Irving Independent School District Smart Solutions

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Facilitator Guide: 3D Modeling Lesson 3 — Ring + Print Constraints

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Unpublished

TEACHER ONLY · LESSON GUIDE

3D Modeling Lesson 3 — Ring + Print Constraints

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

Daily Learning Contract

Topic: 3D print constraints and revision

Objective: Students will evaluate a ring model for wall thickness, scale, support, and fit, then revise the highest-risk feature.

TEKS:
  • §126.19(c)(3)(B) — discuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; and
  • §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: Ring model or PNG, print-readiness checklist, and before/after evidence of one constraint-driven revision.

Use what is already in Canvas

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

  • CAD Skill Ladder
  • Foundations deck slides 20–28
  • Tinkercad class
  • ring-diameter example
  • optional failed-print 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 model a ring and diagnose what may fail in physical printing.
  2. 2. Model: Use one current example, tool, or teacher resource before students begin print-aware design.
  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 ring model/PNG and print-readiness reflection.

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.