# Tangrams and Fractions

Class time: 2 hours

Subject Areas: Math

Overview:  Students will explore tangrams online or in person and review fractions and geometry.

What are Tangrams

• The tangram (Chinese: 七巧板; pinyinqīqiǎobǎnlit. ‘seven boards of skill’) is a dissection puzzle consisting of seven flat polygons, called tans, which are put together to form shapes. The objective is to replicate a pattern (given only an outline) generally found in a puzzle book using all seven pieces without overlap. (source: Wikipedia)

Play online

Play with Tangrams on Mathigon.

Fabrication and Math Activity

Copy this page of Printable Tangrams onto colored paper or cardstock and have each student cut them out to create their own tangram set

Laser Cutter: Use a laser cutter, to cut out pieces of cardboard, wood, or acrylic.

Have students work through this Tangram Activity– be sure to look at the math section first to check if it is appropriate for your students’ level. Feel free to make a copy of the activity and edit it to differentiate.

Extension Activities:

After the students design their symbol it is up to the teacher to expand on the activity the following are some ideas that would work.  Please let the MFL team know if you think of anything that should be added to this list!

ART: have students research Chinese art and decorate their tangrams in a traditional way.

HISTORY:  Ancient China!

MATH: Fractions and proportions.

ELA:  have students create an animal out of their tans and then make up a character for the animal. They can trace or tape the tans onto a piece of paper and color a background for their character.

Please take pictures of the work you do after the MFL visit and send them to the MFL team along with any anecdotal information about who the project went.  Or, if you combine a few of the extensions and have the students present their work, please invite the MFL team!

# Borrow Fab Lab Equipment

The CMSD Fab Lab is stocked with fab equipment waiting to be put to use in your classrooms! Below is a list of the machines and materials available in the fab lab. To check out materials from the fab lab, teachers must attend a workshop or training session at the EPC STEAM Lab, please reach out to the Fab Lab Manager at sarah.wallace@clevelandmetroschools.org, or sign up for our newsletter.

Check out this list of supplies to see what is currently available. -coming soon

3D Printers

The CMSD Fab Labs has Flash Forge Finder and Inventor printers available for teachers to borrow. These are amazing printers that are easy to use and can bring student learning to life. The Fab Lab has 3D printers to borrow for your classroom as well as all the filament you could need. NOTE: you must install Flash Print to your laptop to use this machine

Vinyl Cutters

These Silhouette Cameo machines are great for creating 2 dimensional designs such as stickers, labels, and paper shapes. They can be used to make logos, tshirts and more. The fab lab has machines that can be borrowed and all the vinyl you could need to create amazing projects. Note: You must install SILHOUETTE STUDIO onto a laptop to use this machine.

Paper Circuits

Paper circuits are a great, low tech way to talk about science with students and create some fun projects. The fab lab can provide copper tape, batteries, clips and LEDs for all of your students as well as training on how to use these materials.

Makey Makeys

Makey Makeys are an invention kit to introduce students to the world of coding in a fun and interactive way. The Fab Lab has class sets (12 kits) that can be borrowed for your classroom as well as training on how to use these fun tools.

Button Makers

Button makers are a great, low tech, easy, way to take your project to the next level. These machines are easy to use and can be used with just paper and markers or incorporated into a computer design project. The fab lab has button makers to borrow and all the materials you need to create buttons.

Heat Press

A heat press is a large iron like machine that can be used along with a vinyl cutter to create custom t-shirts or canvas bags. The Fab Lab has one heat press to borrow.

# RBG Collar for Women’s History Month

Subject Areas:  History / Social Studies, ELA, Art, and Technology

Class time: 2 hours – 3 days (can be differentiated)

Overview: Students will engage with a variety of RBG multimedia to learn about her amazing accomplishments throughout her life and career before designing and creating their own version of her iconic necklace.

Women’s History Month Resources

• Have your students visit the Biography page and learn about one of the women featured on the site. You can assign students a person, or let them choose. This could act as a kicking off point to do a full report (a non-fiction writing prompt, or create a poster or google slide, etc.) on an amazing female figure, or it could be a short activity where the students have 5 minutes to learn as much as they can about their person and then give a short presentation of the ‘top 5 facts’ to the rest of the class.
• NatGeo Kids has a similar resource that is a little more assessable for younger readers: Women Heroes

• Classroom Doodles has a great collection of WHM coloring sheets that are free and printable, you can also google image search for additional coloring pages for a specific woman in history to find more options.

Celebrating Women in our Lives

There are so many women who have made an impact on history through their courage, discoveries and accomplishments. But which woman means the most to you in your life? Maybe a family member? Teacher? Coach? There are so many wonderful women in all of our lives!

Give students some time to create WHM cards for the important women in their lives. Encourage students to write personalized notes in the card that are grade appropriate and heartfelt, or include information about a famous woman from history they learned about.

• Have students create an RBG biography page. Below are two examples of sample worksheet to use or students can use these worksheets as a starting point before creating their own more elaborate biography artifacts.

Design and Create

• RBG’s intricate collars and necklaces became iconic over the 27 years she spent on the US supreme court. The collars and necklaces have been recreated countless times and resold as fashion, pins, made from beads, knitwear and more.

ACTIVITY

• Have your students talk about why they think RBG wore such expressive necklaces
• Is there a piece of clothing or an accessory that makes them feel more confident or strong?
• Have students research RBG’s collars and necklaces over time, or show them this compilation of some of her more famous looks: RBG COLLARS

Create

• Simple
• Using a white paper plate, have students cut a circle out of the top/center as seen in the photo to the right and a slit along the top so the plate can be easily placed over the head. Have students draw their designs directly onto the plate and color with crayons, markers or paint.
• Intermediate
• First have students sketch out their designs for a collar/necklace on scrap paper. Have students focus on symmetry as all of RBGs collars were very symmetrical and geometric.
• Using the plate method above, students can draw their designs on the plate, or cut out small pieces of colored paper to create a mosaic/beaded looking piece. Or allow students total creativity and invite them to create their collar using any materials they’d like from strong to pasta or cut up newspapers
• *For older students, a plate might not be large enough, in this case, cutting out circles from cardboard, card stock, or fabric will work too.
• Design using Mandalas
• Have students create a mandala design by hand or using one of the tools below and use it as inspiration for their RBG collar
• FAB
• 3D Printing
• Have students design their collars in Tinkecad. Be sure students focus on symmetry and overlapping to ensure the necklace would print well. I suggest that the students first create a necklace base to add shapes to so it can print with a solid flat back. Encourage students to use the Duplicate, Rotate and Align features to make their designs more precise
• Full size necklaces may be challenging to print for time and materials purposes and some printers may not have the ability to print large items. Try having students sign their designs down to 2-3 inches in diameter and turning their designs into a keychain or magnet.
• Vinyl Cutting / Laser Cutting
• Simple: use your laser cutter or vinyl cutter to cut out the outline of the collar or necklace and allow students to decorate it.
• Use your laser cutter or vinyl cutter to cut out small geometric shapes that students can arrange in patterns to create a symmetric, geometric design.
• Design: If your students are familiar with a design software, have the design their own collar to be cut from cardboard, paper or fabric to make their own lace.

Extension Activities:

After the students design their symbol it is up to the teacher to expand on the activity the following are some ideas that would work.  Please let the MFL team know if you think of anything that should be added to this list!

ART: have students research ancient Egyptian collars and how they were created with jewels and gold.

HISTORY:  Connect these power necklaces to armor and how female warriors of the past protected themselves.

MATH: Have students create a simple fractal design to use for a collar design.

ELA:   There are countless books about RBG out there and writing exercises for students of all grades to engage with!

Please take pictures of the work you do after the MFL visit and send them to the MFL team along with any anecdotal information about who the project went.  Or, if you combine a few of the extensions and have the students present their work, please invite the MFL team

# Create an Obama Poster for MLK Day

Class time: 2 hours – 3 days (can be differentiated)

Subject Areas:  History / Social Studies, ELA, Art, and Technology

Overview: Students will engage with MLK in a variety of different ways before creating their own ‘Obama Hope’ poster.

Martin Luther King Jr. Day Resources

Below is a youtube video from PBSNews that is a nice overview of MLK day and student engagement (from 2011)

• This is a great, short lesson about Ruby Bridges from Stanford University

Day of Service

MLK is a day of service, have your student discuss what service means and how they can be of service to others in our modern, covid impacted world. Check out this info from the Ameri Corps.

Have younger students draw a picture of the service they provided to someone in their family. Older students can write a short descriptive essay explaining what they did and how it helped another person.

Below is a short video from President Obama from 2015 talking about MLK Day of Service

Martin Luther King Jr. and Barack Obama

• Have students read the articles from National Geographic Kids on MLK and Barack Obama:

Design and Create

• The iconic HOPE poster designed by artist Shepard Fairey is recognizable around the world. Learn more about the poster here.
• The style of the poster has been recreated with other historical figures with other statements. Below is an example of a MLK ‘hope’ poster.

ACTIVITY

• Have you students talk about what HOPE and DREAM mean to them.
• Make a list of other words that inspire change for the better good.
• Have each student choose their favorite word from the list.
• Have you students take a ‘presidential’ picture (encourage them to dress up!)
• Use http://obamapostermaker.com/ for each student to create their own poster and screen shot it to share with the group.

FABLAB If we had access to our fab lab, we could use the laser cutter to engrave the posters into a piece of wood for students to make into magnets, or to display. We could also print out the posters to create buttons!

Extension Activities:

After the students design their symbol it is up to the teacher to expand on the activity the following are some ideas that would work.  Please let the MFL team know if you think of anything that should be added to this list!

ART: have students print out their photo in black and white and color it with red and blue to match Shepard Fairey’s style.

HISTORY:  Focus on MLKs mission and how it lives on today.

MATH: Have students look up the crowd numbers for MLK speeches and Barack Obama’s speeches (or other polital/historical figures) Have them create a ratio of attendance.

ELA:   There are countless books about MLK out there and writing exercises for students of all grades to engage with!

Please take pictures of the work you do after the MFL visit and send them to the MFL team along with any anecdotal information about who the project went.  Or, if you combine a few of the extensions and have the students present their work, please invite the MFL team!

Class time: 2 hours – 3 days (can be differentiated)

Subject Areas:  Art, History, ELA, Technology

Overview:  Students can engage in multiple activities  to learn about Adinkra Symbols before creating their own that can be fabricated in many ways.

• Adinkra are symbols that represent words or phrases, they originated in Africa, in what is now South Ghana and were originally created by the Akan people. Adinkra were printed onto cloth, or pressed into pottery, and were only used by royals.
• The Talking Cloth, is a book for younger students (grades K-3) that is a great way to introduce Adinrka.
• Adinkra Symbols were featured in the move The Black Panther. Many students are familiar with this movie, watching it together (it is PG-13) or discussing the movie is a way to introduce the topic to older students.

Below are a few videos from youtube that talk about the history of the Adinkra, they range in depth and length. The first video is made by an art teacher and is 1 minute long. The second video goes into a bit more detail and is 3 minutes long, and the last video has a ton of info and is 15 minutes long:

STEP ONE: What are you Core Values?

` `Have students complete the What are my Core Values? worksheet to determine their top three values.

Fabrication opportunity : Students can use their core values to create a bracelet or emblem to wear to represent their values.

Give students copies of the ADINKRA SYMBOL CHART , or share it online. Have students read through them all and talk about their meanings and if they overlap at all. Have them find similar symbols or opposite symbols.

*** To focus on the design process, teachers can break up this worksheet to include student peer to peer feedback before students pick their favorite symbol and draw it on the grid for part 6 of the worksheet.

FABRICATION

3D PRINTING – Emblem / Keychain

Using Tinkercad, have students create a 3D version of their Adinkra Symbol that can be printed and worn as an emblem.

*Start with a cylinder that is 75mmx75mm and is 3 mm tall. The symbols should be ON TOP of the cylinder to ensure easy printing

*Students need to add a hole to the top of the cylinder, or a tube loop for the string to go through

Vinyl Cutting – Sticker / T-Shirt / Stencils / Stamps

Have students design their symbol using a 2D program such as Silhouette, Inkscape or Corel. Or you can have students create the symbol using Google Drawings or Powerpoint. Or using Freelogodesign.org, a great free site!

Once students have created their designs, they can be used to create Vinyl Stickers, or cut from heat press vinyl to make t-shirts

Students could also use their vinyl sicker to carve out a stamp from rubber or sponge or printing. Or create a negative space stencil for printing or wood burning.

Laser Cutting – Leather Journal / Night Light

Turning the students design into a Corel draw file will allow them to be able to cut or engraved with the laser.

Extension Activities:

After the students design their symbol it is up to the teacher to expand on the activity the following are some ideas that would work.  Please let the MFL team know if you think of anything that should be added to this list!

ART: have students create their own Adinkra Cloth, or pottery pieces

HISTORY:  focus on the history of Ghana and the Akan people. Look at other pictorial languages such as Egyptian Hieroglyphs.

MATH: Look at the positive / negative space of a two dimensional symbol. Break symbols down into simple shapes to find the area and perimeter of complex shapes.

Please take pictures of the work you do after the MFL visit and send them to the MFL team along with any anecdotal information about who the project went.  Or, if you combine a few of the extensions and have the students present their work, please invite the MFL team!

# Dia de los Muertos and Alebrijes

Class time: 1 hour – 3 days (can be differentiated)

Subject Areas:  Art, History, ELA, Science, Technology

Overview:  Students can engage in multiple activities  to learn about Dia de los Muertos and Alebrijes before creating their own creature.

Essential Question:  How can we create our own Alebrije?

Coco Activates

• Watch the movie Coco with your students or have them watch it during off screen time. This is a great Pixar movie that focuses on Mexican culture, Dia de los Muertos and family.  The main character, Miguel’s great great grandmother has an Alebrije in the land of the dead.  This is an excellent way to introduce the topic!
• Coco is currently on Disney + if you have a subscription. If you do not want the students to watch the film, below is a link to the preview of the movie and have students discuss if they have seen it or not.

Dia De Los Muertos Resources

• This is an amazing animated short film (3 minutes) without words that shows a little girl on Dia De Los Muertos.
• The video below is 18 minutes long and goes into the history of the Day of the Dead with more detail:

Alebrije Resources

• Read over the Alebrijie wiki page
• Here is a great 9 minute video about Alebrijes:

CMSD TEACHERS: If you would like to continue this project when students are back in the classroom, please reach out to sarah wallace at sarah.wallace@clvelandmetroschools.org to work out how we can bring your students alebrijes to life!

Extension Activities:

After the students create their animals it is up to the teacher to expand on the activity the following are some ideas that would work.  Please let the MFL team know if you think of anything that should be added to this list!

ART: have students decorate their creatures. They can do it in a variety of styles  or mediums to make it more interesting and rigorous rather than just having them color it.  Possible styles could be:

• Show examples of Alebrijes and have students decorate their sculptures with markers or paints in the same motif.-  Talk about Perdo Linares- the artist who created Alebrijes.
• Ancient egypt- have kids look up ancient egyptian hieroglyphs to get color ideas, they could also try to draw the hieroglyphs onto the creatures themselves.
• Famous artists- have each student (or in groups) choose (or you can assign) a famous artist and have them decorate their creature in that style.
• Animal- have the kids decorate each part of the creature correctly for that specific animal part

HISTORY:  have students research the role of the Sphinx in ancient egyptian, roman, greek and Asian cultures.  They can do a compare and contrast assessment of how the different cultures saw the creature.

SCIENCE:

• have students look up the scientific names to each of the animals that make up their creature.  Then have them create a scientific name for their made up creature that incorporates the original animal names.
• Have students determine what type of animal their creature would be (mammal, amphibian, herbivore, omnivore etc), what type of environment would it need to live in and what characteristics might it have.

ELA:

• have students write a myth  or fable that goes along with their creature.
• Students give their creature magical powers and create a comic of it being a superhero
• Students can work in small groups to write a play in which their creatures are the actors (they can also be attached to strings to turn them into simple puppets)

Please take pictures of the work you do after the MFL visit and send them to the MFL team along with any anecdotal information about who the project went.  Or, if you combine a few of the extensions and have the students present their work, please invite the MFL team!

Sphinx Videos:

Hour long Ancient History documentary on the Riddle of the Sphinx– goes into how it was built

Two minute long documentary about the spinx- better for older kids

Four minute long documentary about the riddle of the spinx by a sesame street puppet

Five minute documentary- History for Kids

Hour long NOVA documentary

\$3 Teacher pay Teachers worksheet that goes along with the video

Spinx Coloring pages:

K-5 Learning Sphinx Worksheet packet (grade 3-5)

wooJR greek mythology worksheets and coloring pages FREE to print!

Books:

1-4th grade story book: How the Sphinx got into the museum

Kid’s Ancient History book: Great Sphinx of Giza

2nd-5th grade graphic novel: Secret of the Sphinx

Alebrije Resources:

AMAZING post on Alebrijes with LOTS of links!

Crayola Sculpture lesson

# STEAM: Art Projects

PROJECT ONE: The Four Color Theorem

1. Did you know you can color in ANY MAP with just four colors? Read through this page from Math is Fun to learn all about it!

2. Play this Four Color Game online, can you get up to level 20? level 40? If you can take a screen shot ,take one of your high score!

3. The Four Color Game is fun online and is much easier when the game tells you if you’ve made a mistake or you can easily change your colors. But working on it in real life is trickier! If you have a printer at home, print out this color sheet and color it in with only 4 colors- Make sure none of the same colors touch at all! Four Colors Color Sheet

PROJECT TWO: Impossible Shapes

1. Check out this Impossible Geometry info from Kiddle.

2. Watch this Learn with Diva video and follow along with her to create an impossible triangle:

3. Check out this Ladder video from Diva, see if you can do it too:

4. Look at the Prong shape below, can you figure out why it would be impossible in real life?

Try to draw it yourself and write a few sentences about why it is impossible:

PROJECT THREE: Tesselations

1. What is a Tessellation? It’s a big word that you may have never heard of before, but you’ve definitely seen them! Check out this video on Tessellations:

2. Here is a more complex video about the Mathematical Art of Artist, MC Esher:

3. Use this online tool to create your own tessellation: Try it with a Triangle, Rectangle and Hexagon. If you can take a screen shot of your work, do it! 🙂 ONLINE TESSELLATION TOOL from Interactivate.

PROJECT FOUR: FRACTALS

1. Fractals are amazing patterns that can be found all over the world! Check out this video from MIT about Fractal Fun:

Create the following simple fractals:

1. Fractal Tree:

Start with your paper in the landscape position.   Draw a 1 inch line starting from the bottom center of the page.  Next, create a Y shape.  Now, using each of the ‘arms’ of the first Y will become the base of the next level of Ys.   Continue this process until the page is filled.   Try creating the Tree using different colors to differentiate the levels.

2. Koch Snowflake

Start with an equilateral triangle with each side measuring 3 inches.   Next, divide each side into thirds.  Erase the center third of each side and use it to create additional equilateral triangles with 1 inch sides.  Continue this process until the sides are too small to keep going.

3. Inward Pentagon
Create a regular pentagon in the center of your page as large as you can (or use this template).  Mark the center of each side of the pentagon and connect those dots with straight lines to create a smaller pentagon on the inside of the first one (the blue one in the image below).  Repeat this process to create the green pentagon and again for the orange pentagon….  continue until you can no longer create any smaller pentagon.   Finally, choose 2 colors and color your fractal like in the photo to the left.

Take pictures of all of the art work you created and any screen shots and send them to Ms. Wallace (sarah.wallace@clevelandmetroschools.org) and your teacher in an email AND copy and paste the questions below and answer them in the email:

2. Which STEAM Art project was your favorite, why?
3. Give an example of where tessellations are found in nature:
4. Give an example of where fractals are found in nature:
5. What other examples can you think of that combine Math and Art?
6. What do you want to build next?

# Paper Airplane Challenge

PHASE ONE: LEARN

1. Do you know who invented airplanes? The Wright Brothers, from Ohio! Read info about them here: The Wright Brothers

2. Watch this video from Learn with Diva about Airplanes Fly:

### Aerodynamics

What makes a paper airplane fly? Air — the stuff that’s all around you. Hold your hand in front of your body with your palm facing sideways so that your thumb is on top and your pinkie is facing the floor. Swing your hand back and forth. Do you feel the air? Now turn your palm so it is parallel to the ground and swing it back and forth again, like you’re slicing it through the air. You can still feel the air, but your hand is able to move through it more smoothly than when your hand was turned up at a right angle. How easily an airplane moves through the air, or its aerodynamics, is the first consideration in making an airplane fly for a long distance.

### Drag and Gravity

Planes that push a lot of air, like your hand did when it was facing the side, are said to have a lot of “drag,” or resistance, to moving through the air. If you want your plane to fly as far as possible, you want a plane with as little drag as possible. A second force that planes need to overcome is “gravity.” You need to keep your plane’s weight to a minimum to help fight against gravity’s pull to the ground.

### Thrust and Lift

“Thrust” and “lift” are two other forces that help your plane make a long flight. Thrust is the forward movement of the plane. The initial thrust comes from the muscles of the “pilot” as the paper airplane is launched. After this, paper airplanes are really gliders, converting altitude to forward motion. Lift comes when the air below the airplane wing is pushing up harder than the air above it is pushing down. It is this difference in pressure that enables the plane to fly. Pressure can be reduced on a wing’s surface by making the air move over it more quickly. The wings of a plane are curved so that the air moves more quickly over the top of the wing, resulting in an upward push, or lift, on the wing.

### The Four Forces in Balance

A long flight occurs when these four forces — drag, gravity, thrust, and lift — are balanced. Some planes (like darts) are meant to be thrown with a lot of force. Because darts don’t have a lot of drag and lift, they depend on extra thrust to overcome gravity. Long distance fliers are often built with this same design. Planes that are built to spend a long time in the air usually have a lot of lift but little thrust. These planes fly a slow and gentle flight.

4.Watch this short video on how to make a super basic paper airplane:

PHASE TWO: DESIGN

1. Check out these SIMPLE PAPER AIRPLANE DESIGSNS

2. To create your first airplane you can only use the materials below:

• Printer or notebook paper

3. Besides the Basic airplane, choose two additional paper airplanes that you think you can build. draw a picture of all three.

PHASE THREE: BUILD AND TEST

TEST ONE: DESIGN:

1. Using only printer or notebook paper build the BASIC airplane
2. Build at least 2 additional planes from the FoldNFly site. Use a pen or pencil to write the name of your planes on the wings so you don’t mix them up.
3. Time to test out your planes with a SCIENCE EXPERIMENT
• HYPOTHESIS: before you start, examine all three of your planes and write your answers the questions below on a sheet of paper, or type them up in a new document.
1. Which Plane do you think will fly the farthest? Why do you think?
2. How far do you think the planes will go in feet?
• TEST: Go outside, or in a large room or hallway where you will have room to toss your airplanes. Make sure you wont hit anyone or anything!
• Throw each airplane from the same spot. Try to throw them the same way each time!
• RECORD: Write down the answers to these questions:
1. Which airplane went there farthest? Was your guess correct?
2. How far did each airplane go? (if you don’t have a measuring tape, measure in your feet!)
• REPEAT! Go back to the same place you started and throw each plane one more time to repeat your experiment
1. Did you get the same results (did the same plane go the farthest?)
• IMPROVE: Create a 4th plane- this can either be a design from the FoldNFly site, or you can try to create one of your own
• REPEAT: Test all 4 of your airplanes
1. Which airplane when the farthest?
2. Are the planes flying in similar patterns?

TEST TWO: MATERIALS:

1. Go back to the basic airplane design. You should have one airplane made of printer or notebook paper. For this test, you need to create another basic airplane made of another material. Choose a material from the list below:
• newspaper
• Cardstock (heavy paper like a post card)
• Cereal Box (use scissors to cut it the same size as printer paper)
• Wrapping paper (use scissors to cut it the same size as printer paper)
• Other paper material you can find in your house that is different from the paper you used to make your original plane)
2. Now that you have TWO planes of the same design made from different materials, we are going to TEST again
• HYPOTHESIS:
1. Which material plane do you think will go the farthest?
2. Why do you think that material is better for paper airplanes?
• TEST: Go to the same place you threw the airplanes for the same test and throw both your airplanes.
• RECORD:
1. Which plane went the farthest? Were you correct?
2. How far did each plane go?

PHASE FOUR: SHARE

Take pictures of all of your airplanes, and the answers to your experiment questions (if you typed them up, it’s okay you can send them in an email),

Send them to Ms. Wallace (sarah.wallace@clevelandmetroschools.org) and your teacher in an email AND copy and paste the questions below and answer them in the email:

2. List 3 things you learned about the Wright Brothers.
3. Explain how airplanes are able to fly even though they are very heavy:
4. Which 3 airplane designs did you make?
5. Which airplane did you think would go the farthest for your Hypothesis for test one? Were you correct? How far did each of your airplanes go?
6. When you repeated your test, were the results the same? Explain
7. For test two, what other material did you use to create a second plane? What was your hypothesis for which would go farther? Were you correct How far did they go?
8. If you were to build airplanes again, how could you improve your designs?
9. What do you want to build next?

# Project 3: House Design

Now that you’ve completed your second project, it’s time to move onto something a little more tricky. Houses!

Designing a house in tinkercad can range from super simple, to crazy complex. So for this project you’re going to design 4 different things!

Hollow House Exercise

1. Simple House Shape
• For this design, you will need to create a simple house shape first like the yellow house to the right:
• Check out the video below on how to create the simple house shape

2. Hollow Houses

Now you’re going to create the red hollow house, and the green hollow house. Check out the differences- one has a floor and one doesn’t!

Check out this short video to give you some tips:

Now that you have made the Red house, try to make the green one!

Once you have finished the green and red house, you are finished with this project

a) If you are logged in as a member of a class- you’re all set- your project is already shared with your teacher!

2. Select the website address from the top of your screen and COPY IT (you can do this by right clicking on your mouse and choose COPY.

3. You will need this to send the link in the form so Ms. Wallace can see your design!

# Project 2: Flatbots

Now that you’ve completed your first project, it’s time to move onto something a little more tricky. FLATBOTS!

Flatbots, are little robots that can lie flat on their backs. Laying down flat makes them easy to 3D print and easier to design.

Before you start to make a design, flatbots have a few requirements:

• It must include five different shapes
• It must be totally flat on the back- nothing floating for hanging down under the build plate
• All parts of the flatbots must be connected or overlapping!

First, let’s do a quick activity to help make you a better flatbot designer!

1. Click on the link for the MISTAKES BOT.
3. The boybot is good to go- but the girl bot has a few mistakes- see if you can fix them!
4. Once you think you’ve fixed all of the mistakes, watch the video below to make sure you fixed all of the issues with the flatbot!

Now it’s time to create a flatbot of your own!

2. As always, the first thing you need to do is CHANGE THE NAME of your project! This project should be named yournameFlatbot
3. Start designing your flatbot! Remember:
• you must use at least 5 basic shapes
• you can only use basic shapes
• everything must be connected
• nothing floating or underground
• Your flat bot must be smaller than: 75mm tall, 50 mm wide and 10 mm thick.
• Watch this video on how to size your bot:

a) If you are logged in as a member of a class- you’re all set- your project is already shared with your teacher!

2. Select the website address from the top of your screen and COPY IT (you can do this by right clicking on your mouse and choose COPY.

3. You will need this to send the link in the form so Ms. Wallace can see your design!

# Set up a New Tinkercad Account

Tinkercad.com is an amazing, free 3D modeling and design website that people around the world use to create amazing things! The name TINKERCAD comes from TINKER- which means to play around with and CAD- which stands for COMPUTER ASSISTED DESIGN, a common term in the digital fabrication world.

If you have any questions on how to join tinkercad, email Ms. Wallace or your teacher, or Zoom with Ms. Wallace on Wednesdays!

2. Next click the GREEN – Students Join your Class box.

3. Enter the Class Code your teacher sent you

5. You’re all set- head to the next step in Tinkercad at home.

2. Click the dark blue: CREATE A PERSONAL ACCOUNT button.

6. Create a password that you will not forget- GO WRITE IT DOWN RIGHT NOW!

8. You’re all set- head to the next step in Tinkercad at home.

# Eiffel Tower Challenge

PHASE ONE: LEARN

2. Read over these great Eiffel Tower Facts:

3. Watch this video about the Eiffel Tower:

4. Check out the Eiffel tower on Google Maps

PHASE TWO: DESIGN

1. Do some google research on paper towers- try searching “best paper tower” and “eiffel tower made of paper’ look at the images, videos and links to see what’s out there!

2. Make a list of the materials you have around your house that you can use to create your Paper Eiffel Tower, you can ONLY use materials that are on the list below:

• Printer paper
• writing paper
• newspaper
• tape

3. Make a blue print of your ideas- draw out the tower you’re hoping to build. Include some measurements if you can- how tall do you want your tower to big? How wide?

PHASE THREE: BUILD

Time to build! Use your materials and build your paper Eiffel Tower!

PHASE FOUR: SHARE

Take pictures of your tower, and blue prints! Send them to Ms. Wallace (sarah.wallace@clevelandmetroschools.org) and your teacher in an email AND copy and paste the questions below and answer them in the email:

2. List 3 things you learned about the Eiffel Tower.
3. What materials did you use in your tower?
4. How tall is your tower?
5. How long did it take you to create your tower?
6. Did your tower come out as good as you hoped it did?
7. If you could start again, how could you improve your tower?
8. What would you like to build next?

To share your Fab projects during this time, please send Ms. Wallace an e-mail at sarah.wallace@clevelandmetroschools.org . Include photos and a description of your work along with your name, school, teachers name and grade.

# Intro Lessons and Project 1: Keychain

2. At the top right corner of the page, click LEARN(highlighted yellow in the picture below)

3. Next click, SEE ALL STARTERS, then choose PLACE IT to start the lessons. There are 7 starter lessons to go through to learn the basics of Tinkercad. Be sure you read all the instructions on the left side of the screen and follow the directions!

4. Once you’re done with all the starter lessons, click on the tinkercad square rainbow logo in the upper left corner (in the pink box in the photo below) to go back to your home page

5. Click on the blue box that says CREATE NEW DESIGN

6. Every time you create a new design, tinkercad gives your design a crazy new name (in the yellow box in the photo below) It’s VERY IMPORTANT that you remember to change the name of your project as soon as you start it! To change the name, click on the crazy name in the upper left corner, and hit backspace to erase it. Then type YOUR NAME , PROJECT. For example, if you were making a car and your name was John you would name it: JOHN, CAR For this project, we are going to make a KEYCHAIN

7. Use the Red Box, Hole Cylinder and the TEXT tool to create a keychian with your name on it as in the picture below. Double check all the measurements so it’s the right size!

Need help making the keychain? Check out this video!

8. Once your keychain is complete it’s time to share your project

a) If you are logged in as a member of a class- you’re all set- your project is already shared with your teacher!

b) Fill out this form to submit your work to Ms. Wallace: TINKERCAD FORM

2. Select the website address from the top of your screen and COPY IT (you can do this by right clicking on your mouse and choose COPY.

3. You will need this to send the link in the form so Ms. Wallace can see your design!

# Zoom with Ms. Wallace

Ms. Wallace will be available to help with tinkercad or other STEM projects on Wednesdays! She also might be able to help out with other homework too, it can’t hurt to ask! Check out the links below:

Wednesday Schedule

Morning Session 10am-12pm

Need to set up another time to Zoom with Ms. Wallace? Send me an email at sarah.wallace@clevelandmetroschools.org

# STEAM TicTacToe

Choose as many STEAM activities as you’d like to complete this week.  Keep track of which ones you do and take pictures or ask a parent or sibling to help you!

# Maker Challenges

Each week we will post a new challenge for students to work on. These challenges will include four parts: Learn, Design, Create and Share. Each student who shares their work with Ms. Wallace will be entered to win the Weekly Fab Prize!

CMSD is lucky to have lots of 3D printers for students and teachers to use to bring projects to life and learn about digital modeling! We have a few Makerbots and Ultimakers at the EPC DF+STEM Lab, but the majority of our printers are Flash Forge Finders and Inventors. These are great, easy to use machines that get kids learning and making! We use Tinkercad.com to create our designs!

Check out this video that shows you all the awesome things Tinkercad can do!

During remote learning, students can set up a a Tinkercad account on their own, or with their teacher’s help and learn how to use the website and design some basic objects. Some teachers may give student’s challenges to design objects while other students might work through the projects here on this page.

Once a student has completed all of the design challenges and shared them with Ms. Wallace, they will be able to choose a project that will be printed out and delivered once we get back to school.

# Makerspaces in CMSD schools

Do you have a makerspace in your school? Or maybe your school just received a grant to build one and you want to know what is next!

There are many different brands of makerspace technologies and equipment!  Below is a list of recommended equipment that the CMSD FabLab team has experience with and can therefore help your school based team learn how to use these technologies and integrate them into your classrooms!

### 3D PRINTING

Flash Forge Finder or Inventor \$400-\$800   These machines are GREAT for the classroom. They are inexpensive, easy to use, robust and resilient.  They have excellent quality given the price of the machine and are a perfect place to start your makerspace.  CMSD has MANY of these machines in classrooms across the district and can offer training, PD and maintenance.

Makerbot Sketch or Replicator \$1500-3000 are amazing machines that are used in makerspaces and Fab Labs around the world. They offer higher quality and a larger  build plate than other machines and are very dependable .  CMSD has many of these machines in the district and can offer training, PD and Maintenance.

Ultimaker \$2500-\$6000 are high quality machines that offer a few different sizes, included the Ultimaker5 which has a build area about twice as big as other machines.  These 3D printers look very cool, create high quality prints but can be a bit finicky.  CMSD has a few of these machines and can offere training, PD and Maintenance.

### VINYL CUTTING

Silhouette Cameo  \$200-\$300  This is a very powerful desktop vinyl cutter. The software for this machine, Silhouette Studio, is similar to a professional design software but is free!    Students can design logos for stickers, t-shirts, mugs, back packs and more!  This machine also cuts paper, fabric and more!

### LASER CUTTING

CMSD Fab Lab can help with support on Epilog Laser Cutters (\$15,000+)  or Glowforge(\$2500-\$4000)

### Maker Carts

These carts are full of amazing things! The run about \$6,000

This cart, from Lakeshore Learningis a bit smaller and costs \$900.

# Cleveland Cavaliers & Goodyear STEM Makeovers

Due to the extreme generosity of the Cleveland Cavaliers & Goodyear, CMSD has been given an overwhelming gift.   The district build the EPC DF+STEM Lab at our professional center that will host workshops for teachers to learn the basics of Digital Fabrication as well as serve as a Library of technology that teachers can borrow to use in their classrooms.

## NBA.com Coverage of this event

Now that the EPC DF+STEM Lab is complete, we have moved onto phase two of this partnership.  The Cleveland Cavaliers and Goodyear will be completing 5 STEM SPACE MAKEOVERS in CMSD K-8 schools over the next 3 years.  We are looking for 5 CMSD schools who will benefit from a \$25,000 STEM SPACE makeover!

Applications for the 2021-2022 school year must be completed by October 1st.

In order to qualify for this makeover, please be sure your school:

• is a CMSD K-8 School
• has a space that is in need of a makeover that would be primarily used for STEM
• Library / media space
• computer lab
• science lab / classroom
• extra classroom
• Has a team of 3-5 teachers who would take on the role of Lead STEM teacher and attend workshops and training sessions.
• Can work with a construction team to have access to your building for approximately one month of work time, during which the space can not be used by teachers or students.
• Is not on the list of schools being considered for closure nor has it been constructed in the past five years.

The \$25,000 can be used for paint, furniture and STEM equipment only.