MADISON PUBLIC SCHOOLS
Technology – Grade 6 Cycle Class
Authored by: Joanne Walch
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Google SketchUp is a free 3D-modeling download from Google Products. There are a host of free Google
products that enable people to create, modify, gather information, and share ideas. Google SketchUp is one of
these products. It allows people to create their own 3D models of anything from a couch to a building. It also
comes with the Google Community where students can modify existing models and share their own models.
Using Google SketchUp, students will create 3D models to solve real life design projects and have fun at the
same time.
II.
RATIONALE
Students should be aware of the many valuable Internet resources that are available to them. Google
SketchUp is a good example of software that is free and useful in the real world. Most students until this point
have experience only with Windows and MS Office applications such as Word, Power Point, Excel, etc.
Giving students this experience with 3D modeling software is going to be completely new for them and a
great way to introduce students to future areas such as drafting, architecture, CAD (Computer Aided Design),
furniture design, etc. It also highlights what else computers can do for them that they would not be able to do
by hand, which is such an important concept for students to understand and ties into the NJ Core Curriculum
Standards for Technology (8.1 and 8.2).
Students will also benefit from SketchUp tutorials by Aidan Chopra found on YouTube. Aidan Chopra
works for Google and wrote the book, Google SketchUp for Dummies. The YouTube tutorials are a great
asset to the program for the student and the instructor. This allows students to work according to their ability
and readiness. Those ready to move on to more intricate tasks can view one of Aidan Chopra’s tutorials
(based on the Dummies book) or they can go back and watch a beginning tutorial. YouTube is a valuable
educational resource and it is important for students to see it being used in the classroom. Direct links to the
YouTube video series will be supplied to students so there will be no search required on YouTube. Lastly,
since SketchUp is free software students can download it to their own computers at home and work with it
outside of school. That should be very exciting for students and parents.
III.
STUDENT OUTCOMES (Linked to NJ Core Curriculum Standards for Technology)
STANDARD 8.1 (COMPUTER AND INFORMATION LITERACY ) ALL STUDENTS WILL USE
COMPUTER APPLICATIONS TO GATHER AND ORGANIZE INFORMATION AND TO SOLVE
PROBLEMS.
Students will:
A. Basic Computer Skills and Tools
1. Use appropriate technology vocabulary.
2. Use common features of an operating system (e.g., creating and organizing files and folders).
4. Input and access data and text efficiently and accurately through proficient use of other input devices, such as the mouse.
8. Design and produce a basic multimedia project.
10. Use network resources for storing and retrieving data.
11. Choose appropriate electronic graphic organizers to create, construct, or design a document.
12. Create, organize and manipulate shortcuts.
B. Application of Productivity Tools
Social Aspects
1. Demonstrate an understanding of how changes in technology impact the workplace and society.
3. Explain the purpose of an Acceptable Use Policy and the consequences of inappropriate use of technology.
4. Describe and practice safe Internet usage.
5. Describe and practice "etiquette" when using the Internet and electronic mail.
Information Access and Research
6. Choose appropriate tools and information resources to support research and solve real world problems
Problem Solving and Decision Making
8. Use computer applications to modify information independently and/or collaboratively to solve problems.
10. Determine when technology tools are appropriate to solve a problem and make a decision.
STANDARD 8.2 (TECHNOLOGY EDUCATION) ALL STUDENTS WILL DEVELOP AN
UNDERSTANDING OF THE NATURE AND IMPACT OF TECHNOLOGY, ENGINEERING,
TECHNOLOGICAL DESIGN, AND THE DESIGNED WORLD AS THEY RELATE TO THE INDIVIDUAL,
SOCIETY, AND THE ENVIRONMENT.
Students will:
A. Nature and Impact of Technology
1. Describe the nature of technology and the consequences of technological activity.
2. Describe how components of a technological product, system, or environment interact.
3. Describe how one technological innovation can be applied to solve another human problem that enhances human life or
extends human capability.
5. Explain the cultural and societal effects resulting from the dramatic increases of knowledge and information available
today.
B. Design Process and Impact Assessment
1. Demonstrate and explain how the design process is not linear.
2. Use hands on activities to analyze products and systems to determine how the design process was applied to create the
solution.
4. Describe how variations in resources can affect solutions to a technological problem.
5. Select and safely use appropriate tools and materials in analyzing, designing, modeling or making a technological
product, system or environment.
C. Systems in the Designed World
1. Explain technological advances in medical, agricultural, energy and power, information and communication,
transportation, manufacturing, and construction technologies.
IV.
ESSENTIAL QUESTIONS AND CONTENT
A. What products could be realized using resources such as SketchUp?
1. Could SketchUp be used to create prototypes/models or objects, rooms, buildings?
2. What are the benefits of creating a virtual model?
B. How can SketchUp help solve real-world problems?
1. What requirements must be met in designing a structure?
2. How much area/square footage is needed for specific housing needs?
3. Besides architects, what other professionals could utilize Sketchup? (environmental
graphic designers, landscape architects, interior designers, city planners, non-professionals…)
4. Identify ways SketchUp can be used by people at home. (house renovations, furniture
layout, re-design a kitchen or bathroom, landscape design)
C. How can SketchUp enhance designs and other innovations?
1. How could the warehouse be utilized?
2. How can SketchUp be used to create “green” designs? (shadow tool)
3. Identify ways SketchUp helps to communicate ideas more clearly, therefore reducing
stress and wasted time. (3D cutouts, walk throughs, scenes)
V.
STRATEGIES
A.
B.
C.
D.
E.
F.
VI.
Teacher demonstrations
YouTube tutorials by Aidan Chopra
Guided practice
Class discussions to share ideas
“How To…” sheets
Help pull down menu
EVALUATION
A. See attached rubrics for Doghouse and Design a Room
VII.
REQUIRED RESOURCES
A. YouTube tutorials by Aidan Chopra http://www.aidanchopra.com/
B. Google Community and Warehouse
VIII. SCOPE AND SEQUENCE
A. SketchUp Tutorial (1-2 days)
1. explain the purpose of Google SketchUp
2. use and practice some of the tools in the tutorial
3. recognize what some tools are used for
B. Build a Doghouse “Making a Quick Model,” YouTube tutorial by Aidan Chopra (1-2 days)
1. use the rectangle tool
2. use the orbit and pan tools
3. use the push/pull tool
4. use the Window pull down for materials (optional)
C. Design and Create a Room of Choice (12-15 days)
1. utilize resources for how to do something in SketchUp
2. use the tape measure to find dimensions of the room
3. using zoom extents on toolbar find the object if it becomes lost
4. change the field of view by typing in different degree setting
5. using the camera pull down: walk through a room, change the field of view, and look
around
6. create their own furniture and or add components
7. utilize 3D warehouse for more components
8. add finishes to the room (color, texture, rugs, windows, etc.)
9. create scenes to share a room with others
Multimedia Project : You Are in the Doghouse!
Student Name:
________________________________________
CATEGORY 4
Requirements All requirements are met
and exceeded. The
building itself, pitched
roof, doorway, doorway
cut-out and arch were
created on the doghouse.
Additional items have
been added to the
doghouse such as color,
windows, etc.
Presentation Well-rehearsed with
smooth delivery. Was
able to explain the tools
used to create the
building, doorway, arch
and pitched roof. Was
able to explain new tools
used to create the extra
components.
3
2
All requirements are met. One requirement was not
The building itself,
completely met such as:
pitched roof, doorway,
the pitched roof,
doorway cut-out, and arch doorway, doorway cutwere created on the
out or arch.
doghouse.
1
More than one
requirement was not
completely met such as:
the pitched roof,
doorway, doorway cutout, and or arch.
Rehearsed with fairly
smooth delivery that
explain the tools used to
create the building,
doorway, arch and
pitched roof.
Delivery not smooth and
was not able to explain
how to create two or more
components of the
doghouse.
Date Created: Jul 28, 2008 12:59 pm (CDT)
Delivery not smooth and
unable to explain one of
the components of the
doghouse.
Building A Structure : Design a Room
Student Name:
________________________________________
CATEGORY 4
3
2
1
Model
The model is a contained room.
The model is a contained room. The model is a contained The model is a contained
Components such as: furniture,
Most of the components such as: room. Two of the
room. One or none of the
fixtures, materials, color, windows, furniture, fixtures, materials,
components such as:
components such as:
and other details have been added color, windows, and other
furniture, fixtures,
furniture, fixtures,
details have been added to
materials, color,
to create a realistic room. It can
materials, color,
easily be identified as a bedroom, create a realistic room. It can
windows, and or other windows, and or other
kitchen, living room, etc.
easily be identified as a
details have been added details have been added
bedroom, kitchen, living room, to create a realistic room. to create a realistic room.
etc.
It may or may not be
It cannot be identified as
identified as a bedroom, a bedroom, kitchen,
kitchen, living room, etc. living room, etc.
Plan
Plan is neat with clear
Plan is neat with clear
Plan is awkward and not Plan is not clear and the
components do not fit
measurements and all components measurements and all
all the components fit
properly. No extra
fit properly. Extra details such as components fit properly. No
properly. No extra
shelving or custom made furniture extra details such as shelving or details such as shelving details such as shelving
or custom made furniture or custom made furniture
are apparent.
custom made furniture are
are apparent.
are apparent.
apparent.
Appropriate materials were
Appropriate materials
Inappropriate materials
Construction Appropriate materials were
selected and creatively modified in selected and there was an
were selected.
were selected and
-Materials
ways that made them even better. attempt at creative modification
contributed to a product
to make them even better.
that looked poorly.
Modification Clear evidence of troubleshooting, Clear evidence of
Some evidence of
Little evidence of
experimenting, and refinements
troubleshooting, experimenting troubleshooting,
troubleshooting,
were made based on researching and refinements.
experimenting and
experimenting or
topics through YouTube series,
refinements.
refinement.
Help pull down and or teacher
guidance.
Presentation Extensive knowledge about how Extensive knowledge about how Lacks some knowledge
the model was constructed. Able to the model was constructed. Able about how the model
explain every aspect/componentof to explain most
was constructed. Able to
the model, its purpose, and how it aspects/components of the
explain some
adds to the design of the room.
model, its purpose, and how it aspects/components of
adds to the design of the room. the model, its purpose,
and how it adds to the
design of the room.
Date Created: Jul 30, 2008 08:29 am (CDT)
Lacks knowledge about
how the model was
constructed. Only able to
explain one or two
aspects/components of
the model, its purpose,
and how it adds to the
design of the room.