🗓️ Before Class: Teacher Prep
- Gather/set out: Computer with TinkerCAD (or similar) access, 3D printer + slicer software, Filament.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 Substitute Teacher Guide
A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.
- Day 1: 📋 Open Substitute Guide
- Day 2: 📋 Open Substitute Guide
🎯 Essential Question
- How do we design and produce a useful 3D-printed object for a real school need?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Identify a school need that a 3D-printed object could solve (a label holder, a organizer, a display stand, etc.).
- Design or adapt a 3D model in TinkerCAD (or another tool) to meet that need.
- Slice and print the object, evaluating it against the original need.
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
- CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
- CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).
Industry Standards (CCTC)
- AR-VIS 3 — Analyze and create two- and three-dimensional art forms using various media.
📚 Key Vocabulary
- Functional Design
- A 3D object designed primarily to solve a practical problem, not just look interesting.
- Iteration (in 3D printing)
- Printing a test version, checking fit/function, and adjusting the design before a final print.
🧰 Materials & Tools
- Computer with TinkerCAD (or similar) access
- 3D printer + slicer software
- Filament
🧠 Do Now (Warm-Up)
Look around the classroom or school. What is one small object that, if it existed, would make something easier?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Identify & Design | Do Now (5 min, above): what small object would make something easier? Mini-lesson (5 min): functional design vs. decorative design. Independent design (30 min): choose a real school need and design (or adapt) a 3D model to address it. Share (5 min). |
| Day 2 | Print & Evaluate | Do Now (5 min). Slice & print (25 min): slice and print the object. Test & evaluate (10 min): test it against the original need. Note changes (5 min): what you'd change next time. |
✅ Assessment & Exit Ticket
Finished object evaluated against the original identified need: does it actually solve the problem?
Exit Ticket: What would you change about your design if you printed a second version?
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.