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Designing a Fantasy Hideaway (middle)

Last changed: 05/30/2019 12:39pm
6 , 7 , 8
Visual Art Science
Grade Level Program Alignment
1 other
120 minutes for each classroom
In-School Workshop - In-School Performance (intended for individual classes of a grade level to experience separately)
All year
$10 50
no Email , Phone
site plan, markers, oaktag pieces cut to size, scissors,
(200) Built-It Discs (on loan for the workshop)
copies of student worksheets and rubric, pencils
2 problem solving activities occur and require different kinds of space. First part of workshop involves the Built-It Disc activity and requires space for teams of students (working 4 on a team) to create design solutions that they can actually fit in. Open space is required, 20' x 20' space (desks in classroom can be pushed to one side), hallway, library, or gym, etc. Second activity involves students creating an individual 3-dimensional smaller scaled Fantasy Hideaway solution at their own desk. Hopefully, the 2 spaces are near each other and time not lost traveling from one space to the other.
Grades 6-8
I can work collaboratively with a team to create life size 3-dimensional structures, using corrugated cardboard discs. These structures solve design problems and address specific constraints and performance criteria. I can create a small scale model of a 3-dimensional structure using the cut and slot method of construction and corrugated cardboard that represents a place, a Hideaway, where I can hang-out with my friends. I can read a site plan of the property where hideaway will be located and provide reasons where it will be located on a site plan. I can determine who will use my Hideaway: what kinds of activities we will do in the Hideaway; what kinds of rules I will have for its use and care; and the possible materials it will be made out of.
Working collaboratively in teams of four and using die-cut 12” corrugated octagonal cardboard discs students will solve various design challenges. Together, they will experience first hand how to construct structures using the discs. Students learn about the material properties and construction methods for corrugated cardboard disc assembly and use the cut and slot method of construction. Students test the strength of the discs and experiment how to connect them to solve design problems. They will be given specific criteria and performance expectations for each challenge they must address with their team.

Using the “Build-It Discs”, structures will be constructed large enough for the teams to enclose themselves in; to see which team can construct the longest span; and, which team can build the tallest self-supporting tower. Solutions will be analyzed. What worked, what didn’t work and why will all be explored.

Upon completion of the team building challenges, students work individually at their desks to solve a structural design problem using similar materials but at a much smaller scale. The structure must be self-supporting. Each student will design a Fantasy Hideaway, a place where they can hang-out with their friends.

Oaktag pieces will be used to construct structures of their own design. Students will be responsible for cutting slots in the oaktag, connecting them, planning, designing and building their structures. A worksheet will lead students through the various steps that will need to be considered in the design process (define the problem, identify the criteria and constraints, brainstorm and analyze ideas, develop solutions/build a model, present ideas for feedback, redesign). Provided with a site plan, students determine where their structure will be located and give reasons for its location. They will describe the structure’s real building materials and colors; number of intended users; and, rules for its use and care.
NA
2 caregivers to assist with supplies

Grade 6

Science Grade 6: MS.Engineering Design: MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. DCI: Optimizing the Design Solution: The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)
Grade 6: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. C. Design or redesign objects, places, or systems that meet the identified needs of diverse users.

Grade 7

Science Grade 7: MS.Engineering Design: MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. DCI: Optimizing the Design Solution: The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)
Grade 7: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.

Grade 8

Science Grade 8: MS.Engineering Design: MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. DCI: Optimizing the Design Solution: The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)
Grade 8: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. C. Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing.