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Drawing is the core STEAM skill that integrates science, technology, math, engineering, and art
Drawing is the core STEAM skill that integrates science, technology, math, engineering, and art
David Macaulay: Understanding by Sketching
David Macaulay: Understanding by Sketching
Drawings by David Macaulay from The Way Things Work:
Drawings by David Macaulay from The Way Things Work:
Basics of technical Sketching:
Basics of technical Sketching:
- Views- Front, Left, Right, Top, Isometric
- Extension Lines
- Dimensioning
- Sections
- Hidden Lines
- Notes
- Title Block
- Shading
Challenge 1: Basic Sketching:
Challenge 1: Basic Sketching:
- Draw your cell phone, including a cross section or
- Draw your Coffee Cup
- Draw a 6-Lego brick assembly so that others can build it correctly; then disassemble, and challenge others to build from your sketch.
Foy younger children in PreK-2, students can model through building
Foy younger children in PreK-2, students can model through building
Challenge 2: Sketch and dimension a piece of school furniture:
Challenge 2: Sketch and dimension a piece of school furniture:
- Drawing is about asking questions; it is the central design skill
- How tall should a seat be? How wide should a school desk be?
- What is the correct angle of the back?
Challenge 3: Build a scale model of a piece of school furniture, using corrugated cardboard or cardstock
Challenge 3: Build a scale model of a piece of school furniture, using corrugated cardboard or cardstock
Implementation Goals:
Implementation Goals:
- Have students make a dimensioned sketch of a piece of school furniture.
- Have students construct a scale model of a piece of furniture.
- Have students make a stock list for building a wooden table.
- Have students make a labeled drawing of a natural object, such as a flower, leaf, or acorn.
- Have students choose a household or classroom object to make a multi-view drawing of, such as:
- A ballpoint pen
- A pencil
- A shoe
ETS1. Engineering Design
ETS1. Engineering Design
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.*
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design problem.*
Clarification Statement:
• Examples of design problems can include adapting a switch on a toy for children who have a motor coordination disability, designing a way to clear or collect debris or trash from a storm drain, or creating safe moveable playground equipment for a new recess game.
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.*
Clarification Statements:
• Examples of informational resources can include books, videos, and websites.
• Examples of representations can include graphic organizers, sketches, models, and prototypes.
5.3-5-ETS3-2(MA). Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.*
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