STEM Final Project

The Dream House

Grade: 3rd

Books:
The One Day House by Julia Durango
How a House is Built by Gail Gibbons
If I Built a House by Chris Van Dusen

Unit Outline:
Day Activities Materials Arkansas Standards
Addressed
Day Read The One Day House - Construction paper RL.3.7 Explain how specific
1 by Julia Durango to the - Markers aspects of a text’s
class. Introduce the unit to - Glue illustrations contribute to
the class and provide a - Tape what is conveyed by the
brief overview of what - Scissors words in a story
they will be doing over the - Brads STEL-6B Create
next 2 weeks. Students - Design journal representations of the tools
will participate in group - Hard copy of The people made, how they
discussion over things in One Day House by cultivated food, made
their house that are Julia Durango clothing, and built shelters
“wants” and things that to protect themselves
are “needs”. Teacher will
write the 2 categories on
the board and fill in the
chart with the students’
answers. Students will
draw on construction
paper what their “Dream
House” would look like.
Students will use paper
engineering to add
moving parts to their
house. Moving parts may
include an opening
door/window, moveable
 door handle, moving
people, etc. Add notes of
features that the house
would have to their design
journals.
Day Students will bring out - Design journals AR.Math.Content.3.MD.C.6
2 their design journals that - Grid paper Measure areas by counting
they will be updating - Markers unit squares
throughout the whole - Ruler SL.3.1 Engage effectively in
unit. Students will get in - Carboard a range of collaborative
groups of 3-4 to share - Masking tape conversations/discussions,
their paper engineering - Scissors one-on-one, in groups,
designs of their “Dream teacher led, with diverse
House”. Students will partners on Grade 3 topics
discuss and collaborate to and texts, building on
decide what features from others’ ideas and expressing
each group member’s their own clearly
house that they would like STEL-1H Design solutions by
to use for their group’s safely using tools, materials,
house design. Students and skills
will begin making sketches STEL-6B Create
of what they want their representations of the tools
group’s “Dream House” to people made, how they
be. Each group will receive
cultivated food, made
grid paper to draw out the
clothing, and built shelters
floorplan of their house.
Using the grid paper, the to protect themselves.
students will calculate the
total area of their house in
square units. After the
students have calculated
the area of the floorplan,
each group will receive
cardboard boxes to cut up
and they will start building
a rough draft of the
outline of their house on
top of the floorplan.
*The carboard houses
must be able to stand on
their own.
Day Read How a House is Built - Design journals RL.3.7 Explain how specific
3 by Gail Gibbons. Students - Construction paper aspects of a text’s
 will take creative notes in
their journals about the
book. Notes can include
additional ideas for the
house, new sketches of
the house, and other
things that stood out to
them while reading.
Students will then get
back in their groups and
create a lighting plan for
the house. Students will
be using the provided
material and instructions
to a make paper circuit.
Students will draw their
house on a piece of
construction paper then
they will work together to
create a paper circuit that
will light up a room of the
house.
Day Groups will use Lincoln
4 Logs to build a rough draft
of their “Dream House”.
Students should make
sketches and list ideas for
a wind resistant roof and
sturdy walls for the house
in their design journal as
well as a list of constraints
or limitations. Using their
carboard houses that they
made on Day 2, students
will use the provided
materials to construct a
roof to go over their
cardboard house.
Students have the option
to choose from aluminum
foil, popsicle sticks, and
- Masking tape illustrations contribute to
- Scissors what is conveyed by the
- Paper clips words in a story
- Markers SL.3.1 Engage effectively in
- Copper tape a range of collaborative
- Batteries conversations/discussions,
- LED lights one-on-one, in groups,
teacher led, with diverse
partners on Grade 3 topics
and texts, building on
others’ ideas and expressing
their own clearly
STEL-8D Follow directions
to complete a technological
task
- Design journals 3-ESS3-1 Make a claim
- Lincoln Logs about the merit of a design
- Carboard houses solution that reduces the
- Aluminum foil impacts of a weather-
- Popsicle sticks related hazard. (Examples
- Fabric of design solutions to
- Masking tape weather-related hazards
- Scissors could include barriers to
- Glue prevent flooding, wind
resistant roofs, and
lightning rods)
3-ETS1-1 Define a simple
design problem reflecting a
need or a want that
includes specified criteria
for success and constraints
on materials, time, or cost
STEL-2H Identify the
resources needed to get a
 fabric to build their roof.
Each group can only pick 1
material to use for their
roof.
Day Students will be assigned
5 measurements of the yard
for their group’s house.
Students will calculate the
perimeter to determine
how long the fence will
be. Students will use
popsicle sticks and tape to
construct their fences.
Fences must be the
correct perimeter and be
able to stand on its own.
Each group will be
competing amongst the
other groups to see who
can build the tallest fence
without it falling over.
Each group will present
their fences to the class at
the end of the day,
explaining how they built
their fence.
Day Students will work with
6 their group to create a
virtual 3D design of their
house on HomeByMe
(https://home.by.me/en/ )
. Houses should include a
floorplan and decorations.
Once houses have been
created on HomeByMe,
each group will be
building a car that their
house will need for
technical job done, such as
people, materials, capital,
tools, machines,
knowledge, energy, and
time.
- Design journals AR.Math.Content.3.MD.B.4
- Ruler Generate measurement
- Pencil data by measuring lengths
- Popsicle sticks
using rulers marked with
- Masking tape
halves and fourths of an
inch
AR.Math.Content.3.MD.D.8
Solve real world and
mathematical problems
involving perimeters of
polygons, including finding
the perimeter given the side
lengths, finding an unknown
side length, and exhibiting
rectangles with the same
perimeter and different
areas or with the same area
and different perimeters.
STEL-6B Create
representations of the tools
people made, how they
cultivated food, made
clothing, and built shelters
to protect themselves.
- Design journals 3-ETS1-1 Define a simple
- Laptops/computers design problem reflecting a
- Carboard need or a want that
- Straws
includes specified criteria
- Masking tape
for success and constraints
- Scissors
- Bottle caps on materials, time, or cost.
- Wooden sticks STEL 5-E Explain how
- Paper technologies are developed
or adapted when individual
or societal needs and wants
change.
 transportation. The
students will be creating
wind powered cars using
the provided materials.
Each car must be able to
move on its own from the
wind of a fan.
Day Students will be - Design journals STEL-2H Identify the
7 introduced to TinkerCAD. - Laptops/computers resources needed to get a
They will spend this day - 3D printer technical job done, such as
getting familiar with how people, materials, capital,
it works through teacher- tools, machines,
led instruction then free knowledge, energy, and
time to familiarize time.
themselves with the
website and the basics.
The students can spend
some time getting familiar
with the different shapes
and how to change
dimensions. Groups will
share their virtual designs
of their houses on
HomeByMe with the class.
Students will be able to
witness the teacher print
an exemplary item using
TinkerCAD and a 3D
printer.
Day Students meet with their - Design journals STEL-1H Design solutions by
8 groups again to start - Laptops/computers safely using tools, materials,
designing pieces of their - Marshmallows and skills.
- Toothpicks
house on TinkerCad. Each STEL-8D Follow directions
- Markers
student will create the to complete a technological
- Construction paper
pieces of the house on - Tape task.
TinkerCAD and print on
the 3D printer. Pieces
include a roof, body of the
 house, stairs, and a yard.
*Teacher will assist each
student in their TinkerCAD
design.
Second half of the day,
students will get back in
their groups to create a
house pet using
toothpicks and
marshmallows.
Day Introduction to 3D - Design journals STEL-8D Follow directions
9 printing. Students will - Laptops/computers to complete a technological
observe how to export - 3D printer task.
files from TinkerCAD to - iPads
SL.3.5 Create engaging
the 3D printer. Groups
audio recording of stories or
may start 3D printing if
their designs are ready. poems that demonstrate
Other groups will continue fluid reading at an
to work on their understandable pace; add
TinkerCAD designs until visual displays when
they are ready to print. appropriate to emphasize
Once everyone has
certain facts or details
printed their pieces, they
will assemble their mini
dream houses. When
students have finished
printing, they will begin
working on their iPads on
the “My Story” app to
create their book
presentations.
Day Read If I Built a House by - Design journals SL.3.2 Determine the main
10 Chris Van Dusen aloud to - Hard copy of If I ideas and supporting details
the class. Students will Built a House by of information that is
have the opportunity to Chris Van Dusen
gained by means other than
apply all of the activities - Construction paper
reading (e.g., texts read
that they have created - Markers
throughout the unit to - Tape aloud; oral presentations of
build one final room of - Scissors charts, graphs, diagrams;
their house. This room can - Carboard speeches)
be something wild and - Brads STEL-3C Demonstrate how
crazy as seen in the book - Glue simple technologies are
like an aquarium, a - Batteries
often combined to form
 drawing room, a ball pit - LED lights more complex systems
for the living room, a - Lincoln logs
flying room, a racetrack - Popsicle sticks
room, etc. They can use
activities and materials
such as paper engineering,
carboard houses, paper
circuits, Lincoln logs, and
anything else that has
been used so far to build
this room. This room will
be their ideal “epic” room.
Day Students will return to - Design journals SL.3.5 Create engaging
11 their groups to work on - iPads audio recording of stories or
the “My Story” app to poems that demonstrate
create a presentation of fluid reading at an
their Dream House understandable pace; add
progression. They will be visual displays when
using the iPads to take appropriate to emphasize
pictures of all their work certain facts or details
including their first sketch STEL-7I Apply the
on construction paper, technology and engineering
group sketches, Lincoln design process
log house, fences,
carboard houses, paper
circuits, wind powered
cars, house pets,
screenshots from
HomeByMe, screenshots
from TinkerCAD, and 3D
printings. Each page of
their book will have a
progression picture as
well as a voice over for
each page.
Day Students will ensure that - Design journals SL.3.1.B Follow agreed-
12 their design journals are - All finished upon rules for discussions
complete, and they will assignments (e.g., gaining the floor in
also fill out peer reviews - My Story respectful ways, listening to
for the members in their - iPads others with car, speaking
group. Each group will one at a time about the
present all final pieces of topics and texts under
the assignments that they discussion)
created each day as well SL.3.4 Report on a topic or
 as share their book from text, tell a story, or recount
“My Story”. an experience with
appropriate facts and
relevant, descriptive details,
speaking clearly at an
understandable pace.

Grading Rubric:

Completed Paper Engineering /5

Completed Cardboard House with Floorplan /5

Completed Paper Circuits /5

Completed Roof Construction /5

Completed Wind-Powered Car /5
Completed HomeByMe Design /5
Completed TinkerCAD Design and 3D Printed Material /15
Completed “Epic” Room Design /15
Completed “My Story” /15
Completed Design Journal /20

Collaboration, Creativity, and Participation in Discussions /5

Total /100

STEM/Making Examples:

Paper Circuit Lesson Plan Example:

https://www.sciencebuddies.org/stem-activities/paper-circuit#materials
*Not my own example of a paper circuit lesson plan

Lincoln Log Activity-

*Not my own example. Taken from https://mainehomedesign.com/design-lesson/lincoln-

logs/#close

HomeByMe Example- https://home.by.me/en/project/slscheffler1-1963/my-dream-house-

project

Wind Powered Car Example Lesson Plan- https://www.sciencebuddies.org/stem-

activities/wind-powered-car
*Not my own lesson plan

Wind Powered Car Example-

Marshmallow Pet Example-

*Not my own example. Idea from http://brainbrigade.org/11-creative-marshmallow-and-

toothpick-stem-challenges/

TinkerCAD Design Example-

3D Printer Example-
Name: _____________________________________________________ Date: ____________

My Dream House Design Journal

DAY 1: Sketch an idea and add notes of what you want your dream house to look like.

Write down notes about some aspects that you would like your house to include.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____

DAY 2: Get with the members of your group and each group member will create 2 designs based
on what you discussed with your group.
What is the total area of your group’s floorplan in square units?
______________________________________________________________________________
_

DAY 3: Use the space provided to take notes about “How a House is Built” by Gail Gibbons.
Notes may include text, drawings, sketches, etc.

What changes have you made since your original design? How will these changes improve your
final product?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

Sketch a drawing of your paper circuit in the space below.

DAY 4: List some ideas for how you can make your roof wind resistant.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

What are some limitations/constraints?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

Sketch an idea for your roof.

What material did your group choose to use for your roof? Explain why you chose that material.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___
DAY 5: What are your group’s assigned measurements of your fence?

Calculate the perimeter of your group’s fence in the space below.

List ideas your group has for the design of your fence.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

How tall is the final result of your group’s fence? Did it ever fall over? If so, how did you fix it?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

DAY 6: List a few features you would like your house to include on your HomeByMe design.
This can include features of the floorplan or the decorations.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

What features will your car need in order for it to move?

______________________________________________________________________________
______________________________________________________________________________
__

Was your group’s car successful? Why or why not?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

DAY 7: What are some of your favorite features of TinkerCAD?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

What questions do you still have about TinkerCAD?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

DAY 8/9: What shapes are you using on TinkerCAD to design the parts of your house?
______________________________________________________________________________
_

Write the dimensions of each shape in the space below.

DAY 10: Describe your “epic” room in detail.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

What materials/resources are you using to build your epic room?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

Sketch your epic room in the space below.

DAY 11: Make sketches of what each page of your book will look like. Include text for each
page.
DAY 12: In a few sentences, explain what you learned throughout this unit.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____

What accomplishments are you proud of?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

What do you think you could have improved on?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___

How well did your group work together?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___
Final questions/comments you still have?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___