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STAGE 3: YEAR 5/ 6 BECOMING A FUTURE MAKER | Maze Runner & Scent Challenge

STAGE 3: YEAR 5/ 6 BECOMING A

FUTURE MAKER Maze Runner & Scent Challenge

ONLINE COURSE – STAGE 3 – FUTURE MAKERS The unit “Future Makers: Maze Runner & Scent Challenge” focuses on design,

CAD and a little bit of slicing and 3d printing. This collection of videos and

sequenced lessons, provides teachers and students with the skills to embark

on a journey of using CAD, slicing & 3D Printing in the classroom. All the

lessons are graded from easy to more difficult with learning intentions

provided as part of the student rubric and diagnostic grid for the final

assessment task. Students will be presented with a 3D printing certificate

upon completion of the course.

Heike Roberts Maze Runner & Scent Challenge

Page | 1 THIS DOCUMENT IS THE COPYRIGHT OF MODFAB & IS ONLY INTENDED FOR THOSE WHO HAVE ACCESS TO THE MODFAB PORTAL – NOT TO BE DISTRIBUTED 2017

Contents Page 1

Rundown of Lessons 3

Teacher Background Information 4 - 5

Key Inquiry Questions 5

Vocabulary 5

Links to Key Learning Areas 5 - 7

Prior Knowledge 8

Complete Video Links for the unit 8

Science Blogging and Journaling 8

Lesson 1 – Future Makers – who are they? 8 - 11

Lesson 2 – 3D Printing Design Cycle 11 - 13

Lesson 3 – CAD – Future STEM Skills 13 - 15

Lesson 4 – Creating a Nametag using Design Criteria 16 - 18

Lesson 5 – Maze Runner: Design, Export, Slice & 3d print 19 - 20

Lesson 6 – Scent Challenge: Design, Export, Slice & 3d print 20 - 24

Appendix 1 – Stage 2 Future Maker Certificate 26

Appendix 2 – Student Rubric for Assessment Task 27 - 28

Appendix 3 – Diagnostic Grid for Assessment Task 29 - 30

Appendix 4 – TIME Worksheet 31


Appendix 5 – Design Brief & Design Criteria 32 - 33


A Quick Rundown Level Lesson Quick Rundown Level 1 ENGAGE

Lesson 1: Future Makers who are they? To capture students’ interest and find out what they think they know about Future Makers who use design, CAD and 3D Printing. To trigger students’ questions about “What are the qualities of a Future Maker? How can I become a Future Maker?”

Level 1 ENGAGE

Lesson 2: 3D Printing Design Cycle To provide students with an understanding of the iterative workflow through shared experiences.

Level 1 EXPLORE

Lesson 3: CAD – Future STEM Skills To provide students with shared experiences from Future Makers in Australia ranging from year 1 up including indigenous candidates from remote Australian communities. To provide students with an introduction of operating within a CAD software program.

Level 1 ELABORATE/ EVALUATE

Lesson 4: Creating a Nametag using design criteria To provide students with hands on experience inside a CAD software and create a design in accordance with design criteria.

Level 2 ENGAGE

Lesson 5: Maze Runner To capture students interest and find out what they know about maze runners and how they can create their own functional toy using reverse engineering. Students are also given the opportunity to learn how to slice and export an object for 3d printing.

Level 2 EXPLORE/ EXPLAIN

Lesson 6: Scent Challenge To capture students interest engagement through project-based learning and understanding of how to follow a design challenge. Students are guided through the process of following a brief and then are given the opportunity in groups to create their own scent dispenser and then pitch it.


Stage 3 - Year 5/6: Future Makers – Maze Runner & Scent Challenge - Science and Technology K-6

Summary Duration: one term In this course students, use skills in designing and production to develop ideas about engineering, design, CAD, 3D Printing and the iterative design cycle. Students will be guided through mastering tools to design and create models in Tinkercad. These supported video lessons are graded and will culminate in the final assessment task where students are able to work collaboratively on a project and present it to the class. Students also investigate the role of scientists and engineers in society specifically future makers and future skills, and how the skills of CAD, Design and 3D Printing are important if you want to become a “Future Maker. This course combines teamwork, creativity, problem solving, communication and self - management into fun contexts through art and science embedded tasks. Incorporating assessment for learning, this course provides an exciting way to motivate, engage and raise achievement in primary STEAM key learning areas. Success Criteria & Rubrics based on Visible Learning This professional learning module explains the role played by success criteria (criteria for assessment) and explores rubrics as one example of success criteria. Success criteria are embedded in the assessment task, and students use the design brief/criteria, and student rubric which will provide them with descriptions of several different levels of performance in relation to those criteria. Embedded Formative Assessment This professional learning module includes embedded formative assessment in the form of assessment for learning. Throughout this learning module students develop the ability to identify “where I am now” and “where I need to be” so they can prepare for summative assessment accordingly and allowing them to recognise summative assessment as an opportunity for further learning and a chance to improve future achievement.


Teacher Background Information The focus of this unit is for students to use a CAD (Computer Aided Drafting) software to develop future skills and learn about future makers. Using Design (sketching with dimensions), Modelling (CAD) Making (3D Printing) and design thinking, students will start on their journey to becoming future makers. They will be given the opportunity to see “Future Makers” from around the world and “Future Makers” in Australia.

Key Inquiry Questions Vocabulary What is a “Future Maker”? Who are the Future Makers? How can I learn to use Future Skills and what are they? How can I design using CAD? What is the 3D Printing Design Cycle? It’s TIME, Think, Invent, Model, Make and Evaluate. How can I apply this to my design? What is a design challenge, and how can it be incorporated into PBL?

CAD (Computer Aided Drafting), Future Makers, Drag & Drop, work plane, thumbnail, design gallery, preview screen 3D, 2D, navigation tools, user interface, grid properties, navigation cube, orbiting, fit to view, select, perspective, orthographic, grid properties, object manipulation, cone shaped handle, rotation handle, resizing, arrow keys, zoom in & out, duplicate, flip, group objects, linear patterns, rotating patterns, align tool, flip tool, slicing, infill, build platform, exporting an STL file, prototype, iterative design cycle, sphere, hole, cube, horizontal, vertical, increments, feedback, invention, featured shape generators, extrusion tool, ruler helper, support material, pitch, overhand, functionality, aesthetics, ABS, PLA, filament, cartesian and delta printer

Links to Key Learning Areas

English K – 10 Syllabus Speaking and Listening Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features EN3-1A.

Students Respond to and compose texts

• Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1700, ACELY1710)

• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)

• Discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience.

Reflecting on Learning Recognises, reflects on and assesses their strengths as a learner EN3-9E

Students Respond to and compose texts

• Develop criteria for assessing their own and others’ presentations


• Discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal

Mathematics K – 6 Syllabus Length 1 A student: Selects and uses appropriate unit and device to measure lengths and distances, calculates perimeters and converts between units of length MA3-9MG Students: Choose appropriated units of measurement for length (ACMMG108)

• Select and use the appropriate unit and measuring device to measure lengths and distances in Tinkercad

• Describe how a length or distance was estimated and measured (communicating, problem solving) using the ruler helper in Tinkercad

• Record lengths and distances using millimetres and centimetres when sketching a design in Tinkercad

Length 2 A student: Selects and uses the appropriate unit and device to measure lengths and distances and converts between units of length MA3-9MG Students:

• Use the scaled ruler helper in Tinkercad to measure and compare lengths (ACMMG084).

• Select ruler helper in Tinkercad as an appropriate device to measure lengths and distances (problem solving).

• Recognise the features of a three-dimensional object associated with length that can be measured for example length, width, height.

Three-Dimensional Space 2 A student: Identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawing of different views MA3-14MG Students:

• Investigate and represent three dimensional objects using CAD drawings and Sketches.

• Sketch and model 3D dimensional objects in Tinkercad and view them from different views, including top, front and side views.

Two-Dimensional Space 1 A student: Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA 3-2WM

• Describe translations, reflections and rotations of two-dimensional shapes (ACMMG114)

• Use the terms ‘translate’, ‘reflect’ and ‘rotate’ to describe the movement of two-dimensional shapes

• Rotate a graphic or object through a specified angle about a particular point, including by using the rotate function in a computer drawing program such as Tinkercad (communicating)


• Describe the effect when a two-dimensional shape is translated, reflected or rotated, eg when a vertical arrow is rotated 90 degrees, the resulting arrow is horizonal

Apply the enlargement transformation to familiar two-dimensional shapes and explore the properties of the resulting image compared with the original (ACMMG115)

• Make enlargements of two dimensional shapes with the use of digital technologies such as Tinkercad

• Investigate and use functions of digital technologies that allow shapes and images to be enlarged without losing the relative proportions of the image

Angles 1 A student: Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA3-1WM. Students:

• Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

• Describe informally an angle as the amount of turning between two arms using the rotation tool in Tinkercad rotating objects using large increments of 22.5 degree. Increments and at 1 degree increments for greater accuracy. An angle is a measurement of turn. It tells us the amount of turn from one position to another.

Science K – 10 Syllabus Material World A student Explains the effect of heat on the properties and behaviour of materials ST3-6MW. Solids and liquids change state Students

• Recognise that a change of state between solid and liquid can be caused by adding or removing heat, for example: (ACSSU046) CT - Extruding filament from a 3D Printer and building a 3D model.

Digital Technologies A student: Selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-3. Design and Production Testing and Evaluating

• Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021) such as a design scent challenge

Prior Knowledge:


It is not a prerequisite, but it would be great if you had done our 1 Day Professional Learning course for Design, CAD and 3D Printing. This course can be accessed as part of

online professional development. This would give you an in depth understanding of how the 3D printing process works and provide you with an overall understanding of

how this can be applied in a school learning environment.

Video Overview Videos Length Teacher or Student Video 1: Setting up a Tinkercad account for your class 8 minutes Teacher only

Video 2: The 3D Printing Design Cycle 2 minutes Teacher and students

Video 3: Introduction to Future Makers 10 minutes Teacher and students

Video 4: Tinkercad Skills 1 – Navigating the User Interface 12 minutes Teacher and students

Video 5: Tinkercad Skills 2 – Manipulating an Object 13 minutes Teacher and students

Video 6. Tinkercad Skills 3 – Create a Name tag 15 minutes Teacher and students

Video 7: Tinkercad: Maze Runner 17 minutes Teacher and students

Video 8: Tinkercad: Scent Challenge 52 minutes Teacher and students

Note to Teachers:

Prior to commencing this unit, send home letters to parents requesting a parent email, so that you can get started in collecting the emails which will then allow you to make

the class account and link students under the age of 12 with an invite code. This means you become the moderator when they are on Tinkercad. Once you have finished

the unit, you have a choice of handing the moderation over to the parents or allowing students a bit of tinker time every week to continue exploring Tinkercad and

becoming Future Makers. Video 1 is for teachers only, but the following videos can be used in the classroom. I have created the instructional videos, so that the teacher

can play the videos and pause them at any time to repeat any of the exercises and assist students while the video is running. It is like having another set of hands in the

classroom. You could also use the videos to accelerate individual students providing them with the login and a headphone. 😊

Science blogging and journaling

Science blogging is another aspect you could incorporate into this unit of work. Some schools have a weebly website or seesaw for their blogging which include photos of

what they are up to. Others might want to use Prezi or some other presentation tool to show off their work which could be incorporated into a school maker faire where

parents can come and look at their STEAM projects. Otherwise students could blog in their science books and draw diagrams of their work – this could incorporate the

gears they have drawn for their group project. Finally, you could create a class blog or book for the rest of the school and post on your school’s website. Alternatively, you

could share your journey with classrooms around the world.

Lesson 1: Future Makers – who are they? A Quick Rundown Students:

• Observe future makers from around the world, and are inspired by their achievements and innovations


Lesson Focus The focus of this lesson is to spark students’ interest, stimulate their curiosity, raise questions for inquiry about Future Makers and prompt students about their beliefs about makers. Assessment Focus Diagnostic assessment is an aspect of this phase. During this lesson, teachers prompt students about what they already know and understand about being Future Makers and 3D Printing. Lesson Outcomes Students:

• Contribute to discussions about traditional and future makers.

• Identify the purpose of future makers using 3D printing

• Use metalanguage relating to future makers

• Identify possible questions about future makers and 3D printing.

Equipment FOR THE CLASS • Class science blog or journal

• Word wall

• Smart board –access to digital links in the lesson – (play selected videos)

• A space for the drama role play

FOR EACH STUDENT • Student science journal or blog

Sequenced Learning Experiences Content/ General

Capabilities

Assessment QTE

Lesson 1: Future Makers – who are they? ENGAGE - 60 minutes

Lesson STEPS 1. Whole Class Discussion

Teacher: Who are they? What are they doing? How can I become a Future Maker? (What do they know?) Students are then shown the following videos: (These videos are meant to inspire their imagination- to show them opportunities- real life links to real life learning and of course Future Makers). Teacher: Who has a cubby house? What is it made of? (Response: wood, cardboard, sheets) https://www.youtube.com/watch?v=j1yQzqR9cu0 – 55 seconds Andre Rudenko made this amazing cubby house for his children!

Work and Enterprise

ICT

Substantive communication

https://www.youtube.com/watch?v=j1yQzqR9cu0


Who would the future maker be Andre or Bunnings with their wooden cubby house? What is so different about the design of the 3d printed cubby house and just a normal cubby house? (The design is much more complicated and intricate – this kind of design cannot be achieved with traditional methods). Teacher: Do you think we could 3D Print a car? Another Future Maker. How long do you think it would take? https://www.youtube.com/watch?v=daioWlkH7ZI – 45 seconds (Response: It took 48 hours to print this car and drive it out of the show.) Teacher: What about space – do you think we could 3D print in space? Who are the future makers? (scientists, astronomers, astrophysicists, aerospace engineers https://www.youtube.com/watch?v=qspaTf-F9BU 1.21 minutes (Response: Think of the implications – sending an email with a file attached to it from Australia to England and printing it – no shipping or transportation by plane) Teacher: For which movies would use 3D Printing? Here is a link to an article about 3D Printing replicas from Star Wars. Who are the future makers? CAD designers, Prop Makers etc Star Wars https://mikeshouts.com/3d-printed-star-wars-props-and-stuff/ http://www.thingiverse.com/search?q=star+wars&sa= Interstellar - https://3dprint.com/23759/interstellar-3d-print/ Game of Thrones - https://3dprint.com/120621/10-3dp-game-of-thrones/ Aliens Movie - https://www.3dhubs.com/talk/thread/creating-movie-prop-aliens-egg Alternative: Get the kids to check out on Thingiverse what they can find Future makers have lots of different skills such as inventors, engineers, researchers, surgeons, graphic artists, prop makers, artists etc Teacher: Who are these future makers? Luke Bannister is the youngest Drone Car Racer. He was only 15 when he won the world’s biggest drone race collecting $ 250,000.00 http://www.wired.co.uk/article/british-teenager-luke-bannister-wins-worlds-biggest-drone-race

(ACELY1709)

Work and Enterprise

Engagement

Metalanguage

Connectedness

https://www.youtube.com/watch?v=daioWlkH7ZI

https://www.youtube.com/watch?v=qspaTf-F9BU

https://mikeshouts.com/3d-printed-star-wars-props-and-stuff/

http://www.thingiverse.com/search?q=star+wars&sa

https://3dprint.com/23759/interstellar-3d-print/

https://3dprint.com/120621/10-3dp-game-of-thrones/

https://www.3dhubs.com/talk/thread/creating-movie-prop-aliens-egg

http://www.wired.co.uk/article/british-teenager-luke-bannister-wins-worlds-biggest-drone-race


The below video is from youtube and is 6 minutes long. It describes the teams that have entered, the jobs that people have in the competition and some highlights of Luke Bannister. (Teacher Note: So, the reason for showing this video is to highlight that future makers are those that design and create the drones, the mechanics that fix them and of course those that design and create the drone circuits. These are all jobs that did not exist a couple of years ago but are now becoming a reality. CAD, Design and 3D Printing are all utilised in designing and making drones and drone race circuits.) https://www.youtube.com/watch?v=pZ0viMxYDA4 6.16 minutes 15-year-old designs revolutionary 3d printer https://www.youtube.com/watch?v=Thx1oaWoDwc http://orbprinter.com/ 3 young makers http://www.3ders.org/articles/20170406-young-makers-showcase-3d-printed-inventions-at-autodesk-event.html (This could be an additional video highlighting how biomimicry, design, cad, 3d printing and electronics are being used to create robots. Biomimicry is an important factor to consider when you start designing – why not take nature into consideration and learn from it.) Teacher: Bio-mimicry – what is it? https://www.youtube.com/watch?v=sZ_-yb-TN9M 10 Amazing Robots that really exist. (This is a great resource in particular

Lesson 2: The 3D Printing Design Cycle – TIME A Quick Rundown Students:

• Observe future maker Sony and how she uses the 3D Printing Design Cycle

• Brainstorm the acronym TIME – Think Invent Model Make and Evaluate Lesson Focus The focus of this lesson is to spark students’ interest, stimulate their curiosity, raise questions for inquiry about how to use the 3D Printing Design Cycle in conjunction with TIME and prompt students how they would use the TIME sheet. Assessment Focus

https://www.youtube.com/watch?v=pZ0viMxYDA4

https://www.youtube.com/watch?v=Thx1oaWoDwc

http://orbprinter.com/

http://www.3ders.org/articles/20170406-young-makers-showcase-3d-printed-inventions-at-autodesk-event.html

http://www.3ders.org/articles/20170406-young-makers-showcase-3d-printed-inventions-at-autodesk-event.html

https://www.youtube.com/watch?v=sZ_-yb-TN9M


Diagnostic assessment is an aspect of this phase. During this lesson, teachers prompt students about what they already know and understand about the 3D Printing Design Cycle. Lesson Outcomes Students:

• Contribute to discussions about the workflow of the 3D Printing Design Cycle

• Identify the design cycle and each of its components

• Use metalanguage relating to the 3D Printing Design Cycle such as the iterative design cycle

• Identify possible questions about how to apply the Design Cycle when they are creating.


• Word wall


• TIME Sheet


• TIME Sheet

Content/ General

Capabilities

Assessment QTE

Lesson 2: The 3D Printing Design Cycle – TIME - EXPLORE - 40 minutes

Lesson STEPS 1. Whole Class Discussion:

Teacher: What do Engineers do? The next video I show you is of Sony a year 5 “junior engineer” – Sony created this Minecraft Creeper Tic Tac Dispenser. She used the iterative design cycle to make her Tic Tac Dispenser. Teacher: Let’s have a closer look at how she did it. Let’s Look at the 3D Printing Design Cycle (video 2) -1.40 minutes Teacher models the design cycle using the TIME (Think, Invent Model, Make and Evaluate) structure. Sony was one of our year 5 students who made a 3D printed tic tac dispenser. We will use her example to describe the 3D Printing Design Cycle. Teacher discusses how important it is to come up with an idea, then a sketch with dimensions and then modelling the design in Tinkercad. The next part will be to 3D print your project, and yes that is

Engagement


not the final print! It is your first attempt in learning. Failing is a good thing. Many scientists and engineers have failed many times over.

2. Whole Class Activity Teacher: Can we define the design cycle? Response: TIME – Think – Invent – Model – Make – Evaluate

3. Think Pair Share Teacher: We saw Sony and her design; can you use another example? What is something you might want to make? How would it fit into the 3D Printing Design Cycle? Sony used her timesheet to create her tic tac dispenser. Teachers could use a TIME Sheet here and distribute it to groups of three students each to come up with something they might want to make. Students can be given the opportunity to share their projects at this point. Students will get an opportunity to use the TIME sheet again when collaborating in lessons 5 & 6 “Maze Runner and the Scent Challenge.” Note to Teachers: Ensure you have all the emails for parents so that you can get started with video 1 and creating a class account. If you have all the emails you can then create each student account as well. The next lesson will require each student to have a laptop with a mouse and access to the browser google chrome.

(ACELY1709)

Assessment for Learning

Substantive Communication

Knowledge integration

Lesson 3: CAD – Future STEM Skills A Quick Rundown Students:

• Observe Australian future makers from year 1 onwards, and be inspired by their achievements and innovations

• Navigate inside a CAD interface

• Use work plane setting, change grid properties and view 3D for presentations

• Manipulate objects by resizing, locking and using rotation handles and other handles

• Create a nametag inside the CAD software Lesson Focus The focus of this lesson is to get students using a CAD software and be confident in using tools within the software to create their own nametag. Assessment Focus


Formative Assessment is an aspect of this phase. During this lesson, teachers will be able to monitor students’ developing understanding and provide feedback that can extend and deepen students’ learning of using a CAD software to create via the design criteria provided. Lesson Outcomes Students:

• Contribute to discussions about Australian future makers including students from year 1 and especially indigenous elders.

• Identify the purpose of using CAD software to create models which can be printed

• Use metalanguage relating to the CAD software they are using

• Learn several CAD skills which will enable them to self - regulate their learning in the next lesson


• Word wall

• Smart board –access to digital links in the lesson –(play selected videos)

• Computer lab or laptops and mice for each student including internet access to access Tinkercad. Projector or Smartboard to show video 3.

• Google Chrome as Browser


• Computer or laptop

• Computer mouse

Content/ General

Capabilities

Assessment QTE

Lesson 3: CAD – Future STEM Skills EXPLORE/ EXPLAIN - 60 minutes

Lesson STEPS: 1. Whole Class Discussion

To inspire you to become good CAD designers let’s look at some Future Makers that we have worked with in Australia. Youngest CAD designer trained recently was only 3 ½ years old. Future Makers shown in this video also include indigenous students from Remote Arnhem Land communities. Show the Video 3 Future Makers in Australia. (10.02 minutes)

2. Think Pair Share Teacher: Which future makers did you find the most interesting and why? Learning how to make things in Tinkercad is like being a “real engineer”. Today starts your journey of becoming an engineer and designer. In Tinkercad we are going to learn how to model designs which you can then 3D Print!! You can become your own mini maker factory.

3. Whole Class Discussion

Aboriginal & Torres Strait

Islanders

(ACELY1709)

Engagement


Teacher: Where does modelling fit into the 3D Printing Design Cycle? Response: TIModelME Teacher: Is CAD (Computer Aided Drafting – Modelling) a Future Maker’s Skill? Response: Absolutely! CAD is a great future skill and is being used by many people such as scientists, engineers, coders, prop makers etc.

4. Think Pair Share Teacher: Who remembers some of the Future Makers we saw in the first videos? (Response: Andrey Rudenko……) Teacher: In the next lesson you will learn about navigating the interface – what does that mean? Response: (It means moving around in Tinkercad.) Use video 4 to show how to use the following skills – 11.09 minutes

5. Whole Class - Tinkercad Skills 1 Students learn about how to:

• Navigate the Tinkercad interface

• View navigation controls

• Use Mouse keys for navigation – short cut keys

• Use Work plane settings

• Change grid properties

• Use snap grid settings

• View 3D for presentations

• Use design gallery

• Orthographic and perspective view In the next lesson, you will learn about how to make the shapes change in colour, size and how to move them. (Video 5) - 13 minutes

6. Whole Class - Tinkercad Skills 2 Students learn about using:

• Object manipulation

Numeracy & Metalanguage

(ACMMG108)

MA3-9MG

Assessment for Learning

Metalanguage

Explicit Quality Criteria


• Resizing – 3 different ways of resizing

• Changing colour and multicolour

• Locking an object

• Cone shaped handle

• Rotation Handle

Numeracy &

Metalanguage

MA3-1WM (ACMMG115) (ACMMG114)


Lesson 4: Creating a Nametag using Design Criteria A Quick Rundown Students:

• Use the CAD tools they have learned in the previous lesson to create their own model of a nametag Lesson Focus The focus of this lesson is for students to make their own nametag and use the design criteria and the 4 checks to self - regulate their learning. Assessment Focus Summative assessment of the students’ achievement developed throughout this unit occurs in the Elaborate phase where students are able to showcase their learning so far. This summative assessment is the first Elaborate phase and students will build on this for the final assessment task in lesson 8. Lesson Outcomes Students:

• Create their own Nametag using the design criteria provided

• Use the design criteria provided just like CAD operator would


• Word wall



• Google chrome as browser



• Computer mouse


Lesson 4: Creating a Nametag using Design Criteria EXPLAIN - 60

minutes + Lesson STEPS

1. Whole Class - Tinkercad Skills 3 (Video 6) - 14.19 minutes Design Criteria: Name Tag Rectangular shape width 2mm Letters come in onto the work plane at 4mm Overall width of nametag 4 mm Students Learn how to:

• Resize

• Drag and drop

• Drag and drop letters onto the work plane

• Use arrow keys on keyboard

• Make a hole

• Group objects

• Zoom in and out

• 4 checks (self- assessment/ peer assessment) 1. Ensure your objects are connected for example letters on name plate 2. Are there any objects floating in the Tinkercad Interface? 3. Ensure your object is grouped – how can you tell? 4. Check underneath the work plane – make sure your object is on top of the work plane

not swimming with the fishes. Note: Depending on what printer you have and of course slicing software you can load the slicing software onto the school computers in the computer lab or computers in your room (just check to see whether you need administrator privileges) Students can then slice their own name tags. This may seem cumbersome to get each student to slice their own nametag, but this is great learning. Depending on what kind of printer and software you have, you could either use a USB for each student to print from (if the printer allows you to print from usb’s) or alternately you may have Wi-Fi which will allow students to send their sliced nametags directly to the printer. Once students have successfully designed their name tags, sliced them and 3d printed them, you could give them a 3D

(ACMMG108) MA3-9MG

Assessment as learning

Assessment as Learning


Self- Regulation


printing licence. It is a great way to encourage year 5/ 6 independent makers. Those students with their 3d printing licence could work with students in younger years – representing themselves as digital leaders in design & 3d printing. They could of course be handy when working with other students in the classroom.


Lesson 5: Maze Runner A Quick Rundown Students:

• Learn how to make their own maze runner in Tinkercad

• Slice and export their design from Tinkercad into the slicing software

• Use design thinking and reverse engineering.

• Present their design to the class and discuss their design constraints and how they designed their maze runner. Lesson Focus The focus of this lesson is to develop students design thinking when creating a functional toy in Tinkercad. Once they have learned several CAD tools through explicit teaching and can follow stipulated design criteria they are able to sketch their own design, model it in Tinkercad, and then 3d print it. Assessment Focus Formative assessment is an aspect of this phase. During this lesson, teachers will be able to monitor students’ developing an understanding of design and provide feedback that can extend and deepen their learning. Students also use self-assessment and peer-assessment in the process of creating their maze runner. Self-assessment will occur via the stipulated design criteria and using the 4 checks. Lesson Outcomes Students:

• Sketch their own maze runner on paper

• Create a CAD model in Tinkercad in accordance with the design criteria.


• Word wall

• Smart board –access to digital links in the lesson – (play selected video 7 – 17 minutes) • Computer and mouse plus google chrome for each student and slicing software for each

student • 3d printer

• metal ball 30 x 30 x 30 mm for each student –

http://www.minibearings.com.au/store/item/bl00300s440g16/


• Computer or laptop or iPad

• Mouse

• 1 ball bearing 3mm x 3 mm x 3mm for each student

• Plastic cover for each maze runner (I used hard plastic sheet from Bunnings and then cut it to size. Recently we have been using a laser cutter which gives a much nicer finish.) Size per plastic sheet 70 x 70 x 70 mm


Content/ General

Capabilities

Assessment QTE

Lesson 5: Maze Runner ENGAGE - 60 – 70 minutes

Lesson STEPS 1. Whole Class Activity:

As per video 7 the specific design criteria for the maze runner are:

• Metal ball 30 x 30 x 30 mm

• Box 70 x 70 x 70 x 70 mm

• Box hole 65 x 65mm (2 mm raised above the platform to give it a backing for the maze runner

• Wall thickness: 2 mm thick and 10 mm height. Skills students learn:

• Alignment using several objects

• Making holes from other objects

• Grouping and ungrouping

• Rotating at different increments – large and small

• Duplicating objects, making linear and rotating patterns

• Lifting objects using the workplane

• Using featured shape generators – extrusion tool

• Using community shape generators – S – wall

• Using the text tool

• Resizing using shift and white handle

• Using arrow keys on the keyboard and snap grid settings to move objects in Tinkercad

• Designing using 360 perspectives, and following stipulated design criteria When students have completed their designs in Tinkercad they can show of their design using View 3D or as a 3d printed object. Each student should be given the opportunity to show their maze and explain their design thinking.

MA3-9MG ACMMG084 MA3-14MG

(ACMMG114) MA3-2WM

Substantive Communication

Deep Understanding


Lesson 6: Scent Challenge A Quick Rundown Students:

• Follow the instructional video 8 (52 minutes)

• Collaboratively brainstorm how to design a scent dispenser with a specific purpose in mind

• Ensure that they include stipulated design criteria with their design thinking

• Use inquiry-based thinking to create an environmentally friendly scent dispenser Lesson Focus The focus of this lesson is to develop students design thinking, project-based learning, entrepreneurial skills. Once they have established their design, they need to work in allocated positions to drive this project to fruition. The final part of this lesson is for groups to share their learning by showing their finished design as part of a pitch. The results of this pitch could be decided by peers or the teacher – or a combination of both. Assessment Focus Summative assessment is an aspect of this phase. The lesson highlights student achievement developed through this unit. During this lesson, teachers observe students’’ achievement developed throughout the unit in accordance with their design brief/ criteria. Students and teachers can comment on their learning via a student rubric and diagnostic grid. Lesson Outcomes Students:

• Create their own scent dispensers in collaborative groups

• Use project-based thinking to create an environmentally friendly scent dispenser

• Develop a pitch to highlight why their dispenser fulfils all the criteria in the brief

• Use the 4c’s critical thinking, communication, collaboration and creativity in their groups

• Use multi-media technology to present their final product to the class perhaps using Prezi, Slideshow, PowerPoint, https://www.commonsense.org/education/top-picks/best-classroom-tools-for-presentations-and-slide-shows

Equipment FOR THE CLASS • Class science blog or journal or seesaw

• Word wall

• Smart board –access to digital links in the lesson – (play selected video)



• Computer mouse

https://www.commonsense.org/education/top-picks/best-classroom-tools-for-presentations-and-slide-shows



• Google chrome as browser and slicing software

• 3D printer and PLA filament

• Dried flowers or herbs, essential oils, gauze or natural material, ties, glue gun

• Butcher paper or scrap paper to sketch

• Design criteria/ brief – student rubric, diagnostic grid

Content/ General

Capabilities

Assessment QTE

Lesson 6: Scent Challenge EXPLORE/ EXPLAIN 120 minutes + (depending on

students ability)

Lesson STEPS 1. Whole Class Activity – Scent Challenge: (Video 8) - 52 minutes

Teacher Note: The video introduces the following concepts:

• How to follow explicit design criteria

• Duplicating and making holes with shapes to create structures

• Selecting and aligning several objects

• Rotating -duplicating and grouping patterns

• Using the extrusion tool to create organic shapes

• Using snap grid to move objects with more accuracy

• Applying the workplane tool to build the object

• Exporting the STL file into slicing software and understanding the importance of support material when design thinking

1. Sample Design: Bea Fresh Criteria (Explicit criteria are in the instructional video)

• 40 x 40 x 40 mm - sphere

• Duplicate and make the shape a hole – resize to 35 x 35 x 35 mm

• Select both objects – align and group.

• Cut shape in half using a hole box.

• Scent emitting holes size 3mm x 3mm x 37 mm

MA3-1WM (ACMMG064)

ST3-3 MA3-9MG

ACMMG084

MA3-14MG MA3-2WM

Problematic knowledge

Metalanguage

Higher Order Thinking

Critical Thinking

Explicit Criteria Self-Regulation


• Rotate 90 degrees – duplicate, rotate 22.5 degrees and make a rotating pattern

• Group the pattern. To make the stinger:

• Rotate half sphere by 180 degrees

• Use cone shape and shrink to 13 mm x 13 mm

• Rotate and position and group Head:

• 20 x 20 x 20 mm

• Hole 17 x 17 x 17 mm

• Select both shapes, align and then group the objects. Eyes:

• Use sphere and shrink to size Mouth:

• Use the extrusion tool Antenna and Wings:

• Use the extrusion tool Note: Make sure the holes for the wings and antenna are 1mm bigger than the hole in the object to ensure they will fit.

2. Sample Design: Sponge Bob Square Pants Pants:

• 40 x 20 x 20 mm (use profile to shape the square) Head:

• Use featured shape generators- extrusion tool

• Holes for the sponge 4 x 4 x 50 mm

• Use the workplane to build the face onto of the shape.

2. Whole Class Discussion – Assessment Task – Scent Challenge Task: Students will now be given the opportunity to apply and extend on what they have learnt so far.

EN3-1A ACELY1709

ACELY1700

Higher Order Thinking

Student Direction


Follow the attached student rubric for the “Scent Challenge”, assessment task and design criteria. Note: Teachers can use the diagnostic grid as part of the assessment process.

ACELY1710

Deep Knowledge

& Deep

Understanding

Self-regulation

Resources for Learning Sequences: • Stage 3 Future Maker Certificate PDF

• Videos 1 – 8 as teacher and student support throughout this unit.

• Student Rubric for Assessment Task

• Diagnostic Grid for the Assessment Task

• TIME worksheet

• Design Brief for 3D Printed Assessment Task

• Design Criteria for Project

Assessment Overview: Use observational checklist, analysis to class discussions. Presentation of final assessment task to the class in accordance with the student rubric, design brief and design criteria.

Evaluation: Questions to guide reflection.

• To what level did students achieve the learning outcomes?

• Did teaching activities facilitate high level of student engagement? Why/ Why not? Students may reflect on:

• What they have learnt throughout the unit.

• What they would like to know more about.

• What is it like to be an engineer and future maker.

• The process of working technologically to create a design, test and modify their achievement in relation to student rubric and design brief.


THIS CERTIFIES THAT

…………………………………………………………………………….

Is now a

Stage 3 Future Maker

………………………………… Teacher

Dated th


Student Rubric for “Scent Challenge” Assessment Task

My name is …………………………………………Today’s date ……………………………………………………………

How well do you think you did your work?

Means you think you did very well.

Means you think you did quite well.

Means you think you need to do better.

Something is written in the boxes about your work. Choose which symbol you think matches your work the best. Draw it in the spaced

called “How I think I did”. If you would like to write something more, use the space below.

My work How I think I did I can sketch, model & 3d print our scent dispenser,

collaboratively in a group of four.

I can use the 4C’s – communication, critical thinking, creativity and collaboration as part of the

design challenge

I can navigate in the Tinkercad User Interface using the navigation cube and short cut keys.

I can manipulate objects by resizing and rotating and using the 4 checks.


I can change grid properties and duplicate objects with linear and rotating patterns

I can lift an object up and down with the cone shaped handle and build a design with the

workplane.

I can align & flip several objects, and create holes using shapes.

As a group of four, I can use design thinking when considering the slicing and 3d printing of our final

design.

I can work to the Design Criteria given for the Assessment Task – Scent Challenge

I can slice the design and ensure correct settings including support material if necessary.

I can rotate objects in large and small increments

I can export the CAD design from Tinkercad as an STL file

I can 3d print the design and remove support material if needed.

I can pitch our design to the class using View 3D and multi-modal text or film journal

Comments:

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………


Diagnostic Grid for “Scent Challenge” Assessment Task Name: Date: Part A:

Name of Student

Ability to sketch,

model our scent

dispenser with

dimensions

Ability to use 4 c’s –

communication, critical thinking,

creativity and collaboration

Ability to navigate the

Tinkercad user

interface using the

navigation cube & short

cut keys

Ability to manipulate objects by resizing,

rotating and using the 4

checks

Ability to change grid properties, duplicate

objects with linear & rotating patterns

Ability to lift an object up/ down

with cone shaped handle

and build a design with the

workplane

Ability to align & flip

several objects,

and create holes using

shapes

I can use design

thinking prior to

slicing our design


Name: Date: Part B:

Name of Student

Ability to work to the

design criteria given

for the assessment task – Scent Challenge

Ability to pitch our design to

the class using view 3D and multi-modal

text or a movie

Ability to rotate

objects in large and

small increments

Ability to slice the

design and ensure correct settings such as support material

Ability to export the

design from Tinkercad

Ability to 3d print the design

and remove support material

if needed


Think – Invent – Model – Make – Evaluate Think: (write down your ideas)

Invent: (sketch)

Model: (3D Design in Tinkercad)

Make: (3D Print it)

Evaluate: (Is your product functional or does it need to be re-designed? Does it conform to the design brief?)


Task – Stage 3 – Year 5/ 6

You have learned lots of skills in Tinkercad and now you have been given the opportunity to apply your newfound

skills and become a true “Future Maker”.

During this task you will be participating in a design challenge in groups of four.

Use the time sheet to write down your ideas and then do some preliminary sketches of your design. Your design

should take the following guidelines into consideration:

Conversation starters for your group could include:

• Consider design versatility- will it be used just for the car or can it be used in the office and perhaps bedroom as

well?

• How will the scent be stored and disseminated through the air?

• Investigate what is in the scent of commercially bought scent dispensers. How can yours be environmentally

friendly, and good for your health?

• Consider a theme for your dispenser

• How much will it cost? Where could you sell it? Is it a viable product?

• Be creative and pitch your scent dispenser – use persuasive language – add a jingle or a rap or film clip

• Allocate each team member with a job such as CAD designer, sketcher, scent researcher/ developer, pitching

partner, creative, engineer (3d printing expert) and ………… ( )

• Use film to document your journey and share it with the class


Design Criteria for your “Scent Challenge”:

• Sketch your design on a piece of paper. Ensure your teacher has approved the go ahead to

model in Tinkercad.

• Update Grid 150 mm x 150 mm

• Scent needs to be environmentally friendly and a natural choice

• Size must not exceed 80 x 80 x 80 mm (Teacher Note: This depends on the teacher. In my experience it is best not to go too big as there are no doubt several students in the class and all their designs need to be printed)

• Ensure teacher has approved go ahead to export model from Tinkercad and 3d print it.

• Use correct orientation for printing (make sure you include support material or raft if necessary)

• Functionality and versatility of your design through design thinking

• Pitch your finished design to the class. Use multimodal text for your presentation including film footage of your journey with iMovie or PowerPoint etc

• Work in a team collaboratively in accordance with the design brief • What other projects would you love to work on? Is there an invention itching to get out?

stage 3: year 5/ 6 becoming a future makermodfab.com.au/wp-content/uploads/2017/08/stage-3...lesson...

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