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STEAMCraft Your School is based on Central Park STEAMCraft, a K12 project for students to practice mathematics and social studies in a project based learning style. Students combine Google Maps, Google Earth, measurement tools and Minecraft to complete a 3D model of their school and print a building which culminates in a complete model of the school campus.

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MakerBot

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# How I Designed This

This project was designed initially to practice math and social studies by looking at Google Earth and Google Map. Then students worked on aligning the map to the map key units. Then students calculated the dimensions of the school campus in X and Y coordinate planes.

The example project was completed by Kindergarten/G1 students with assistance from an educator.

# Project: GoogleCraft Your School

**Project Name: STEAMCraft Your School**

This project provides a suggested lesson plan for how teachers can guide students through creating a 3D printed model of their entire school campus while practicing math and social studies concepts.

**Overview & Background**

By completing this project, you will have a general plan to construct a 3D printed school model by combining different buildings that teams of students have constructed. You will learn how to fuse together many different tools such as Google Earth, Google Maps, Minecraft, PrintCraft, MCEdit, Adobe Photoshop/GIMP, Adobe Illustrator/Inkscape, etc.

**Objectives**

Depending on specific grade levels, teachers may adjust the mapping used to create mathematical challenges.

Depending on the grade level, teachers may pre-format grids on Google Maps and Google Earth images for students or let students explore using GIMP or Inkscape to do it themselves.

Also depending on experience and grades, teachers may have students learn how to use Google Maps and Google Earth to examine their world.

**Audiences**

This project has been completed in the example video by two Kindergartners however it can be customized to fit a wide range of grade levels depending on the depth of challenge teachers which to personalize to their students.

**Subjects**

Grade levels K-3 will practice math components.

Social studies lessons relevant to mapping are also incorporated.

**Skills Learned (Standards)**

NGSS and CCSS

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Common Core State Standards Connections:

Mathematics —

MP.2 Reason abstractly and quantitatively. (K-2-ETS1-1)

MP.4 Model with mathematics. (K-2-ETS1-1)

MP.5 Use appropriate tools strategically. (K-2-ETS1-1)

2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1)

Describe and compare measurable attributes.

CCSS.MATH.CONTENT.K.CC.A.1

Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.CC.A.2

CCSS.MATH.CONTENT.K.MD.A.1

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

CCSS.MATH.CONTENT.K.G.B.5

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Represent and solve problems involving addition and subtraction.

CCSS.MATH.CONTENT.1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.1.OA.A.2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.

CCSS.MATH.CONTENT.1.OA.B.3

Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

CCSS.MATH.CONTENT.1.OA.B.4

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.

CCSS.MATH.CONTENT.1.OA.C.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

CCSS.MATH.CONTENT.1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations.

CCSS.MATH.CONTENT.1.OA.D.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Extend the counting sequence.

CCSS.MATH.CONTENT.1.NBT.A.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand place value.

CCSS.MATH.CONTENT.1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

CCSS.MATH.CONTENT.1.NBT.B.2.A

10 can be thought of as a bundle of ten ones — called a "ten."

CCSS.MATH.CONTENT.1.NBT.B.2.B

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

CCSS.MATH.CONTENT.1.NBT.B.2.C

The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

CCSS.MATH.CONTENT.1.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.

CCSS.MATH.CONTENT.1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

CCSS.MATH.CONTENT.1.NBT.C.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

CCSS.MATH.CONTENT.1.NBT.C.6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Measure lengths indirectly and by iterating length units.

CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

CCSS.MATH.CONTENT.1.MD.A.2

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Represent and solve problems involving addition and subtraction.

CCSS.MATH.CONTENT.2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

Add and subtract within 20.

CCSS.MATH.CONTENT.2.OA.B.2

Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication.

CCSS.MATH.CONTENT.2.OA.C.3

Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

CCSS.MATH.CONTENT.2.OA.C.4

Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Understand place value.

CCSS.MATH.CONTENT.2.NBT.A.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

CCSS.MATH.CONTENT.2.NBT.A.1.A

100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.B

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.2

Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.A.3

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CCSS.MATH.CONTENT.2.NBT.A.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Use place value understanding and properties of operations to add and subtract.

CCSS.MATH.CONTENT.2.NBT.B.5

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.2.NBT.B.6

Add up to four two-digit numbers using strategies based on place value and properties of operations.

CCSS.MATH.CONTENT.2.NBT.B.7

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.MATH.CONTENT.2.NBT.B.8

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

CCSS.MATH.CONTENT.2.NBT.B.9

Explain why addition and subtraction strategies work, using place value and the properties of operations.1

Measure and estimate lengths in standard units.

CCSS.MATH.CONTENT.2.MD.A.1

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.2

Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

CCSS.MATH.CONTENT.2.MD.A.3

Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.CONTENT.2.MD.A.4

Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Relate addition and subtraction to length.

CCSS.MATH.CONTENT.2.MD.B.5

Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

CCSS.MATH.CONTENT.2.MD.B.6

Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

Represent and interpret data.

CCSS.MATH.CONTENT.2.MD.D.9

Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Represent and solve problems involving multiplication and division.

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Understand properties of multiplication and the relationship between multiplication and division.

CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

CCSS.MATH.CONTENT.3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

CCSS.MATH.CONTENT.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Use place value understanding and properties of operations to perform multi-digit arithmetic.¹

CCSS.MATH.CONTENT.3.NBT.A.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

CCSS.MATH.CONTENT.3.NBT.A.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Solve problems involving measurement and estimation.

CCSS.MATH.CONTENT.3.MD.A.1

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

CCSS.MATH.CONTENT.3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2

Represent and interpret data.

CCSS.MATH.CONTENT.3.MD.B.3

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

CCSS.MATH.CONTENT.3.MD.B.4

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

CCSS.MATH.CONTENT.3.MD.C.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.5.A

A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

CCSS.MATH.CONTENT.3.MD.C.5.B

A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

CCSS.MATH.CONTENT.3.MD.C.6

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

CCSS.MATH.CONTENT.3.MD.C.7

Relate area to the operations of multiplication and addition.

CCSS.MATH.CONTENT.3.MD.C.7.A

Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

CCSS.MATH.CONTENT.3.MD.C.7.B

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.C.7.C

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.C.7.D

Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

**Lesson/Activity**

Duration: This project can be run over the whole course of the school year in small chunks. An example is:

Week 1: Google Earth

Week 2: Google Maps

Week 3: Physically measuring buildings (Many days optionally.)

Week 4: Units of scale and conversion

Week 5: Minecraft (Could be several days/weeks)

Week 6: MCEDit (Combining or extracting models varies in time.)

Week 7: PrintCraft (Depends on size of campus.)

Week 8: 3D print models

Week 9: Showcase at Open House

Preparation: Depending on the level of challenge and time constraints, teachers may expand or simply complete an entire step as preparation for the component they wish to execute with students.

1) Learn Google Earth

Teachers tie into social studies and science by pondering where the school is located. Start out at a view of planet Earth. Have students explore zooming and panning. Zoom into the continents and discuss what continent the school is on. Zoom in more and discuss what country the school is in. Zoom/pan in more and discuss what state the school is in. Zoom/pan in more and discuss what county the school is in. Zoom/pan in more and discus what city the school is in. Then zoom/pan in more to find the school. For K, teachers can do it on projector. For G1-3 an entire lesson could just be letting the kids find their school.

2) Learn Google Maps

Teachers introduce students to Google Maps. See if students can figure out how to find their school using the search mechanism. Do they know the school's address? If not, how can they research this piece of information? Who would they ask? Where would they look?

Once students have the map of the school, have them explore how to zoom in, zoom out, pan in different directions, etc. Also have them investigate other features. How to look at Street View. How to navigate the street area.

3) Google Maps Conversion to Unit Grid

Teachers may either use Google Maps and/or have students measure the school buildings using measuring tape.

The Google Maps conversion can be prepped by a teacher for K-3 of done by students G2-12. Take a screenshot of the Google Map then open it in GIMP or Adobe Photoshop. Create an overlaying grid of 10 pixel in size over the entire image. Then transform scale the Google Map up and down until the Google Map Key unit is equal in size to the 10 pixel grid frame.

Depending on the level of math challenge teachers wish to give students, set the 10 pixels = 10 feet, 10 pixels = 1 foot, 10 pixels = 30 feet etc.

Optionally divide students into teams or have classrooms as teams then divide all the campus buildings between teams to work on constructing. Print out the grid layered map for students to use when modeling.

4) MineCraft Scale

Teachers can let students ponder what scale to construct their Minecraft model. Teachers may also just instruct students to build the models in Minecraft using the scale for which they are practicing math. For K-1 the simplest setup is 1 pixel = 1 foot and 1 foot = 1 Minecraft cubic length.

If wishing to create a model that will be accurate in Minecraft to accommodate the use of pre-made objects such as doors then the ratio of 3 feet = 1 Minecraft cubic length must be used. This would require students G1+ to practice multiplication and division to determine the number of Minecraft cubes to place in building the wall.

5) Minecraft Design

Using Minecraft have the students start constructing the walls based on the map. For K-1 students who are still learning to count and learn place value, have them click/place blocks while counting by 10's. To help them keep track of the length they have traveled, place a second vertical block on top to mark the 10's place. Likewise when they get to 20, they can place 2 blocks on top to keep track of how far they are.

Lower grade levels can place block by block as it is easier to visualize.

Higher grade levels can practice multiplication and coordinates by using the /fill command in Minecraft. Using the coordinate system in Minecraft students determine the two opposite vertices in a rectangle that define an area to be filled. Then using the /fill x1 y1 z1 x2 y2 z2 blocktype students may rapidly design their building.

We suggest keeping the initial design of the building to layout however, you will find that kids will want to jump ahead on decorations. It is a bit challenging for kids to withhold their creativity. In our model, you can see the 6-year-olds decided to start decorating the restrooms with toilets, faucets and steps. Kids will be kids, so there are secret treasure chests inside their trees too. We suggest however, trying to use the decorations of the rooms as another separate exercise because the scale at which things are measured in classrooms can use different tools such as rulers and yardsticks. You may see an example of that in STEAMCraft Your Classroom. http://www.thingiverse.com/thing:1726860

6) MCEdit

Each building can be printed separately or combined using MCEdit depending on your setup and version of Minecraft. Use MCEdit if needed to isolate one building for printing. Use MCEdit to select the blocks you wish to print then export them as a schematic.

If your buildings end up being too large for your build plate when you import the .stl files, you will need to come back to MCEdit and chop of the buildings into multiple sections to 3D print then combine them afterwards. That is what we had to do with Central Park STEAMCraft. We printed multiple rooms and sometimes entire buildings but also sometimes had to split up the rooms.

7) PrintCraft

On the PrintCraft web site click on "Upload a Model". Upload the Minecraft schematic model of a building to PrintCraft for conversion to stl. The use the link to download it.

8) Open the .stl in MakerBot and print. Suggested scale is 10mm = 10 feet to keep it simple depending on the size of your campus. Adjust as needed based on model size as well as 3D printer bed size. Optionally, have the model sent to Shapeways or any partners in Thingiverse for 3D printing.

9) Combine all the buildings together in a showcase event. Optionally allow students to extend with decorations, playground construction, extensions into Literacy with stories, etc.

**References**

Google Earth

https://www.google.com/earth/

Google Maps

https://www.google.com/maps

Adobe Photoshop

http://www.adobe.com/products/photoshopfamily.html

GIMP

https://www.gimp.org/downloads/

Minecraft

https://minecraft.net/en/

MCEdit

http://www.mcedit.net/

PrintCraft

http://www.printcraft.org/

**Rubric & Assessment:**

STEAMCraft Your School has so many interchangeable components it is really up to the teacher on which part might be used as the challenge that is appropriate for the students in that particular grade level.

This is a PBL project more focused on the design process than an end product. The end product however could be shown at school open house.

**Handout & Assets**

The main handout is the grid overlayed Google Map which is created as part of the project. Optionally, teachers wishing to condense the project or simplify it for lower grades, may just prepare the map and hand it to students for Minecraft construction.