Crazy for Reading Straw
Advanced Engineering Design and Presentation
Lesson Plan
Performance Objective
At the end of the lesson, students will able to come up with their own design/prototype to match the criteria
in the Crazy for Reading Straw Prototype/Display Rubric. Students will also make a presentation to school
representatives to match the criteria in the Crazy for Reading Straw Prototype Presentation Rubrics (Individual
or Team).
Specific Objectives
 Create a Crazy for Reading Straw design/prototype for local elementary schools to use as a reward for
their students who have collectively read 5,000 to 10,000 books.
 Present final design/prototype to the schools representative for judging or selection of the winning
design(s).
Terms
 Bend- the tangency line at which the existing part transitions into the bend feature's deformation area;
the line about which the feature hinges or folds.

Planes- X, Y, or Z that you can select to create a sketch on.
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
Sketch- the surface or plane area that you can draw your part on.

3D Sweep - Construction of 2D and 3D sweep solids is similar; both require a profile sketch to depict
the cross section of the sweep solid and a path sketch to specify the path of the sweep operation. The
difference between them lies in the shape of the sweep path. In a 2D sweep solid feature, the path
sketch is planar. In a 3D sweep solid feature, the path is three dimensional.

3D Sketch- provides a way to create a path for 3D sweep features. 3D sweep features define routed
parts such as wiring, cabling, and tubing in the context of an assembly or within a single part. Multiple
routed paths can represent sets of tubing or a wire harness.
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
Fillet- a rounded edge.
Time
It should take approximately 15 minutes to teach the lesson and 45 minutes for each of the 12 lab sessions.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Advanced Engineering Design and Presentation
 130.366 (c)
o (1) The student gains knowledge of and demonstrates the skills necessary for success in the
workplace. The student is expected to:
(C) investigate and work toward industry certifications;
(E) identify and use appropriate work habits; and
(H) demonstrate respect for diversity in the workplace.
o (3) The student develops skills for managing a project. The student is expected to:
(A) use time-management techniques to develop and maintain work schedules and meet
deadlines;
(B) complete projects according to established criteria;
(C) participate in the organization and operation of a real or simulated engineering
project; and
(D) develop a plan for production of an individual product.
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o (4) The student demonstrates principles of project documentation and work flow. The student
is expected to:
(A) complete work orders and related documentation;
(B) identify factors affecting cost and strategies to minimize costs;
(E) identify intellectual property and other legal restrictions; and
(F) read and interpret technical drawings, manuals, and bulletins.
o (5) The student applies the concepts and skills of computer-aided drafting and design software
to perform the following tasks. The student is expected to:
(A) prepare drawings to American National Standards Institute and International
Standards Organization graphic standards;
(B) customize software user interface by creating blocks, attributes, and symbol
libraries; and
(C) prepare advanced sectional views and isometrics.
o (6) The student practices safe and proper work habits. The student is expected to:
(A) master relevant safety tests;
(B) follow safety guidelines as described in various manuals, instructions, and
regulations;
(E) perform maintenance on selected tools, equipment, and machines; and
(F) handle and store tools and materials correctly.
o (7) The student uses engineering design methodologies. The student is expected to:
(A) understand and discuss principles of system ideation;
(B) think critically, identify the system constraints, and make fact-based decisions;
(C) use rational thinking to develop or improve a system;
(D) apply decision-making strategies when developing solutions;
(E) identify quality-control issues in engineering design and production;
(F) describe perceptions of the quality of products and how they affect engineering
decisions;
(G) use an engineering notebook to record prototypes, corrections, and/or mistakes in the
design process; and
(H) use an engineering notebook to record the final design, construction, and
manipulation of finished projects.
o (8) The student applies concepts of engineering to specific problems. The student is expected
to:
(A) use a variety of technologies to design systems;
(B) use tools, laboratory equipment, and precision measuring instruments to develop
prototypes; and
(D) use multiple software applications for concept presentations.
o (9) The student designs systems using appropriate design processes and techniques. The
student is expected to:
(A) interpret engineering drawings;
(B) identify areas where quality, reliability, and safety can be designed into a system;
(C) improve a system design to meet a specified need, including properties of materials
selected; and
(D) produce engineering drawings to industry standards.
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o (10) The student builds a prototype using the appropriate tools, materials, and techniques. The
student is expected to:
(A) identify and describe the steps needed to produce a prototype;
(B) identify and use appropriate tools, equipment, machines, and materials to produce the
prototype; and
(C) present the prototype using a variety of media.
Interdisciplinary Correlations
Geometry
• 111.41 (c)
o (1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical
ideas;
(F) analyze mathematical relationships to connect and communicate mathematical
ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
o (5) Logical argument and constructions. The student uses constructions to validate conjectures
about geometric figures. The student is expected to:
(A) investigate patterns to make conjectures about geometric relationships, including
angles formed by parallel lines cut by a transversal, criteria required for triangle
congruence, special segments of triangles, diagonals of quadrilaterals, interior and
exterior angles of polygons, and special segments and angles of circles choosing from a
variety of tools;
(B) construct congruent segments, congruent angles, a segment bisector, an angle
bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line
parallel to a given line through a point not on a line using a compass and a straightedge;
(C) use the constructions of congruent segments, congruent angles, angle bisectors, and
perpendicular bisectors to make conjectures about geometric relationships; and
(D) verify the Triangle Inequality theorem using constructions and apply the theorem to
solve problems.
o (9) Similarity, proof, and trigonometry. The student uses the process skills to understand and
apply relationships in right triangles. The student is expected to:
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(A) determine the lengths of sides and measures of angles in a right triangle by applying
the trigonometric ratios sine, cosine, and tangent to solve problems; and
(B) apply the relationships in special right triangles 30°-60°-90° and 45°-45°-90° and the
Pythagorean theorem, including Pythagorean triples, to solve problems.
o (10) Two-dimensional and three-dimensional figures. The student uses the process skills to
recognize characteristics and dimensional changes of two- and three-dimensional figures. The
student is expected to:
(A) identify the shapes of two-dimensional cross-sections of prisms, pyramids, cylinders,
cones, and spheres and identify three-dimensional objects generated by rotations of
two-dimensional shapes.
o (12) Circles. The student uses the process skills to understand geometric relationships and apply
theorems and equations about circles. The student is expected to:
(B) apply the proportional relationship between the measure of an arc length of a circle
and the circumference of the circle to solve problems.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Commercial and Industrial Designers
O*Net Number: 27-1021.00
Reported Job Titles: Designer, Industrial Designer, Product Engineer, Design Engineer, Product Designer,
Mechanical Designer, Product Development Engineer, Engineer, Product Design Engineer, Project Engineer
Tasks
 Prepare sketches of ideas, detailed drawings, illustrations, artwork, or blueprints, using drafting
instruments, paints and brushes, or computer-aided design equipment.
 Confer with engineering, marketing, production, or sales departments, or with customers, to establish
and evaluate design concepts for manufactured products.
 Modify and refine designs, using working models, to conform with customer specifications, production
limitations, or changes in design trends.
 Direct and coordinate the fabrication of models or samples and the drafting of working drawings and
specification sheets from sketches.
 Evaluate feasibility of design ideas, based on factors such as appearance, safety, function,
serviceability, budget, production costs/methods, and market characteristics.
 Present designs and reports to customers or design committees for approval, and discuss need for
modification.
 Investigate product characteristics such as the product's safety and handling qualities, its market
appeal, how efficiently it can be produced, and ways of distributing, using and maintaining it.
 Develop manufacturing procedures and monitor the manufacture of their designs in a factory to
improve operations and product quality.
 Research production specifications, costs, production materials and manufacturing methods, and
provide cost estimates and itemized production requirements.
 Participate in new product planning or market research, including studying the potential need for new
products.
Soft Skills
 Critical Thinking
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


Operation and Control
Monitoring
Reading Comprehension
Accommodations for Learning Differences
These lessons accommodate the needs of every learner. Modify the lessons to accommodate your students
with learning differences by referring to the files found on the Special Populations page of this website.
Preparation
 Students must complete Pipe Parametric Modeling Skill Builder lesson before starting this lesson
 Due to the levels of difficulty of the Parametric Modeling Skill Builder lessons, it is recommended they
are presented in the following order:
1. Wood Clamp
2. Stop Clamp
3. C-Clamp
4. Pipe
5. Crazy for Reading Straw
 Provide paper or electronic copy of the rubric and finished example drawings available for students
 Review how to create sketches on planes (X, Y, and Z)
 Review how to make 3D sketch
 Review how to make bends
 Review how to create sweep pathways
 Review how to create 3D sweep
 Review how to change material types and colors
 Students may work as individuals or in teams of two
References
 Pipe Drawing Example provided (also Slide 2)
 Pipe Parametric Modeling Skill Builder and Crazy Straw Prototype slide presentation from previous
lesson if needed for review
Instructional Aids
 Computer with parametric modeling software issued by your district
 Crazy for Reading Straw Prototype/Display Rubric
 Crazy for Reading Straw Prototype Presentation Rubrics (Individual)
 Crazy for Reading Straw Prototype Presentation Rubrics (Team)
 Engineering Design Process Notebook
 3D Printer (optional) to print final design/prototype
 Access to representatives from local elementary campus
Introduction
The purpose of this lesson is to have students create a Crazy for Reading Straw design/prototype for local
elementary schools to use as a reward for their students who have collectively read 5,000 to 10,000 books.
Pipe Parametric Modeling Skill Builder lesson is a pre-requisite to this lesson.
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•
Show
o Pipe drawings from Pipe Skill Builder lesson
•
Say
o Now that you have completed the Pipe Parametric Modeling Skill Builder, it is time design
the prototype for the Crazy for Reading Straw.
o Let’s review where we left off in our last lesson.
•
Say
o Remember, you are being asked to design a Crazy for Reading Straw for the local
elementary schools to use as a reward for students collectively reading 5,000-10,000 books.
o The design must incorporate reading or books, the school motto, the school mascot or
school colors, and the numbers 5,000 to 10,000 for the number of books read.
o If possible, we will arrange a video conference with the school principals so that you can ask
questions about what they want the designs to have.
o We will 3D print (optional) each student’s Crazy for Reading Straw design/prototype.
o You will each present your final prototype to the schools’ representatives. The winning
design(s) will be made and given to the schools’ top readers.
•
Say
o It should take 12 lab sessions to complete the Crazy for Reading Straw project.
 Days 1-3
o Develop ideas and sketches of the prototype (three days).
o We will arrange a video conference with the elementary school principals so
that you can ask questions about what the school wants the designs to have
in them.
 Days 5-10
o Develop your 3D design (six to seven days).
o We will arrange a video conference meeting with the school principals so
that you can talk to them about what they liked or did not like about the
designs.
o Make changes based off of the meeting with the school principals.
o 3D-print (optional) each student’s Crazy for Reading Straw design/prototype.
 Days 11-12
o Make a presentation to the class about your design/prototype.
o Or, we will arrange a field trip to the elementary school so you can present
your prototype.
•
Ask
o Are there any questions?
•
Say
o Let’s get started.
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Outline
MI
OUTLINE
NOTES TO TEACHER
I.
Review how to make parts from Pipe Parametric
Modeling Skill Builder lesson
A. Planes
B. 3D sketch
C. Pathway
D. Bend
E. Sweep
Give each student a
copy of the Crazy for
Reading Straw
Prototype/Display
Rubric to follow when
designing their Crazy for
Reading Straw.
II.
Review the Engineering Design Process
A. Identify the problem
B. Identify criteria and constraints
C. Brainstorm possible solutions
D. Generate ideas
E. Explore possibilities
F. Select an approach
G. Build a model or prototype
a. To solve the problem given (step #1)
b. Based off of the criteria and constraints
given (Step #2)
c. Based off of the best idea you had (Step
#6)
Give each student a
copy of the Engineering
Design Process
Notebook for the Crazy
for Reading Straw and
have them complete it.
III.
Crazy for Reading Straw project
A. Create the design/prototype
B. Make a presentation (individual or team)
IV.
Review the rubric for the presentation
A. Preparedness
B. Comprehension
C. Content
D. Posture and eye contact
E. Collaboration (if team presentation)
F. Volume
G. Stay on topic
V.
Assessment
A. Crazy for Reading Straw Prototype/Display
Rubric
B. Crazy for Reading Straw Prototype
Presentation Rubrics (Individual or Team)
Have students start to
create their own
design/prototype.
Grade the design using
Crazy for Reading Straw
Prototype/Display
Rubric.
The teacher will decide
if students make an
individual or team
presentation.
Give students a copy of
the Crazy for Reading
Straw Prototype
Presentation Rubrics
(Individual or Team).
Grade the presentation
with either the
individual or team
rubrics.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will show students how to make different parts of the design, as needed, and on a one-on-one
basis or mini workshop.
Independent Practice
The students will create their own Crazy for Reading Straw per the Crazy for Reading Straw Prototype/Display
Rubric and make a presentation based on Crazy for Reading Straw Prototype Presentation Rubrics (Individual
or Team).
Summary
Review
The teacher should review how to make parts from Pipe Parametric Modeling Skill Builder lesson, the
Engineering Design Process, the Crazy for Reading Straw Prototype/Display Rubric, and the Crazy for Reading
Straw Prototype Presentation Rubrics (Individual or Team).
Evaluation
Informal Assessment
The teacher will observe students working on the Crazy for Reading Straw designs.
Formal Assessment
Students will be graded using the Crazy for Reading Straw Prototype/Display Rubric and the Crazy for Reading
Straw Prototype Presentation Rubrics (Individual or Team).
Enrichment
Extension
The students will come up with their very own straw design with graduating class, initials, school mascot, etc.
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Team Member(s) Name________________________________________________________________________________________________________________
Date_________________________________________________________
Teacher ____________________________________________________
Crazy for Reading Straw Prototype/Display Rubric
Expectations
Clearly stated the problem to be
solved
Materials used
Procedures and steps
Experiment results
Data analysis/discussion
Conclusion
Visuals/pictures (photos must be
original and taken by the students)
Organization/neatness
Originality of the project
Exceeds Expectations
11-8 points each
The student has a hypothesis that is
quantitatively measurable and answers
“the question.”
All the materials used for the project
are listed.
The audience is able to follow the
direction and reproduce the project.
The data tables/graphs are quantitative
and answers “the question.” Table and
charts include the appropriate titles
and labels.
Student clearly interprets results
through logical discussion of the
results. The student has data to explain
“why.”
Conclusion answers the “testable
question” using evidence from results.
Has pictures to represent the process
of the experiment (construction,
experimentation, results) and has
captions.
All parts of the display are labeled and
it is easy to follow.
Project approach is unique. Student
made significant effort to make project
their own.
Meets Expectations
7-4 points each
The student has a hypothesis that
answers “the question,” but it is not
quantitatively measurable.
Some, but not all, of the materials used
for the project are listed.
The audience is able to reproduce the
project somewhat, but only with help.
The student attempts to explain
“why” but does not connect the data
with their explanation.
Below Expectations
3-1 points each
The student has a hypothesis, but does
not answer the “testable question.”
The student attempts to explain “why”
but does not connect the data with
their explanation.
The student explains what happened,
but not “why” it happened.
Conclusion answers the “testable
question,” but does not use data from
the results.
Has pictures to represent the process
of the experiment but does not have
captions.
Attempts to answer the “testable
question,” but lacks clarity and
evidence.
Has pictures, but does not represent
the process of the experiment.
Most parts of the display are labeled
and somewhat easy to follow.
Project approach is common. Student
made some effort to make the project
their own.
The project is a mess. Sections are not
labeled and they are out of order.
Project or approach is unoriginal and
below grade level.
The materials used for the project are
not listed.
The audience is not able to reproduce
the project.
The data tables/graphs are qualitative
or incomplete.
Score: ________________ out of 100 points (99 possible points plus one bonus point) / Comments________________________________________________
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Team Member(s) Name________________________________________________________________________________________________________________
Date _________________________________________________________
Teacher____________________________________________________
Crazy for Reading Straw Prototype Presentation Rubric (Individual)
Category
Preparedness
Comprehension
Content
Posture and eye
contact
Volume
Stays on topic
Exceeds Expectations
17-11 points
Student is completely prepared and has
obviously rehearsed.
Student is able to accurately answer
almost all questions posed by classmates
about the topic.
Shows a full understanding of the topic.
Almost Meets Expectations
Almost Meets Expectations
Below Expectations
12-7 points
6-4 points
3-1 points
Student seems pretty prepared
The student is somewhat
Student does not seem at all
but might have needed a couple
prepared, but it is clear that
prepared to present.
more rehearsals.
rehearsal was lacking.
Student is able to accurately
Student is able to accurately Student is unable to accurately
answer most questions posed by answer a few questions posed
answer questions posed by
classmates about the topic.
by classmates about the topic. classmates about the topic.
Shows a good understanding of Shows a good understanding of Does not seem to understand
the topic.
parts of the topic.
the topic very well.
Stands up straight and establishes Sometimes stands up straight Slouches and/or does not look
eye contact with everyone in the
and establishes eye contact.
at people during the
room during the presentation.
presentation.
Stands up straight and looks relaxed and
confident. Establishes eye contact with
everyone in the room during the
presentation.
Volume is loud enough to be heard by all
Volume is loud enough to be
Volume is loud enough to be
Volume often too soft to be
audience members throughout the
heard by all audience members at heard by all audience members
heard by all audience
presentation.
least 90 % of the time.
at least 80 % of the time.
members.
Stays on topic all (100 %) of the time.
Stays on topic most (90-99 %) of Stays on topic some (75-89 %) of It was hard to tell what the
the time.
the time.
topic was.
Score: ________________ out of 102 points / Comments___________________________________________________________________________________
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Team Member(s) Name_____________________________________________________________________________________________________
Date__________________________________________________________
Teacher_________________________________________
Crazy for Reading Straw Prototype Presentation Rubric (Team)
Exceeds Expectations
Almost Meets Expectations
Almost Meets Expectations
Category
15-11 points
12-7 points
6-4 points
Preparedness
Team is completely prepared and has Team seems pretty prepared but Team is somewhat prepared, but
obviously rehearsed.
might have needed a couple more
it is clear that rehearsal was
rehearsals.
lacking.
Comprehension
Team is able to accurately answer Team is able to accurately answer Team is able to accurately answer
almost all questions posed by
most questions posed by
a few questions posed by
classmates about the topic.
classmates about the topic.
classmates about the topic.
Content
Team shows a full understanding of
Team shows a good
Team shows a good
the topic.
understanding of the topic.
understanding of parts of the
topic.
Posture and eye Team members stand up straight and Team members stand up straight Team members sometimes stand
contact
look relaxed and confident; establishes and establish eye contact with
up straight and establish eye
eye contact with everyone in the room everyone in the room during the
contact.
during the presentation.
presentation.
Collaboration
Almost always listens to, shares with,
Usually listens to, shares with, Often listens to, shares with, and
with peers
and supports the efforts of others in and supports the efforts of others supports the efforts of others on
the group. Tries to keep people
in the group. Does not cause
the team; sometimes not a good
working well together.
"waves" in the group.
team member.
Volume
Volume is loud enough to be heard by
Volume is loud enough to be
Volume is loud enough to be
all audience members throughout the heard by all audience members at heard by all audience members at
presentation.
least 90 % of the time.
least 80 % of the time.
Stays on topic
Stays on topic all (100 %) of the time. Stays on topic most (90-99 %) of Stays on topic some (75-89 %) of
the time.
the time.
Below Expectations
3-1 points
Team does not seem at all
prepared to present.
Team is unable to accurately
answer questions posed by
classmates about the topic.
Team does not seem to
understand the topic very well.
Team members slouch and/or
do not look at people during the
presentation.
Rarely listens to, shares with,
and supports the efforts of
others on the team. Often is not
a good team member.
Volume is often too soft to be
heard by all audience members.
It was hard to tell what the topic
was.
Score: ________________ out of 105 points / Comments__________________________________________________________________________________
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Team Member(s) Names
______________________________________________________
Date: _________________________________________
Class: _________________________________________
Teacher: _______________________________________
The
Engineering
Design
Process
Step #1 = Identify the problem
_________________________________________
_________________________________________
_________________________________________
Step #2 = Identify Criteria and Constraints
Time Frame = ____________________
Tools that can be used = _________________________________________________________
_____________________________________________________________________________
Material(s) that can be used = ____________________________________________________
____________________________________________________________________
Step #3 = Brainstorm Possible Solutions *Thumbnail sketches
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Step #4 = Generate Ideas *Thumbnail sketches
Best Idea #1
Best Idea #2
Best Idea #3
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Step #5= Explore Possibilities
Discussion highlights ______________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
My Designs Pros
My Designs Cons
Step #6 = Select an Approach “Which design are you going to use and why?”
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________
Sketch it in the space provided below.
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Step #7 = Build a Model or Prototype to solve the problem given (step #1) based
off of the Criteria and Constraints given (Step #2) based off of the Best Idea you
had (Step #6).
Step #8 = Refine the Design
What worked in your prototype?
What did not work in your prototype?
What did your classmates think about you prototype?
What can you change to make it better?
Sketch what changes you are going to make and refine your prototype for the final test.
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