A symmetry activity using student-built models was developed in line with faculty-developed pedagogical goals and a collaborative learning framework. The activity took place in a 3-h laboratory portion of an upper-division inorganic chemistry course. It required students to identify symmetry elements for seven molecules using common 2D representations, student-constructed 3D concrete models, and student-created drawings. Evidence indicates consistent student engagement with specific tasks in the activity and that these tasks provide utility in symmetry element identification. Data on how different parts of the activity contributed to students' increased ability to identify symmetry elements is presented.