2.4 Puzzle Cube Lesson Plan: Manufacturing Cluster

2.
4 Puzzle Cube Lesson Plan

Teacher: Stacy Ham
Grade: 6th STEM
Date: 10/26/21
Manufacturing Cluster
8) Investigate the field of manufacturing and manufacturing processes. Drawing on
Standard
technical texts and exemplar designs retrieved from manufacturing websites, design and
create a model of a manufacturing process. Demonstrate how the model would be used
by a manufacturer to conduct a specific manufacturing process. Write a persuasive essay
that argues for the quality and efficiency of the model and the process it
simulates/demonstrates. Then, evaluate the model and discuss how it and/or the
process can be improved.
Science & Engineering Practices

3) Explain how asking scientific questions can help to define an engineering problem to
be solved. Choose a specific question(s) and problem that a scientist or engineer would
encounter, then develop a model to illustrate the problem. Provide textual evidence
from science and engineering books and websites to justify why the model illustrates the
problem.
STEM Cluster
9) Research engineering and scientific texts to understand the engineering design and
scientific inquiry processes. Design and create a product that meets specific constraints
and criteria using an engineering process that includes the following: identifying the
problem; identifying criteria and specifying constraints; brainstorming for possible
solutions; researching and generating ideas; exploring alternative solutions; selecting an
approach; writing a design proposal, developing a model or prototype; testing and
evaluating; refining and improving; creating or making a product; and communicating
results. Evaluate and report whether the solution met the original criteria and
constraints, as well as what improvements could be made to the solution, including a
summary of data.
ELA Standard – Readworks Warm-up/ Supporting Informational Text Article

(ELA)6.L.KL.3 When writing and speaking, vary sentence patterns for meaning, reader/listener
interest, and style; maintain consistency in style and tone.
(ELA) 6.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; cite textual evidence
to support conclusions.
(ELA)6.L.9AU.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on 6th grade-level text by choosing flexibly from a range of strategies. a. Use context
as a clue to the meaning of a word or a phrase. b. Use common grade-appropriate morphological
elements as clues to the meaning of a word or a phrase. c. Consult reference materials, both print
and digital, to find the pronunciation of a word or phrase. d. Use etymological patterns in spelling as
clues to the meaning of a word or phrase.
6.VA.Cr2.A Experiment with new ideas, materials, methods, and

Art Standards:
approaches in making works of art and design, using course specific
craftsmanship.
6.VA.Cr2.C Design or redesign objects, places, or systems that meet the identified
needs of diverse users.
Learning Target TSW design a puzzle cube, draw multi – sketch views with precise
(“The Student will” statement) dimensions.
Day 1 of 10 Unit Project

Phenomenon/ 1. Warm-up: ReadWorks – Article of the Day
Science and Engineering 2. Review Readworks article – Printing the Future
Practice What did you learn?
(What do you want students to What do you wonder?
DO?) 3. Review PLTW Design & Modeling - 2.4 Puzzle Cube Challenge:
 Design Process & Material needed
 Define the Problem
 Design Brief
 Share teacher created cube/ video to scaffold student learning
4. Use 27 linking cubes create a puzzle cube that has at least 5
pieces (with 4 to 6 cubes in each puzzle piece)
5. Video of your cube assembly with a step by step explanation
6. Share with teacher when finished
Disciplinary Core Ideas As students create their puzzle cube, they will draw multi-sketch views
(What do you want students to of each puzzle piece. They will then use the dial calipers to precisely
KNOW?) measure and add dimensioning lines to their multi-sketch views. As they
work through the project rubric, they will record their data and notes in
their PLTW notebook.
Cross Cutting Concepts During this design challenge, I want students to apply the 4 C’s
(What do you want students to (communication, critical thinking, collaboration, creativity) when working
UNDERSTAND?) with their partner and the steps of the Design Process while designing
their puzzle cube.
 Drawing 3D images using isometric paper
Prior Knowledge/Skill  Drawing Multi-sketch views
 Measuring with a dial calipher
 Adding dimensioning lines to multi-sketch views
 Using Clips to document and present Design Cube Challenge
Instruction:
Instruction Review groupwork norms and managing frustration/ stress
Questioning Review PLTW Design & Modeling - 2.4 Puzzle Cube Challenge:
Feedback  Design Process & Material needed
Thinking  Define the Problem
Problem Solving  Design Brief
 Share teacher created cube/ video to scaffold student learning
Students will use 27 linking cubes create a puzzle cube that has at least 5
pieces (with 4 to 6 cubes in each puzzle piece)
Video of your cube assembly with a step by step explanation
Share your video with teacher when finished to receive grade
Record time-lapse video and start Clips project presentation
Questioning:
Do you puzzle pieces fit the rubric requirement?
Would you catergories your Puzzle Cube as: easy, average or advanced?
How do you plan to decorate your puzzle cube to make it unique?
Feedback:
Monitor class and check for understanding of Puzzle Cube Rubric
(5 to 6 pieces with 4 – 6 / pieces), interlocking, colors form layers to aid in
drawing multi-view sketches
Help students determine level of diffultly after the collecting assembly

data
After watching the students videos, offer changes or approval to move

forward with wooden cube design
Thinking:
Since all students are given the same challenge, how will they make their
design unique and stand out so that the company selects their cube to
manufacture.
Problem-Solving:
Design and create a puzzle cube with waste materials from a local
furniture company. Students will also to apply the design process and
document data to help them iterate a success, unique puzzle cube.
Students will also create and draw a multi-sketch view with precise
dimensioning lines so that their product can be manufactured.
Check for Understanding

1. Video of a step by step explanation for solving their puzzle cube
and share with the teacher.
2. Check PLTW notebook for data and notes for creating a unique
puzzle cube
2.4 Design & Modeling - Puzzle Cube Challenge

Activities and Materials
Materials:
iPad
PLTW Notebook
27 linking cube
Muti-Sketch paper
Isometric paper
Dial caliper
Differentiation During this project, students will be able to showcase their level of
understanding of 3D Isometic drawings, Multi-sketch view, Dimensioning
with a dial caliper.
Open ended design element for decorating their puzzle cube
Optional extension: Transfer their puzzle cube into TinkerCAD using

dimensions locatd on their multi-sketch view drawings
Grouping/Rationale
Students were grouped by the teacher with a partner based on interest
and ablility. Students are seated in pods with 4 students (2 boys, 2 girls).
Although students they are expected to work with their parter, they can
also collaborate with their table mates.
Some groups are placed with 3 students because more support is needed
in the group to complete the task.
Closure
What challeges did you have whild starting the challenge?
How do you plan to collect data to determine the level of difficulty for
your puzzle cube?
2.4 Puzzle Cube Clips Checklist

(Cut and paste into your PLTW notebook)
Student Teacher Points

Check Check
5 1. Title with pictures
10 2. Problem – document in Schoology
 Include customer and target audience
10 3. Criteria & Constaints – document in Schoology
5 4. Photo of Designers
10 5. Photo of Puzzle Pieces
10 6. Timelapse assembly video
10 7. Documentation/ images of wooden cube design creation (assembly,
sanding, painting)
20 8. 5 to 6 images of your multi-sketch views with dimension
10 9. Image of your PLTW data table (7 to 10 trials) – recorded in your PLTW
notebook
10 10. Image of your Box and whisker Plot - recorded in PLTW notebook
Total
points:
100

2.4 Puzzle Cube Lesson Plan: Manufacturing Cluster

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2.

4 Puzzle Cube Lesson Plan

Science & Engineering Practices

ELA Standard – Readworks Warm-up/ Supporting Informational Text Article

6.VA.Cr2.A Experiment with new ideas, materials, methods, and

Day 1 of 10 Unit Project

5. Video of your cube assembly with a step by step explanation

6. Share with teacher when finished

Video of your cube assembly with a step by step explanation

Share your video with teacher when finished to receive grade

Record time-lapse video and start Clips project presentation

Help students determine level of diffultly after the collecting assembly

After watching the students videos, offer changes or approval to move

Check for Understanding

2.4 Design & Modeling - Puzzle Cube Challenge

Open ended design element for decorating their puzzle cube

Optional extension: Transfer their puzzle cube into TinkerCAD using

2.4 Puzzle Cube Clips Checklist

Student Teacher Points

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