Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: 3D Modeling Lesson 2 — Coin, Solids + Holes

Canvas state
Unpublished

TEACHER ONLY · LESSON GUIDE

3D Modeling Lesson 2 — Coin, Solids + Holes

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

Daily Learning Contract

Topic: Constructive solid geometry

Objective: Students will explain how solids, holes, alignment, and grouping combine to create precise 3D form.

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: 3D coin model plus screenshot or annotations identifying at least one solid, one hole, and one alignment/grouping decision.

Use what is already in Canvas

Student-facing task: Lesson 2: Intro to 3D Modeling. Keep the current student page, requirements, points, and rubric as the source of truth.

  • CAD Skill Ladder
  • Foundations deck slides 9–19
  • teacher-created Tinkercad Classroom/Activity
  • coin example

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 use Tinkercad solids, holes, and alignment to model a coin.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin cad basics.
  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 3D coin/Tinkercad artifact and required submission evidence.

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.