Modular Frame

LESSON PLAN - ELEMENTARY GRADE 3

DREMEL EDUCATION | MOUNT PROSPECT, IL

Teacher’s Guide – Modular Frame

3D Design Challenge
Modular Frame
Grade: 3

Recommended Design Software: Autodesk Tinkercad

Estimated class time (excluding printing): Seven 45-minute class periods

Estimated print time (per student): Three to four hours

Companion files: One .stl, four .jpg

Introduction

Works of art, documents, and other items that are framed gain special status - because they are
intended to be both preserved and displayed - yet students’ classwork is often only taped on a wall or
cabinet or propped up on a shelf. This lesson presents an opportunity for students to design modular
picture frames that can be clicked together and can have decorations added or removed to suit the item
in the frame. It also presents an opportunity for students to practice measurement skills, as well as
many design and engineering skills.

The modularity that this design challenge requires ensures that the picture frames can be reused
throughout the school year as classwork themes change. For that reason, the challenge lends itself to
being implemented early in the school year. Imagine a display area where each student has his or her
own customizable frame to display work throughout the year.

Learning Objectives

1. Students will carefully measure the expected size of photos or other documents that will be
placed in the frame and use measurement tools within Tinkercad to design for that specific size.
2. Students will convert between centimeters and millimeters to ensure measurements will meet
the needs of the frame.
3. Students will effectively use several basic features in Tinkercad, including geometric shapes,
holes, grouping, connectors, and tools for rotating shapes.
4. Students will incorporate design elements that allow flexible use of their frames, such as stands
that can be used in horizontal or vertical display, or decorations that can be popped in and out
depending on preference.

The Design Challenge

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Teacher’s Guide – Modular Frame

The project scenario for students and details of the design challenge follow.

Project Scenario:

An art gallery wants to do a show featuring the work of students from schools in your area and has
invited submissions for consideration. Only work that is in a frame designed specifically for the item it
displays will be eligible for inclusion in the show. The gallery has identified a few other requirements but
is eager to see as much imagination as possible.

Design a frame for displaying your own classwork, whether that work is written, drawn, or otherwise
constructed.

Guiding Questions:

1. How might I design and create a picture frame to proudly display my classwork throughout the
school year?
2. How might I design my frame in multiple parts (make it modular) so that I can create an object
that can be assembled to be ultimately larger than would fit on the 3D-printer’s printbed?
3. How might I design my picture frame to be able to be modified depending on the item(s) I want
to put in the frame?
4. In what ways might I use or display a frame, and how can I design it to be able to be used or
displayed in multiple ways?

Design Requirements:

General:

The frame must be appropriate for the theme of the item(s) it displays.

The frame must be modular.

The frame should be designed to either stand on a flat surface or hang on a wall.

Component:

The frame must be the correct size for the intended display item(s).

The frame must have at least one removable decoration.

Assembly:

The sides of the frame must snap together.

Decorations much snap on and off.

The frame must be stable when assembled.

Decorations must stay in place when attached.

Materials:

Essential:
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Teacher’s Guide – Modular Frame

 3D printer and sufficient filament

 Computers with access to Tinkercad.com (NOTE: One computer for each student is preferred, but
students may also work in pairs or teams at shared computers.)
 Paper
 Pencils
 Graph paper*
 Existing photos, drawings, or other student-created art work or items that might be framed
 Rulers with centimeter and millimeter measurements
 A display area

* Larger graph paper will make it easier for students to design a frame that is 8.5 x 11 or larger. If
possible, provide larger graph paper, such as 11 x 17, so that students can draft their designs in full
scale.

Optional:

N/A

Education Standards

Common Core State Standards

CCSS.MATH.CONTENT.3.MD.B.4: Represent and interpret data. Generate measurement data by

measuring lengths using rulers marked with halves and quarters of an inch. Show the data by making a
line plot where the horizontal scale is marked off in appropriate units— whole numbers, halves, or
quarters.

Next Generation Science Standards

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The
success of a designed solution is determined by considering the desired features of a solution (criteria).
Different proposals for solutions can be compared on the basis of how well each one meets the
specified criteria for success or how well each takes the constraints into account.

ETS1.B: Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution
involves investigating how well it performs under a range of likely conditions.

At whatever stage, communicating with peers about proposed solutions is an important part of the
design process and shared ideas can lead to improved designs.

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Tests are often designed to identify failure points or difficulties, which suggest the elements of the
design that need to be improved.

ETS1.C: Optimizing the Design Solution: Different solutions need to be tested in order to determine
which of them best solves the problem given the criteria and the constraints.

Texas Essential Knowledge and Skills (TEKS)

§111.5.B.1: Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding.

Lesson Planning and Preparation

You may find the information in this section beneficial to planning and implementing this lesson’s
classroom activities.

Basic Timeline:

Introduce design challenge – 5 minutes

Brainstorm and sketch designs – 40 minutes

Sketch designs, share designs and capture feedback – 45 minutes

Design in Tinkercad – 45 minutes

Share designs and capture feedback – 45 minutes

Review and implement feedback in Tinkercad – 45 minutes

3D printing – time will vary

Assemble frames – 45 minutes

Optional opportunity for re-designing and re-testing antigens

Place frames, tour the “gallery” and share feedback – 45 minutes

Optional opportunity for re-designing

General Suggestions:

 Ensure that each student has a school Tinkercad account prepared and ready for login. Another
option can be to create a single account that all of the students can login to at the same time.
 Keep in mind that this lesson assumes basic experience with the 3D modeling program
Tinkercad. For students who have not yet used Tinkercad, consider introducing it to them with
the 3D Design Basics in Tinkercad preliminary challenge, which includes links to Autodesk
tutorials and other resources for getting started with the program.

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Teacher’s Guide – Modular Frame

 If Tinkercad is new to you, experiment with it, especially with the connectors, yourself before
beginning the project with your students. You might consider making a template file to share
with students that has a first example of a decoration and a flat plane to “click” the decoration
into.
 Consider using the Mid-Point Design Rubric, which is included with the student handouts.
 Whether or not you will be using the frames for a year-long rotating display, choose an area in
or near your classroom that will work well.
 Be aware that designing the frames to be able to hold the display items can be especially
challenging in Tinkercad. As a result, you may want to allow students who have more advanced
3D design software skills to use Autodesk 123D Design. Regardless, keep in mind that these
frames are intended to be decorative rather than strictly functional. Plan to tape, clip, pin, or
otherwise attach the display items to the frames.
 The estimated print time is for frames that will accommodate 8.5 x 11 (or 21.5 cm x 28 cm)
displays. The print time would be significantly less for smaller frame displays or for frames that
only comprise outer edges (do not include backing). Print time may also be reduced by
modifying the lesson plan so that students work in groups to create group frames, although that
would result in each student not having his or her own frame to display work.
 Students should have prior experience and practice with using rulers for measurement (see the
“Content Review” section below).

Extension Opportunities:

1. More or fewer opportunities for customization can be offered to students, depending on

interest, time, and facility with TInkercad. If students plan to display classroom schoolwork in
the frames, they might create decorative elements that can be used with different expected
selections of that schoolwork. For example, students might place a seated socket along one
edge of their frame and then design different icons for their different subject areas with seated
balls. In that way, the decorative icons can be popped on or off the socket on the frame
depending on the item being displayed.
2. If students plan to use different sizes of items for framing, such as a 4 x 6 photograph at one
time and an 8.5 x 11 paper at another time, they might design the frame to be expandable.
Students might also design components to help hold the framed items in place, such as clips or
slots to slide a paper in to. These options would require significantly more complex design, and
might be offered for students who already have experience with TInkercad (or Autodesk 123D
Design) and who have more advanced measurement skills.

Cross-Curricular Connections:

Subject Area Example Connection

Language Arts - Visual aids for presentations
Social Studies - The history of picture framing
Science - Balance
- Weight
- Materials

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Teacher’s Guide – Modular Frame

Content Review:

Converting between centimeters (which are easy to measure on a ruler) and millimeters (which is the
default unit of measurement in Tinkercad) requires a factor of 10 change: One centimeter = 10
millimeters.

To engineer a functional picture frame, the opening of the frame should be slightly smaller than the item
to be framed, typically ¼ inch or about six millimeters smaller on each side. For example, a frame for an
8.5 x 11” (21.5 cm x 28 cm) sheet of paper would have an opening about eight inches (20.3 cm) wide by
10.5” (26.7 cm) tall.

If students need a review on ruler use, you might have them watch the 2-Minute Math video on
measuring in centimeters and millimeters (https://www.youtube.com/watch?v=iGQjDLWdk0M). You
may also have students play Shepard Software’s measurement game
(http://www.sheppardsoftware.com/mathgames/measurement/MeasurementMeters.htm).

Key Terms:

Modular - something made of distinct parts that can be interchanged

Notes on the Sample .stl File:

The screenshot below represents an example of a frame design that meets the challenge’s
requirements. However, this layout would not print. Pieces would need to be re-arranged to fit
onto the bed.

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Teacher’s Guide – Modular Frame

Here is the same frame file, grouped and organized for printing:

Note the following details:

 When assembled, the top and bottom pieces are 20 cm wide, and the side pieces are 27 cm tall.
 The pieces are divided in half to fit on the bed and have key-and-slot connectors. One side of
each piece has a rectangular bar, and the other piece has a rectangular hole.
 The top, sides, and bottom click together using hand-grip and socket connectors from the
Tinkercad Components menu.
 The top bar has two loops so that the frame may be hung on thumbtacks or nails on a wall.
 One of the vertical sides has a seated socket for attaching decorations. There are two
decorations with seated balls that can click into the socket: a flower and a math-lover medallion.
 The decorations are face down with the ball sticking up for cleaner printing.

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Teacher’s Guide – Modular Frame

Procedure

Day 1 – no computers needed

(45 minutes)

(NOTE: Have a variety of students’ work available, especially any particularly meaningful
work on 8.5x11 paper, such as short stories or illustrations. Prepare paper and pencils for
students to brainstorm individually, as well as have a whiteboard or butcher paper to
record any ideas for the whole class.)

Have students bring or collect from the classroom items that they might want to display
around the room. These items might include writing samples, photos, drawings, or
pamphlets created for thematic projects. (10 minutes)

Brainstorm who might want to see displayed work (family members, themselves, other
teachers) and also brainstorm what types of items those people might like to see. For
example, a final draft of a short story might be fun for family members to read, but a
daily grammar worksheet, although important classwork, might not excite visitors. From
the items they’ve gathered so far, have them select one that they’d like to display first.
Ideally, students will select 8.5 x 11 paper items, unless your class uses a different
standard size for most work. (10 minutes)

Introduce students to the idea of creating a class display and show them the area that
you have set aside. Next, brainstorm with them some different ways they might display
their selected items in that area, especially if the area selected has a variety of surfaces.
(10 minutes)

Finally, introduce the major driving question: “How might I design and create a picture
frame to proudly display my classwork throughout the school year?” Have students
work with a partner for the rest of the class period to brainstorm and record their
thoughts for (1) what elements would be necessary to create a picture frame that would
successfully display work, and (2) what elements would be fun to personalize the frame.
Save their selected first display items and their brainstorming pages. Students may start
sketching designs. (45 minutes)

Day 2 – no computers needed

(45 minutes)

(NOTE: Prepare paper and pencils for students to brainstorm, as well as a whiteboard or
butcher paper to record brainstorming for the whole class. Have students’ display items
and brainstorming and sketching pages from the previous day ready to return.)

Return the items students selected to display first along with their brainstorming pages,
and ask them to spend a few moments reviewing what their ideas had been. Title a
whiteboard or butcher paper with the major driving question: “How might I design and

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Design Challenge: Modular Frame – G3
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Teacher’s Guide – Modular Frame

create a picture frame to proudly display my classwork throughout the school year?”
and divide the area into two columns for necessary and fun thoughts. (5 minutes)

Have students share their brainstorming and preliminary sketches and record their ideas
on the whiteboard or butcher paper. Steer student discussion to ensure that they
recognize the need for measuring their display items and designing the frame to fit, as
well as the opportunity different decorative elements provide for showing their
individual personalities. (10 minutes)

Distribute paper or graph paper, pencils, and rulers to students, and instruct them to
draw a first draft of a design for their personal frame. Remind them that their designs
need to meet the requirements (above), and as you circulate while they draw, ask them
to show you their plans.

Students with more measurement experience should know that, based on the
requirement about correct size, they will need to measure the sizes of their papers and
use rulers to draw accurate sizes for their designs. If you see that they are not using
their rulers, remind them that making something the correct size for something else
requires measurement. (30 minutes)

Day 3 – computers with access to Tinkercad needed

(45 minutes)

(NOTE: Have students’ drafts and display items from previous days ready to return, as
well as a whiteboard or butcher paper to record brainstorming for the whole class.)

Return students’ display items and their design drafts. Put students into pairs to
continue drafting their frame designs. Distribute paper or graph paper, pencils, and
rulers to each student. Instruct students that they will work with their partners to
redesign their frames. Have each pair spend 10 minutes discussing and drawing a
second draft of each student’s design, and then switch. (20 minutes)

Point out to students that Tinkercad measures in millimeters. If they have been
measuring in inches, they will need to re-measure this time in millimeters. Give them
the rest of the period to re-measure and label their second drafts with the new
measurements. An 8.5 x 11-inch piece of paper is 21.5 cm x 28 cm. A frame for an 8.5 x
11” (21.5 cm x 28 cm) sheet of paper would have an opening about eight inches (20.3
cm) wide by 10.5” (26.7 cm) tall. (15 minutes)

Collect students’ drafts and display items.

Day 4 – computers with access to Tinkercad needed

(45 minutes)

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Design Challenge: Modular Frame – G3
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Teacher’s Guide – Modular Frame

(NOTE: Have students’ drafts and display items from previous days ready to return.)

Tell students that today they will begin to design their frames within Tinkercad.

Have students access Tinkercad on their computers, then return students’ drafts and
display items. Have students create a new design file (recommended file name:
“[Name]’s Frame”).

Give students the bulk of the class period to work on their designs. As you circulate
while they design, ask students to show you how they are meeting each of the four
main requirements. (45 minutes)

Save students’ drafts and display items.

Day 5 – computers with access to Tinkercad needed

(45 minutes)

(NOTE: Have students’ first design drafts, second design drafts, and selected display
items from the previous days ready to return. Prepare copies of the Partner Sharing
Sheet for each student.)

Tell students that today they will review each other’s frame designs, looking for whether
the designs meet the four main requirements. Have students access Tinkercad on their
computers and open their frame files.

Distribute the Frame Partner Sharing Sheet, and have students form partner groups to
share their designs. The Partner Sharing Sheet will guide students through identifying
whether and how their partners’ designs are meeting the main requirements, as well as
offer questions to push their partners’ designs further. (5 minutes)

One partner should show her or his design while the other partner completes the sheet
and asks questions. Each partner will have 15 minutes to share. (30 minutes)

After each student has shared with a partner, have students return to their own
computers. Have them rotate their design to a view that best shows the design and
requirements. Then have each student print the image of their design either by going to
the print menu of their internet browser, or by taking a screenshot using a program like
Snipping Tool in Windows 8 and printing from the screenshot program. Attach the
printout to their partner’s Partner Sharing Sheet. (10 minutes)

Collect the printouts and Partner Sharing Sheets. Save all other papers.

(NOTE: At this point, you may want to review the designs. Use the Mid-Point Rubric to
assess the designs so far, then attach each student’s Mid-Point Rubric to her or his
printout and Partner Sharing Sheet.)

Day 6 – computers with access to Tinkercad needed

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Design Challenge: Modular Frame – G3
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Teacher’s Guide – Modular Frame

(45 minutes)

(NOTE: Have students’ printouts, Partner Sharing Sheet, and Mid-Point Rubric ready to
return.)

Before students go to their computers, return students’ items from the day five sharing
activity, and give the class time to review their feedback. Ask a few students to share
an idea or suggestion from their feedback that they are excited to incorporate into
their design. (10 minutes)

Have students access Tinkercad on their computers and open their frame files. Remind
students to first consult their Tinkercad Feature Sheet, then ask their nearest neighbors
for ideas if they get stuck, but emphasize that each student should only touch their
own computer and mouse. You might say, “A friend can give advice, but can’t do it for
you. ‘Helping’ doesn’t mean ‘doing it for you.’”

Have students spend the rest of the class period integrating feedback into their
designs. As you circulate, continue to have students show you how their designs meet
the three requirements. Also look for sizes and directly address students who still have
not successfully matched the sizes in their designs to the sizes necessary for their
frames. (35 minutes)

Day 7 –no computers needed

(45 minutes)

(NOTE: Have students’ 3D prints ready to return, as well as their selected display items.)

Then, hold up a few examples of their printed frames, and have students observe and
share how the example frames met the three requirements. (10 minutes)

Distribute the 3D printed frames and selected display items to students, and have them
insert their display items and place them in the class display area. (10 minutes)

Distribute the Final Sharing Sheet for students to observe each other’s final products.
Allow them time to circulate and look at each other’s frames while completing the chart
on the sheet. (10 minutes)

Finally, have students re-group to share some favorite features of their classmates’
frames and how they met the three design requirements. Take a moment to celebrate
their finished products! (15 minutes)

(NOTE: If the frames are to be used for an on-going class display, be sure to have
students re-visit when they complete new exciting projects. Consider giving students
time when they change displays to also design and print new matching decorations for
the frames. For example, if a student switches from a personal short story about a trip to

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Design Challenge: Modular Frame – G3
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Teacher’s Guide – Modular Frame
the beach to an illustration of a science experiment about electricity, they might switch
their decoration from a 3D printed shell to a 3D printed light bulb.)
Assessment Rubric
Exceeds requirement
Correct size? Each dimension has been
clearly thought out and
measured to fit the
displayed item
Modular? Is made of modular parts
that are sized for
printability and can be
assembled smoothly to
look like a single piece
Can be displayed? Has both a hook and a
stand, and the display
elements are creative and
decorative
Shows Has several interesting
individuality? decorations utilizing a
variety of Tinkercad tools
such as holes or
connectors
Changeable Has several opportunities
decorations? for changing components
on the frame
Critical Thinking Student designs, analyzes,
and refines the design to
meet the specific needs for
the frame
Creativity Offers multiple divergent
ideas in brainstorming
sessions, builds upon the
ideas of others, and
includes several original
features in the final
product
Collaboration Gives feedback that is
particularly thoughtful,
uses received feedback to
make improvements, and
supports peers positively
throughout the project
Design Challenge: Modular Frame – G3
Credit: Created by O’Donnell Learn
Meets requirement
Is the correct proportions
relative to the size of the
displayed item
Is made of modular parts
that are sized for
printability and have
connectors to be
assembled together
Has either a hook to hang
on the wall or a stand to
stand on a table
Has a few interesting,
creative designs made by
the student
Has at least one part that
can be removed, rotated,
or in some way changed
Student designs to meet
the specific needs for the
frame
Offers multiple ideas in
brainstorming sessions,
and includes at least one
original feature in the
final product
Gives and receives
feedback respectfully,
and uses feedback to
make improvements
Does not meet requirement
Is more than 20 mm away
from the size of the
displayed item
Is too large to be printed, or
the printable-sized parts are
not able to be assembled
into a single frame
Does not have elements
that allow the frame to be
either hung or stood on a
table
Has no decorations, or only
decorative shapes taken
directly from Tinkercad,
such as star or bunny ears
Has no parts that can move
or be changed
Student designs with little
consideration for the
specific needs for the frame
Offers few ideas during
brainstorming sessions,
and/or includes few or no
original features in the final
product
Does not always give or
receive feedback
respectfully, and/or is
unable to use feedback to
make improvements
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Communication Describes the features of Describes the features of Does not describe the
their own frame, asks their frame clearly during features of their frame
questions about peer’s sharing sessions clearly during sharing
frames, and maintains a sessions
supportive demeanor
throughout sharing
sessions

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Modular Frame
Student
LESSON Handout
PLAN - ELEMENTARY GRADE 3

DREMEL EDUCATION | MOUNT PROSPECT, IL

Student Guide – Modular Frame

3D Design Challenge
Modular Frame
Partner Sharing Sheet

Selected Display Item: ____________________________________

Width: __________________ mm Height: ______________________mm

Picture Frame:

Overall Width: __________________ mm Overall Height: ____________________mm

Width of Opening: _____________________mm Height of Opening: ____________________mm

How will the frame keep the item from falling out?

Questions? Suggestions?

How will the frame stand up or hang on the wall?

Questions? Suggestions?

How does the frame show the student’s individuality?

Questions? Suggestions?

How can the frame decorations be changed?

Questions? Suggestions?

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Student Guide – Modular Frame

3D Design Challenge
Modular Frame
Mid-Point Rubric

(NOTE: This rubric is for teachers to complete for each student, if time allows.)

Does not meet Meets Exceeds Suggestions

requirement requirement requirement
Correct size? Is more than 20 Is the correct Each dimension
mm away from proportions has been clearly
the size of the relative to the size thought out and
displayed item of the displayed measured to fit
item the displayed
item
Holds item? Has no elements Has slot, clamps, Has some
to hold the item hooks, or some element that will
in place, or element to hold clearly hold the
elements that will the displayed item in place with
clearly not work item in place little modification
Can be displayed? Does not have Has either a hook Has both a hook
elements that to hang on the and a stand, and
allow the frame to wall or a stand to the display
be either hung or stand on a table elements are
stood on a table creative and
decorative
Shows Has no Has a few Has several
individuality? decorations, or interesting, interesting,
only decorative creative designs creative designs
shapes taken made by the utilizing a variety
directly from student of Tinkercad tools
Tinkercad, such as such as holes or
a star or bunny connectors
ears
Changeable Has no parts that Has at least one Has either several
decorations? can move or be part that can be parts that can be
changed removed, rotated, changed, or
or in some way several
changed components that
can be switched
out on the same
spot on the frame

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3D Design Challenge
Modular Frame
Final Sharing Sheet

(NOTE: Individual students may complete this sheet for several other students or the whole class.)

Classmate Name Correctly sized, Can be displayed Individual, changeable

modular decorations

Special cool features:

Special cool features:

Special cool features:

Special cool features:

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Design Challenge: Modular Frame – G3
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