Lesson Planning Template

ED 3501
Fall 2023

Component One: Organizational Information

Teacher
Liam Greer Grade Intended Grade Levels 9-10+
Name(s)
Lucas Vandenbroek Level(s) (Presented to and for Peers)
DES1040: 3D Design 1. Students develop
skills and techniques for 3-D design by using Unit(s) /
Subject
tools, materials, and processes common to Topic(s) / CTS Design stream
Area(s)
3-D design to complete a variety of project Strand (s)
activities.
Start/Stop Position
Times + of Lesson
First/Mini-Lesson
Lesson within
Duration Sequence:

Component Two: Description and Rationale

This lesson will introduce students to tinkerCAD, a computer-aided online design tool, this will
facilitate the completion of DES1020, and provide an interesting avenue for them to design and
Description:
create prototypes when working with a 3D printer. It also highlights the possibility of building
more complex shapes with simpler shapes. This lesson within a lesson provides peers with
resources and ideas for integrating technology into their future lessons.

Why is this lesson important/relevant to the lives of your students/peers?

• Provides students/peers with the opportunity to respond creatively and innovatively,
building confidence and self-efficacy with/when using (new) technology.
• Prepares students/peers for the present and emerging technological realities of the 21st
century, while also developing the required skills for using those technologies, such as
3D Printers and Modeling Software like ‘tinkerCAD’ to creatively solve real-world
problems.
Rationale: What steps are you taking to ensure that students/peers appreciate the importance/relevance
of this lesson to their lives from their perspectives?
• Inform students/peers that this lesson provides them with fundamental knowledge and
basic required skills to make and design their own 3D printed models out of their own
personal interests.
• Inform students/peers of possible applications of 3D printing in their personal/teaching
lives by providing examples of how these technologies can be used in their teaching
practices and what other students, hobbyists, and working professionals have made.

Component Three: Learner Outcomes

General
Learner
Outcomes(s) • 2. Identify and use tools and materials common to 3-D design; e.g., modeling software,
(GLOs) foam core board, fabric, and wood.
(or equivalent)

Specific
Learner
Outcome(s)
• 2.1 Demonstrate basic skills using tools and materials.
(SLOs) • 2.2 Select and use appropriate tools and materials as outlined in the design brief.
(or equivalent)

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 Lesson Planning Template
ED 3501
Fall 2023

Component Four: Learning Objective(s) and Assessment Evidence

• (1): Students(/peers) will understand the ease and limitations of tinkerCAD for creating 3D
Learning designs while gaining foundational knowledge and developing basic skills for 3D modeling by
Objective(s) using tinkerCAD to create a 3D model. (DES1040: 3D Design 1)
• (2): Peers investigate and practice using technology (i.e., 3D software/3D printing)
reflectively to consider how they will use technology in their teaching practices.

Intended
Learning Objective Driving Question(s) Response(s)

(1) Students will understand

What do you think are some Ease, cost, availability.
the ease of tinkerCAD for advantages of this CAD software?
creating 3D designs.
(1) Students will understand
No motion, limited shapes, difficult to
the limitations of What do you think are some limitations
create new shapes.
tinkerCAD for creating 3D of this CAD software?
designs.
(2) Peers reflect upon the
How might you use 3D modeling I would use it for (grade level) and
potential uses of software and/or 3D printing in your (subject area) to (show/teach/activity)
technology in their teaching practices? with students.
teaching practices.

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
• Programs of Study - Career and Technology • One platform to connect | Zoom
Studies (CTS) (alberta.ca) • https://www.tinkercad.com/
• NUMERATION (alberta.ca) • https://classroom.google.com/c/NjMwNDE4MzIy
• Design Studies - Introductory (alberta.ca) MjQ0?cjc=cklj3vp
• https://forms.gle/6136KUYscT5xdrbcA
• PrusaSlicer | Original Prusa 3D printers directly
from Josef Prusa
• Computer/Laptop with access to the internet

Teacher Tasks

• Computer turned on, with TinkerCAD open and logged out.

• PrussaSlicer is updated, open, and ready to import.
• Discord is updated, open, and ready for screensharing.
• Google Forms link ready to send in zoom chat.
• Doing a start-to-finish ‘follow my lead’ lesson over Zoom (so very little prep) but should do a practice run(s)
before class (e.g., PrussaSlicer software needing to update).

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 Lesson Planning Template
ED 3501
Fall 2023
Component Six: Body (introduction, activities, closure)
Time
Introduction Allotment
Attention
Grabber • A man rolled up to me in a custom-made mobility scooter, and said to me, “What
do you call a sleepwalking nun? A roamin’ catholic” I have never met this man
before in my life, next thing he says is, “Do you know how to 3D print?” and I 0-1 min
said, “No”, and he said, “Well do you want to learn?” and I said “YES!”. That was
how I was introduced to tinkerCAD and 3D printing.

Description
and • Today there won’t be any mobility scooters or bad jokes, but hopefully you’ll
Rationale learn something about 3D design and software. Today I’m going to give you a
brief overview of the simplest and free-est computer aided design platform I have 0-1 min
found, and if you are capable on your device, I’ll get you to follow along and you
can build your own quick, useful design!

Time
Activities Allotment
Learning Teacher Cues:
Activity #1 • [Lucas] (screen sharing on Liam’s screen share on Zoom via discord)
• Students will
Anyone who’s on a laptop or other computer or who has one available, if
understand the
ease and you could please head over to tinkercad.com and quickly make an
limitations of account. I will log in with my Google account and be doing it for the ‘first’
tinkerCAD for
creating 3D time with you.
designs while
gaining • [Liam] Has anyone ever wanted to 3D print? [discuss]
foundational
knowledge and
developing • [Lucas] I am in so we can get started!
basic skills for
3D modeling by • [Liam] First thing we’ll do is click on the create button, which will give us
using
tinkerCAD to a dropdown and we will choose the 3D design.
create a 3D
model. • [Lucas] Including 3D design, the circuits and codeblocks options are also
very useful for teaching science and math in mid-to-upper elementary
grades, circuits can be used for electricity and circuits, and codeblocks can
be used in grade 6 Science as one of the KUSPs is “using a visual block 5-8 min
based language to design code”.

• [Liam] (screen sharing the full screen with tinkerCAD open) Hopefully
everyone’s screen looks like mine and we can get started. The first thing
to take note of is the shapes on the side. These are for the most part
going to be the building blocks of everything. Today I figured we could
build a simple, useful model, a set of half-pin barrel hinges. The particular
hinges lift free with the correct application of force.

• [Liam] First, we’ll grab some cylinders, as they make better hinges than
triangles.

• (Do ‘hinge building demonstration’ while checking in with Lucas and peers
who are participating about speed, e.g. “Does everyone have ___ on their
screen?”).

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 Lesson Planning Template
ED 3501
Fall 2023

Specific/Driving/Guiding Intended Response(s)

Question(s)
Does everyone see how that Yes!
worked?
Can anyone guess why I put
the rectangle on the ground Easier to print.
instead of up in the center of
the hinge?
What would be the easiest way
to fix that corner inside the Ungroup and regroup.
cylinder?
Transition Teacher Cues:
• Now to finish up with if everyone can click on “Send To” in the top right, we’ll
scroll allllll the way to the bottom and hit “invite people”, that’ll copy a link to
your design and drop that in the google form that Lucas has invited you to, 0-1 min
and fill out the quick couple questions for our records!
• Post link to Google Forms in Zoom chat.

Closure/Cliffhanger Time
Allotment
Assessment • Exit Slip - Using Google Forms: https://forms.gle/8HQxbtM2R4BSQXfJ7
of Learning: • Students answer questions and provide a link to the m How does
everyone think that went?
• odel they created in class.
• Includes question(s) like:
• What is trinkerCAD used for?
2 min
• What are a few limitations of using tinkerCAD for creating
3D models?
• What are some of the advantages of using tinkerCAD?
• What is something that you found confusing about today's
lesson on tinkerCAD and something you found to be
interesting?
Transition: • Pose the question: How does everyone think that went?
2 min
• Followed by: How does everyone think that went?