Lesson Plan

Scale Modeling through 3D Design and Printing

Students will apply proportional reasoning to the process of 3D architectural modeling to create a scale model of an architectural landmark. fabricate their model with a classroom 3D printer.
Andrew Z.
Classroom teacher
Junior High School 88 Peter Rouget
Brooklyn, NY
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My Grades 7
My Subjects Math, Science
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Students will be able to design and create scale models of famous and noteworthy architectural landmarks. 

Students will be able to use proportional reasoning to scale an architectural landmark, from its actual dimensions to a scaled model.

Students will apply number sense to use Tinkercad to create a 3D model.

Grades 7
All Notes
Teacher Notes
Student Notes

1 Daily Assessment

Assess: Use either Plickers or Socrative to instantly gain feedback on your students' understanding each day at the beginning or end of each lesson. 

For this step, the teacher uses a question that gauges either previous days content or reinforces review concepts. An example problem could be:

"Josh created a scale model of a building that is 10 m high and 10 m wide. Which of the following measurements would make a proportionally scaled model?

a) 10 cm x 10 cm
b) 12 cm x 10 cm
c) 10 m x 10 cm
d) 1cm x 2 cm "

Socrative will provide a snapshot of what portion of the class has mastered this skill and the teacher can review accordingly before moving into the project for the day.

Student Instructions

Students engage prior understanding of proportions to assess which of the options are proportional to Josh's building, thereby demonstrating whether they understand how to check for proportionality using equivalent ratios.

2 Students Conduct Research

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Student Research: Students select an architectural landmark and will conduct research on the landmark, finding in particular its dimensions, which they will be required to mathematically scale, in order to create a proportional model. The teacher provides a menu of options that are either globally famous or locally renowned architectural sites.

Examples include: The Eiffel Tower, The Sears Tower, One World Trade Center, The Empire State Building, The Burj Khalifa, etc.



Student Instructions

Students Identify:

a) The building they are going to model.
b) Its dimensions in the real world.
c) Important facts about its construction.
d) Primary materials of construction

3 Students create 3D models for 3D printing

In this step, students are required to use TinkerCad, a student-friendly 3d design tool, to make a model of their architectural landmark that reflects the mathematical scaling they completed. 

Teacher distributes keyboard shortcut printouts (found on Tinkercad's website), circulating the classroom while students complete tutorials. Throughout the design process, the teacher facilitates peer feedback using a graphic organizer or google form. Students must demonstrate that their model is mathematically to scale by filling in a graphic organizer that shows that the ratios of the dimensions of the original building are in proportion with the new model.

Student Instructions

Students complete the following steps using Tinkercad

a) Complete Tinkercad Tutorials
b) Create initial model
c) Receive Peer Feedback
d) Make adjustments
e) Receive teacher feedback
f) Make revisions
g) Get approval for 3d Print

4 Make and Present 3D prints

Students will use Makerware and a classroom Makerbot to 3d Print their designs. Teacher can (optionally) give mini-lesson or show a youtube video or incorporate a google slides presentation to explain the basis of 3d printing prior to having students print.

After all prints are made, teacher can choose to have students present their projects in an "Architectural Review" setting, or have students conduct a gallery walk. Students may use google Presentations to aid them in presenting their research and mathematical calculation.

Student Instructions

Students will follow these steps to print a 3d model:

a) Download from tinkercad to 3d print
b) print .STL file
c) make revisions in printing process and repeat if necessary

After completing this step, students will present their models to the class. Students will present their background research and demonstrate the process by which they created their scale model.