Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: 3D Modeling Lesson 1 — Currency to 3D Thinking

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Unpublished

TEACHER ONLY · LESSON GUIDE

3D Modeling Lesson 1 — Currency to 3D Thinking

Run the current student lesson with its existing evidence, resources, and submission route.

Daily Learning Contract

Topic: From 2D symbols to 3D form

Objective: Students will analyze which parts of a flat currency design require depth, relief, or negative space to become a readable 3D model.

TEKS:
  • §126.19(c)(12)(C) — select and use appropriate platform and tools, including selecting and using software or hardware to transfer data;

Demonstration of learning: Currency design artifact plus annotations identifying which elements would become solids, holes, relief, or recessed details.

Use what is already in Canvas

Student-facing task: Lesson 1: Design Your Own Currency. Keep the current student page, requirements, points, and rubric as the source of truth.

  • CAD Skill Ladder
  • 3D Modeling Foundations deck slides 3–8
  • paper/markers

Before students begin

  • Open the student task in Student View and test the exact sign-in, link, file, or submission path students will use.
  • Prepare only the listed existing materials; do not require a personal account or a new unlisted product.
  • Keep the current student page available as the accessible and absence route.

Lesson flow

  1. 1. Launch: Put the purpose in front of students: Students will design a readable currency concept and identify what would need depth to become 3D.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin 2d versus 3d communication.
  3. 3. Guide: Complete the first decision or step together; conference before students commit to a direction.
  4. 4. Build: Students complete the existing Canvas task. Do not add a second product or change the current rubric.
  5. 5. Check + next step: Verify this evidence before students leave: Current currency design artifact/submission.

Scaffolds and teacher decisions

Keep the student lesson's bilingual tabs, word bank, models, and current support route in view while students work. Reduce the number of examples or provide a partially completed planning frame before reducing the evidence. If a student needs an alternate format, preserve the same named evidence and use the current rubric or teacher judgment rather than adding a hidden requirement.

Close the loop

Use the current Canvas submission for grading. Record the specific misconception, access issue, or revision need you observed; use it to choose the next lesson's launch rather than creating a duplicate exit assignment.