the Micro-Units 3D Modeling Project requirements and rubric as a class.
  2. Use the AutoCAD software to create a 3D digital model of an original design for a micro-unit. The model must be to scale and include a sleeping space, work space, and storage space in an 8’x8’x8’ cube.
  3. Students may also sketch and draw 2D orthographic drawings before or while creating the digital model to help visualize their design. This will require students to reenact and reflect on prior knowledge.
  4. Once the 3D digital model is complete, students will render their model by applying materials on AutoCAD. This allows them to better visualize and communicate their design.

Homework: N/A

Assessment/Rubric:

  • Rubric on Micro-Unit Design and 3D Digital Modeling (see pages 6 and 7 for rubric)
  • Complete, rendered 3D digital model of an original micro-unit design to scale in AutoCAD

STEM TO STEAM LESSON PLAN

Subject:Applied Technology

Unit:3D Digital Modeling (CAD)

Time Frame: 2 Weeks

Lesson: Graphic Communication of Design/3D Model

Standards:

New Jersey State Standards / Common Core Standards
8.2.12.F.3 / 8.2.12.B.2 / 9.1.12.A.1 / 9.4.12.B.(1).9 / 9.3.12.C.2 / CCSS.ELA-Literacy.RST.11-12.2 / 11-12.3 /11-12.4 / 11-12.7 / 11-12.8 / 11-12.9

Information and Vocabulary:

Objectives – SWBAT:

  • Generate three 2D orthographic drawings including top, side, and front views of their original micro-unit design with dimensions using their 3D digital model in AutoCAD.
  • Create a 24”x18” graphic layout in Photoshop that includes two rendered views of their 3D digital model and at least three 2D orthographic drawings to communicate their design.

Procedure/Activities:

  1. Review the Micro-Units Graphic Layout
  2. Based off previous knowledge, students will generate 2D orthographic drawings of their micro-units design using their 3D digital model as a guide. They will draw top, side, and front view drawings with dimensions and to scale in AutoCAD.
  3. Once the 2D drawings are complete, students will compile the drawings and rendered views of their 3D digital model on a graphically designed 24”x18” layout in Photoshop.

Homework: N/A

Assessment/Rubric:

  • Rubric on Micro-Units Graphic Layout (see pages 6, 7, and 8 for design brief and rubric)
  • 2D orthographic drawings (3 views including top, front, and side) of their micro-unit design to scale and with dimensions
  • 24”x18” graphically designed layout done in Photoshop that includes the orthographic drawings and rendered views of the 3D digital model

The Living Cube

Phases 2 and 3: 3D Modeling and 2D Drawing in CAD

DESCRIPTION

Now that you have researched the design of small spaces for inspiration for their Living Cube, it is your turn to begin designing! Design a Living Cube that meets the following specifications:

  • Dimensions: 8’x8’x8’
  • Must contain:
  • Sleeping Space
  • Work Space
  • Storage Space

NOTE: These must be EFFICIENT living spaces under real-world conditions. Exterior walls are not necessary.

  • The living cube follows a chosen concept or idea that guides the design of the project. The concept must be visible. It will be explained in a one-paragraph description of your project for the final presentation!
  • Dimensions and specifications of model must match design shown in 2D drawings
  • Model and drawings must be done in AutoCAD 2012

RUBRICS

Living Cube - 3D Model and 2D Drawings

3D MODEL – 100 POINTS

POINTS / REQUIREMENT / DESCRIPTION
10 / 3D Basics /
  • Student used AutoCAD in 3D Basics mode to complete the project.
  • Use of solid shapes and modifying commands

20 / Measuring and Snaps /
  • Model was done in the correct units using planned dimensions.
  • Snaps were used to locate objects in proper locations (no overlaps/floating objects)

50 / Concept & Design /
  • A minimum of one concept was used to guide design decisions.
  • Realistic, efficient spacing for circulation, placement, and sizes

20 / Effort, Completion, & Submission / Student worked diligently to complete project.

2D DRAWINGS – 100 POINTS

POINTS / REQUIREMENT / DESCRIPTION
10 / Drafting and Annotation / Student used Drafting and Annotation section of AutoCAD.
20 / Views / Three views of the living cube are shown:
  • Top, front, side views

10 / Snaps / Student used snaps correctly for 2D drawings (no overlapping/disconnected lines)
30 / Dimensions /
  • Organized in “parts to whole” format
  • Written in “foot-inches” format

10 / Line Types and Line Weights / Student used at least three different line weights and line types appropriately
20 / Effort, Completion, & Submission / Student worked diligently to complete project.

FINAL GRAPHIC LAYOUT – 100 POINTS

POINTS / REQUIREMENT / DESCRIPTION
20 / Drawings / Student included all required 2D orthographic drawings on the final layout
  • Top view
  • Side view
  • Front view

20 / Rendered 3D Model / At least three rendered views with materials of the 3D model were displayed on the final layout
20 / Organization and Planning / Layout was well-organized and easily communicated project
20 / General Layout and Aesthetics /
  • 24”x18” layout board done in Adobe Photoshop
  • Attention was given to graphic design and aesthetic details

20 / Effort, Completion, & Submission / Student worked diligently to complete project.

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