3D printing in our classroom - APPLIED DESIGNS, SKILLS and TECHNOLOGY
Big ideas:
• Design can be responsive to identified needs.
• Designs can be improved with prototyping and testing.
• Skills are developed through practice, effort, and action.
Task:
Students will apply creativity and critical thinking to solve DESIGN PROBLEMS solicited from our community. Students will use the program tinkercad, our 3D printers and collaborate with the community to address real world problems.
Curricular competencies:
• Understanding context - Empathize with potential users to find issues and uncover needs and potential design opportunities -Identify a real-world problem and suggests solutions related to the topic
• Design Opportunity and Ideating - Choose a design opportunity and pursued it.
• Prototyping - Teste the first version of the product or the prototype. Gather peer and/or user and/or expert feedback and inspiration.
Make changes, troubleshoot, and tested.
Making - make a plan for production that includes key stages, and carry it out, making changes as needed. - Use materials in ways that minimize waste.
Sharing - demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications. - Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space
• Design can be responsive to identified needs.
• Designs can be improved with prototyping and testing.
• Skills are developed through practice, effort, and action.
Task:
Students will apply creativity and critical thinking to solve DESIGN PROBLEMS solicited from our community. Students will use the program tinkercad, our 3D printers and collaborate with the community to address real world problems.
Curricular competencies:
• Understanding context - Empathize with potential users to find issues and uncover needs and potential design opportunities -Identify a real-world problem and suggests solutions related to the topic
• Design Opportunity and Ideating - Choose a design opportunity and pursued it.
• Prototyping - Teste the first version of the product or the prototype. Gather peer and/or user and/or expert feedback and inspiration.
Make changes, troubleshoot, and tested.
Making - make a plan for production that includes key stages, and carry it out, making changes as needed. - Use materials in ways that minimize waste.
Sharing - demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications. - Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space
Click HERE for (Applied Design - 3D printing) ASSESSMENT RUBRIC
Step 1: Introduce 3D printing
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Step 2: Print sample and get students excited about 3D printing
Step 3: Students collaboratively research about 3D Printing and present to the class
Questions students needed to research and present to the class:
1) How does 3D printing work?
2) What is the history of 3D printing?
3) What programs can be used to create 3D designs?
4) How has 3D printing been used in the real world? other link
5) Facts about 3D printing.
1) How does 3D printing work?
2) What is the history of 3D printing?
3) What programs can be used to create 3D designs?
4) How has 3D printing been used in the real world? other link
5) Facts about 3D printing.
Step 4: Students go onto thingiverse.com and browse through designs.
They select a design that would be useful for our classroom.
They select a design that would be useful for our classroom.
THINGIVERSE: A COMMUNITY AND A DESIGN SHARING PLATFORM
| 3d_printing_ideas_-_for_classroom_.pptx |
Step 5: Introduce tinkercad.com (free online software to create 3D designs)
How to use tinkercaD:
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Step 6: Students use tinkercad and try to replicated one of the designs above.
Step 7: Students are given a design challenge from our staff
Ms. Franklin (Kindergarten) - "I would love a door stopper or a container to hold all of my new forks..." (Jayden and Sofia)
Mrs. Shoup (Secretary) - "Love a custom late slip holder !" (Nola and Teppei)
Mrs. Leach (Librarian) - "The library could use a container to hold bookmarks and we can always use more book stands (like the black or white wire ones we lean books on)." (Lydia and Meghan) (Tyler and Cammy)
Mr. Bent (Principal) - "Hook to hang up my hat". (Charlie, Dylan and Cedric)
Mme Lamothe (6/7) - iPad holders or stands. (Carson and Filipp)
Mrs. Jones (Kindergarten)-"We would love an outside door stop that holds the door completely open and doesn't slide around." (Braden)
Mme Leah (6/7) - "Speaker and projector cords fall to the floor and are difficult to retrieve. It would be nice to have some sort of table clip to help these tow cords on the table top, ready to use." (Kou)
Mrs. McCance (1/3) "Door dampener (so the door doesn't bang around)" (Braden)
Mrs. Penny (4) "Late slip holder". (Jenny)
Mrs. Shoup (Secretary) - "Love a custom late slip holder !" (Nola and Teppei)
Mrs. Leach (Librarian) - "The library could use a container to hold bookmarks and we can always use more book stands (like the black or white wire ones we lean books on)." (Lydia and Meghan) (Tyler and Cammy)
Mr. Bent (Principal) - "Hook to hang up my hat". (Charlie, Dylan and Cedric)
Mme Lamothe (6/7) - iPad holders or stands. (Carson and Filipp)
Mrs. Jones (Kindergarten)-"We would love an outside door stop that holds the door completely open and doesn't slide around." (Braden)
Mme Leah (6/7) - "Speaker and projector cords fall to the floor and are difficult to retrieve. It would be nice to have some sort of table clip to help these tow cords on the table top, ready to use." (Kou)
Mrs. McCance (1/3) "Door dampener (so the door doesn't bang around)" (Braden)
Mrs. Penny (4) "Late slip holder". (Jenny)
Step 8: Prototyping - Students use tinkercad to solve the design problem.
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Jenny's late slip holder
Tyler's book first attempt - Book stand
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Anik and Sam's Apple TV mount
Cedric's hat hanger for Mr. Bent
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Javier's book stand holder
Braden's door stopper
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Step 9: Testing - Students gather peer and staff feedback and inspiration; they make changes, troubleshoot and test again.
Step 10: Printing and Sharing - Designs are printed and students reflect on their design thinking and process, and evaluate their ability to work collaboratively with a group. Students identify new design issues.
Helpful websites for teachers:
• Design Problem Bank Website - Weekly
• So You’re a Teacher with a 3D Printer… Now What?
• Amplifying the Power of the Elderly with 3D Printed Assistive Technologies
• How to Use Real World Problems to Teach Design Thinking, 3D Printing and Collaboration
• Turtle Creek and Turtle Woods Problem Bank
• So You’re a Teacher with a 3D Printer… Now What?
• Amplifying the Power of the Elderly with 3D Printed Assistive Technologies
• How to Use Real World Problems to Teach Design Thinking, 3D Printing and Collaboration
• Turtle Creek and Turtle Woods Problem Bank
This project empowers students and community action. Student design authentic solutions and collaborate with the community while using creativity and critical thinking. While using emerging technology, this project provides students with a set of authentic problems to solve which will more effectively prepare students to meet the challenges that await them in the future.