* assorted 3DuxDesign Connectors and cardboard

* supplemental cardboard pieces

* 16 x 16 inch board or paper for floorpan 

*  Ruler (36 inch ideal) 

*  Pencils 

*  scissors 

*  scrap cardboard pieces for interior components 

* crayons 

* home/garden magazines for scrap or computer and printer

* 3-5 graph paper 

• Pipe cleaners, straws, craft paper, stickers, glue, markers, paint 

• any other recycled materials of interest

*** print 3DuxDesign  ruler below with 1 duxit:1 foot ratio

k-2

finish your collages and discuss with your family fun space saving ideas, return to school with complete collage and written or pictorial list of what should go in your tiny home. This should include the basic "living spaces" like kitchen, bathroom, bedroom, play area, storage etc

3-5

Continue research on tiny homes - 

1. This can be a photo and description of one single famous small home concept, interesting tiny home conversions (school bus, shipping containers, boats etc). Alternatively, a student may choose to research small homes in history or other cultures (yurts in Mongolia, teepees - American Indians etc). 

2. create a list of the "MUST HAVE" living spaces (kitchen, bedroom, bathroom, recreations, storage) and the furniture and built-in needed to live in the space. 

k-2

Activity: today we will build our own tiny homes. Students may work alone or in pairs. Using 3DuxDesign connectors, cardboard and crayons, children will create the structural component of their tiny home. Each student should have they same size sheet of paper, oak tag or cardboard base to work with, ideally 16 x 16 inches.  They should focus on outside perimeter of the structure, interior walls and making sure they include the "MUST HAVE" spaces on their list. Students should also think about the outside of their space and how to add room for car and small yard (or roof garden, vertical garden along the walls -let them be creative here)

3-5

Activity: Today we will build our own tiny homes. Divide students into groups of 3-4.

1. compare lists of "MUST HAVE" spaces and generate final list of the important spaces needed in this home. 

2. Using paper or cardboard sheet and a ruler, draw a grid with a 1/2” to 1’ ratio or one "duxit" to 1' ratio (print 3Dux ruler in materials above) , for the floor plan (suggest 15 x 15 inches). 

3. Using a pencil, have students brainstorm and work out the 150 square floorpan. When designing the interior, they should think about how people live in a space, how they move from one place to another as they live. They should place living spaces with consideration of how people live in terms of movement through a home, privacy, sound, windows and light/view vs privacy, door locations etc.  They should label the MUST HAVE areas within the plan and adjust as needed. Students should try to be accurate in scale with the space needed. 

4. Review how to calculate area and perimeter (and volume if desired).

4. They should also think about what they will do with the extra property space (garden, play space, sculpture, detached workshop, parking, storage etc). They should think about lofts, roof space, wall space, anything they can think of that will add functional space. 

All grades

Using materials from the home have students imagine, design and create a  model of one  multi-functional or space-saving item for the home. Anything from furniture on the floor to hanging chairs or wall shelving. This is the space for true open-ended creativity. Make sure they prepare to present it. 

K-2 

Activity: Complete the home with furniture, decorations, characters, gardens etc

Presentation: Each student should present their tiny home design and share their special creation with the class.

3-5 

Activity: The Floorpan Calculating area, perimeter, volume and costs

1. On graph paper, each  student will need draw the floorpan including exterior and interior walls.  Measurements will be needed for each floor of the home (loft, roof top, rooftop gardens etc). Anything on a manufactured surface should be included. Outdoor garden is not included. 

2. Calculate the area of each floor and add them to calculate the entire floor space used for living

3. calculate the exterior  perimeter and area of your home

4. calculate the area of all interior walls in your house

5. calculating costs - calculate the cost for finished floors if each square foot= $10/square foot), exterior walls = $10/square foot, interior walls = $5/square foot How much does the entire home cost to build?

Activity: 

Complete the home with furniture, decorations, characters, gardens etcPresentation: 

Presentations:

Each group should present their tiny home design with special space-saving features why the family will enjoy this space and the cost of their home 

K-ESS3-3-Communicate solutions that will reduce the impact of humans on .the land, water, air, and/or other living things in the local environment. 

K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-2-ETS1-1 Engineering DesignAsk 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 Engineering DesignDevelop 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.

K-2-ETS1-3 Engineering DesignAnalyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.Performance ExpectationGrade: K-2 K 1 2

3-5-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. 

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 

3-5-ETS1-3 Engineering DesignPlan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.Performance ExpectationGrade: 3-5 3 4 5

5.MD.A.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

5.MD.C.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

5.MD.C.4. Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

5.MD.C.5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

5.G.A.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates.

email material to info@3duxdesign.com 

1. must include at least 5  photos,  including photos of sketches, brainstorming list, WIP, final project 

2. written description or drawings 

3. may include video presentation with link to youtube or vimeo content - 

5. share your post on Facebook and/or instagram with tags @3duxdesign and @billionboxproject @3duxuniversity for eligibility to win products, prizes and more

* no photo with child's face or identifying information will be posted