Tiny House – Math, ADST, Identity Core Competency

Hello Everyone!

We started this project yesterday, and I passed out a packet to follow, but I wanted to put the details we have talked about down on the blog for parents to see, too.

We are building a TINY HOUSE MODEL as part of our combined MATH and ADST studies, and in connection with the IDENTITY core competency.

In class, we discussed tiny houses, looked at pictures, talked about why people build them, and considered different designs. Then, each person was given a planning packet to begin drafting their own tiny house scale model.

As part of math, we are using the TINY HOUSE to practice scale and proportionate thinking. We will also be practicing communication around area, perimeter, and measurement.

As part of IDENTITY, our concept of study for our recent unit, we are exploring what kind of personal space we would invent for ourselves. This will be a great communication of our personal preferences and needs, through the designing of a living space.

Finally, as part of ADST, we will practice creative-thinking and building using a variety of tools to produce a scale model, while using the design process of envisioning our idea, drafting a plan, making our model, revising it as we go, and presenting a final product.

Steps for Creating the Model:

  1. PLAN:  Read through the Tiny House Booklet and make a plan on the design page. Use the list of items on that page to help you think about what a tiny house needs. You are welcome to look at Tiny House ideas on the internet, as there are so many TV shows on YouTube about them!
  2. MAKE:  Ms. D will provide you with cardstock grid paper for the floor, roof, and walls of your tiny house. The building of our Tiny House will happen in class. You may use coloured pencils, markers, clear tape, glue, extra cardstock, pipe cleaners, and other building supplies to help create your space.
  3. BE AWARE OF SCALE: We discussed in class having an idea of how big your person is that is moving in the house. This will help you design things, so that your couch isn’t made for a giant! Also, we compared the grid squares to the size of our classroom, so that we would know how high to make doors and windows. Be aware that all of your items in the house need to “make sense” in terms of size and relationship to one another.
  4. CREATE 3D FURNITURE: Ms. D has a handout with sample furniture already on it, or you can create your own. Make the furniture, light fixtures, garden items, etc. as 3D as you can. You can draw some things on the walls, though, such as art or in-set shelves that are not sticking out into the space.
  5. BE CREATIVE:  Make sure you add colour! What does the outside look like? Will you have a roof patio? A garden? An interesting pathway? You decide!
  6. PRESENT:  When you finish, we will present to one another, sharing our creativity, in our TINY HOUSE TOWN! I will ask you to write about your design experience, as well as the math involved, in a final e-port reflection.

CRITERIA:

  • I can envision a creative tiny house space, including elements that represent my identity and personal preferences.
  • I can use the design process to draft ideas, build, revise, and produce a tiny house model.
  • I can work with alternative materials successfully to create a 3D model of a space.
  • I can use proportionate thinking to design a space that makes sense in terms of the related size of furniture, door, window, and other items.
  • I can use a grid plan, as well as a sense of area, to plan out a tiny house.
  • I can use design elements and creative thinking (colour, 3D construction, line, texture, interesting items included) to make an interesting and aesthetic house model.
  • I can explain the design process and my math thinking successfully through a written reflection.
  • I can use materials responsibly, not wasting cardstock and other classroom supplies as I build.

DUE DATE:  No later than April 17th, Wednesday morning

BUILDING HAPPENS IN CLASS — SO MS. D CAN SEE YOUR PROCESS. Thank you!!