# Minecraft Tutorial: How To Build Minecraft School S Building

In this practical math, science, and engineering lesson, students will measure the school building, draft it on paper, build it with legos and then re-create it in Minecraft.

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Objectives Students will be able to use measurements and ratios to recreate an actual building in Minecraft.Students will demonstrate a working knowledge of building to scale and proper proportions in engineering concepts.Students will apply visualizing comprehension to illustrate their understanding.Students will demonstrate collaborative skills and teamwork in compiling data and information to complete the task.

1 Gather your Data 2 Apply data and Information 3 Build a live 3D rendering of the building with Legos 4 Building your building in Minecraft 5 Peer assessment 6 Reflection

For this step you will need to provide:

Walking Wheel Tape Measure or other tape measure capable of easily measuring the outside dimensions of your buildingNotepad and clipboardDigital Camera(s)

Organize students in group or assign duties:

Measurer, recorder for writing down measurements on the artists rendition, photo recorders (students take pictures displaying all outside walls of building), and artist extraordinaire to sketch the building in which to record the dimensions on.

You may want to spend one class period just walking the building and noting features, while the artist and picture takers do their work. Then follow with another class period to get the actual dimensions and record them.

The pictures can be loaded to a Presentational software as a photo album to be used as a reference later (or on days of inclement weather).

Student Instructions

Students gather data and information about the building that will be recreated by taking pictures, recording dimensions, and noting features of the building.

They should load all digital photos to a presentational software as a photo album to be used a reference material later.

2 Apply data and Information

Free

SketchUp
Free, Paid

Using Tinkercad or Sketchup (or similar app or website) have students recreate the building to scale applying 3D modeling techniques.

Student Instructions

Students apply scale to render a 3D model of the building applying ratios, visual order and analysis, and modeling techniques of the building they have gathered dimensional data on.

3 Build a live 3D rendering of the building with Legos

Activity: Creating

Students will apply what they have learned in building their to-scale 3D renderings of the building to re-create a scale model using Legos.

Students should analyze the progress of the project periodically and suggest changes using their information to date and 3D models as support.

Student Instructions

Students now should apply what they have learned in building their to-scale 3D renderings of the building to re-create a scale model using Legos.

This part of the project requires a high level of collaboration. Perhaps, assigning sections of the building to small teams or individuals can work on different sections at the same time (similar to working on a puzzle).

Students should discuss the progress as it goes and make suggestions for changes using their information to date and 3D models as support.

4 Building your building in Minecraft

OFF-SITE RESOURCEhttp://minecraft.edu

In this step of the project, students will re-create the building they should now be very familiar with and label it as the School building. This building may become central in your student”s overall experience in Minecraft. It may be a place they go for shelter, or to acquire new tools, etc.

Prior to building students should come to an agreement on the appropriate scale for the project.

Student Instructions

Students should apply math and engineering concepts as well as illustrating visual conception in re-creating the building in Minecraft.

Prior to building students should come to an agreement on the appropriate scale for the project.

5 Peer assessment

OFF-SITE RESOURCETEAMMATES – Online Peer Feedback/Evaluation System for Student Team Projects

Use Teammates (or other resource) to have students peer assess/evaluate each other”s contributions to, and collaboration on, the project and/or individual student”s Minecraft build.

Assessment Topic suggestions:

Accuracy, realistic-ness, scale, supported suggestions, teamwork level (contributions), etc.

Student Instructions

Peer-to-Peer assessment of project.

6 Reflection

WordPress
Free

WordPress.com
Free, Paid

OFF-SITE RESOURCEhttp://Writeonline.ca/

Use an online tool such as Writeonline.ca/  to prompt students through the reflective learning process, or consider a Blog format such as WordPress for individual or collaborative reflection (or use a word processor or form that you might usually use). What did they do well, how did they overcome obstacles, what interfered with collaboration, what was their individual learning process like, etc.

Student Instructions

Students write a reflection regarding their own learning in this project.

### Building Functions

HSF.BF.1

Write a function that describes a relationship between two quantities.

HSF.BF.1.a

Determine an explicit expression, a recursive process, or steps for calculation from a context.

HSF.BF.1.b

Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

HSF.BF.1.c

(+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

HSF.BF.2

Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

### Geometric Measurement And Dimension

HSG.GMD.4

Identify the shapes of two-dimensional cross-sections of three- dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

### Making Inferences And Justifying Conclusions

HSS.IC.3

Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

HSS.IC.4

Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

HSS.IC.5

Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

HSS.IC.6

Evaluate reports based on data.

### Modeling With Geometry

HSG.MG.1

Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

HSG.MG.2

Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).

HSG.MG.3

Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

### Ratios And Proportional Relationships

6.RP.1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

6.RP.2

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid \$75 for 15 hamburgers, which is a rate of \$5 per hamburger.”1

6.RP.3

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

6.RP.3.a

Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.3.b

Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

6.RP.3.c

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

6.RP.3.d

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

7.RP.1

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

7.RP.2

Recognize and represent proportional relationships between quantities.

7.RP.2.a

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

7.RP.2.b

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

7.RP.2.c

Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

7.RP.2.d

Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

7.RP.3

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

### Engineering Design

MS-ETS1-1

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3

Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

HS-ETS1-1

Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2

Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3

Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

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HS-ETS1-4

Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.