This 5-week unit plan focuses on teaching 8th grade students about 3D modeling. Students will learn how to identify needs and opportunities for technical solutions, locate resources to develop ideas, and construct and assess 3D models. They will use Autodesk Inventor to draw and dimension prototypical designs. Assessments include daily activities, quizzes, and a final dragster design project. The unit aims to help students understand the 3D modeling design process and apply those skills to real-world problems.

1. Unit Plan
Title: Three Dimensional Modeling
Unit Length: 5 weeks
Written by: Jim Roland
Subject/Grade: 8th Grade Technology
Standard 5: Students will apply technological knowledge and skills to design, construct, use, and
evaluate products and systems to satisfy human and environmental needs.
Performance Indicators:
1: Identify needs and opportunities for technical solutions.
2: Locate and utilize a range of resources to obtain ideas.
4: Develop plans and construct a model of the solution.
11: Access needed information from various Internet sites.
12: Use a computer to draw and dimension prototypical designs.
13: Use a computer as a modeling tool.
Rationale: To promote Technological Literacy, PLTW has justified the importance of Three-
Dimensional Modeling. Students will learn the content of this curriculum while strengthening skills
of literacy to become better learners. The application of content learned will be the greatest learning
experience for students through several activities.
Launch: Show students examples of fully assembled models functioning in Autodesk Inventor.
Essential Question: Why is a three-dimensional model necessary in the design process?
Critical Thinking Skill: Analyzing Perspectives, ,
Sub Skills: Abstracting, Invention,
Assessments: Formative: Daily Bell Ringer, Quizzes, Homework, Activity Participation,
Daily Participation
Summative: Dragster Design and Model
Vocabulary: NYS Test: Represents, Reflect, Cause and Effect
Unit Vocab: Isometric, orthographic, pictorial, assembly, constraint, mate, flush, tangent, insert,
colinear, parallel, concentric, perpendicular, angle, extrude, revolve, array, aerodynamic
Guiding Questions: Choose what file is used to create a part, assembly, drawing, etc. Predict what
figure will be created if a particular shape is revolved. Discuss how parts may be assembled so that
they don't crash. Adapt your design to work around the axle length. Justify whether the axle hole
and air hole should intersect. Determine if your design is aerodynamic. Analyze how we will create
the object you have designed. Decide if you should use the hole command or cut a circle.

2. Student Engagement: participation in activities, observation throughout direct instruction,
accountability by asking all students for answers randomly, answer individual questions, include
students throughout instruction as helpers or assisting teachers, group or teamwork
Meaningful Use (real world application): Students will practice designing and prototyping
processes similar to those of many industries. Students will measure and study objects to apply
information to a design developed, on the computer, before being produced.
Materials/Resources: 11x17 construction paper, scissors, glue sticks, dragster examples, models to
demonstrate assembly constraints
How did it go?: Students began to grasp the concepts of Autodesk Inventor but are still far from
mastery. This industry-leading program is extremely difficult for students to conceptualize.
Mastering a basic understanding of the concepts and principles, rather than details has become my
focus. Upon reflection, students completed excellent work. Their dragsters represented competition
quality designs and clearly communicated their ideas all while abiding by given constraints.
Students were rather frustrated with the complexity of the program but once familiar, they seemed
to enjoy the capabilities. The greatest difficulty students faced, was procedural instructions. Most of
the students benefited greatly from peer-partnering situations. If any students were confused, I
recommended they ask a neighbor for assistance. Students that helped reinforced their learning even
further and students who needed help, learned very effectively to work with their classmates.
What changes?: Next time this unit is presented, I plan to provide students with tutorials/directions
through the shared drive. After some time it may be extremely helpful to create an interactive
trouble-shooter for the students to resolve their own difficulties.
Why different?: I would make this addition to further assist students who have been absent or
don't quite understand procedures fully. A reference such as this would encourage students to
become more involved in the learning process and to solve problems on their own.