Lesson Plan: 3D Printing and Marketing

Inspiration: Lesson plan is based on the college design project of Jones and Mendez
(2021).
Overall Objective: Students will design, create and market an item made through 3D
printing while considering their design choices.
BC Curriculum Links within Applied Design, Skills, and Technologies 9- Drafting
Module:
• CADD/CAM, CNC and 3D printing
• Virtual creation using CAD/CAM
• Follows the applied design process of Defining, Ideating, Prototyping, Testing,
Making, Sharing.
• Identify the skills and skill levels needed, individually or as a group, in relation to
specific projects, and develop and refine them as needed
• Choose, adapt, and if necessary learn about appropriate tools and technologies
to use for tasks
Period 1:
By the end of the class period, students will have a project group, understand the
project, and have a basic understanding of what 3D printing and the iterative design
process is.

Consider showing the following introductory videos on 3D printing and the iterative
design process. Alternatively have the students complete research on these topics if
you have more time. Have students choose or assign groups of approximately 4
students. Encourage students to start brainstorming.
https://www.youtube.com/watch?v=Vx0Z6LplaMU

https://www.youtube.com/watch?v=bcTzyx35odY

https://www.youtube.com/watch?v=MAhpfFt_mWM
Period 2:
By the end of the class period, students will have a solid start on or have completed
their project proposal. They will submit what they have by end of period.

Have students work on their project proposal which should include the following:
• What are we going to create?
• Is this possible given the limits of the 3D printer we have access to?
• Who is the audience for the product and what will they do with it?
• What will it look like (rough drawing on paper)?

If groups are stuck thinking on an idea you could:

• Suggest example areas like toys or Christmas ornaments.
• Have them look at ideas on Thingiverse or similar 3D printing repositories

Period 3:
By the end of the class period, students will have started to use the design software.

Give students additional time to work on project proposal as needed.

Provide an introduction to design software by one or more of the following:

• Providing students with resources on the design software being chosen (see the
intro to… design software on this site for ideas).
• Complete a class demonstration.
• Having students try to replicate a simple design.

Have students start to experiment with the design software.

Period 4:
By the end of the class period, students will have made significant progress or have
finished their initial digital design.
Students will work on their initial digital design.

Students that have completed their initial design can arrange to have their initial design
printed before or during next period.
• Students should have the opportunity to print a design at least 3 times so they
can experiment with their design and determine the best printing settings for the
project.
o This will likely require students coming in before school start and during
lunch to start printing.
o It may be wise to intersperse this project with other lessons to allow
adequate printing time (printing a single item can take 30 minutes to hours
depending on size and complexity).
o Create a sign up schedule for students with 3 hours between slots.

Period 5:
By the end of the class period, students will have completed an initial digital design,
some students may be working on or have completed a revised digital design.

Students who are waiting to have their design printed can start work on their marketing
presentation.

Ensure all students get the opportunity to learn to set up the 3D printer and see the
printing in action.

Period 6-9:
• Continued work on digital design and presentation.
• Groups that finish early could be challenged to complete additional digital
designs (i.e. design a mythical creature).
• Have students maintain files or screenshots of their drafts so they can reflect on
the changes made.
 • To encourage students to use the iterative design process, have groups ask for a
written peer assessment by another group after their 2nd attempt.
o Peer assessment could include:
Would you buy this product or give it to someone as a gift? Who
would you give it to? Why or why not?
What did you like about this product?
What could be improved about this product?

Period 10 (depending on class size may need 2 periods):

By the start of this class period, students will:
• Have files or screenshots of 3 previous digital designs of their product with a
short explanation on how and why the design was changed between drafts.
• Have a peer assessment from another group on one of their draft products.
• Have a 3D printed product.
• Have a 5 minute presentation prepared for the class to try and sell their product
to them for $5.
By the end of this class period, students will:
• Have given their presentation.
• Have completed their self-assessment.
• Have completed peer assessment for each groups presentation.
• Hand in completed project.

Classmates to provide peer assessment by providing comments on paper, LMS (i.e.

Google Classroom), survey tool (i.e. survey monkey), or discussion board tool (i.e.
Padlet). Groups will also self-assess their own work and teamwork (see project
overview for students).
• Peer assessment:
• Would you buy this product or give it to someone as a gift? Who would you
give it to? Why or why not?
• What is one thing you liked about this final product and/or presentation?
 • What is one thing that you think could have been improved about this final
product and/or presentation?

Project overview for students:

Your task is to design, create and market a 3D printed object in groups of 4. You will
have 9 class periods to work on your design before presenting your project on [DATE].

Timeline:

• By the end of class period 3, your group will submit a group project proposal that
will detail:
o What are we going to create?
o Is this possible given the limits of the 3D printer we have access to?
[List requirements given your printer, time and materials]
o Who is the audience for the product and what will they do with it?
o What will it look like? Provide a rough sketch.
o How is each group member going to contribute to the project?

• By the end of class period 5, your group will have completed an initial design
using [Digital Software].

• By the end of class period 8, your group will have gotten a peer assessment on
your product by a minimum of one group and provided a peer assessment to at
least one other group. Peer assessment will include:

o Would you buy this product or give it to someone as a gift? Who would
you give it to? Why or why not?

o What did you like about this product?

o What could be improved about this product?

• By the start of class period 10, your group will:
 o Have files or screenshots of 3 previous digital design drafts of your
product with a short explanation on how and why the design was changed
between drafts. Include a copy of the peer assessment you were provided
by class 8.
o Have a 3D printed product
o Have a 5 minute presentation prepared for the class to try and sell your
product to them for $5. Your presentation can take a form of your
choosing. Examples include PowerPoint, a video ad, a skit, or a poster.

• By the end of class period 10, you will individually:

o Submit a peer assessment for each group considering the following
questions. Your assessment comments will be shared with the groups and
used to assist teacher assessment of the project:
Would you buy this product or give it to someone as a gift? Who
would you give it to? Why or why not?
What is one thing you liked about this final product and/or
presentation?
What is one thing that you think could have been improved about
this final product and/or presentation?
o Submit a self-assessment indicating:
What are 3 things you liked about your final product and/or
presentation?
What are 3 things that you think could have been improved about
your final product and/or presentation if you were given more time?
What work did each team member (including yourself) complete on
the project? Did everyone contribute equally to the project? Did
someone do extra work or did someone do less work than the rest
of the group?
Assess yourself based on the rubric below:
Rubric 4 3 2 0-1

Participation I completed an equal I completed a I completed about I completed little to

share or greater of majority of my share half of my share of none of my share of
the group work and of group work and/or the group work group work and/or
used my class time typically used my and/or struggled to rarely used my class
effectively. class time use my class time time effectively.
effectively. effectively.

Digital Design Files or screenshots Files or screenshots Group did not Group did not
of a minimum of 3 of a minimum of 3 provide files or provide files or
draft designs were draft designs were screenshots of a screenshots of a
submitted. The submitted. The minimum of 3 draft minimum of 3 draft
group provided a group didn’t clearly designs or group designs and group
short explanation of explain how and didn’t explain how didn’t explain how
how and why the why the design was and why the design and why the design
design was changed changed between was changed was changed
between drafts. Peer drafts. Peer between drafts. Peer between drafts. Peer
assessment is assessment is assessment is not assessment is not
attached for my attached for my attached for my attached for my
project. project. project. project.

Product My group My group My group My group was

successfully printed successfully printed successfully printed unable to
a product that met a product that met a product but it did successfully print a
the purpose and the purpose and not met the purpose product.
audience proposed. audience proposed. and/or audience
The product is well proposed.
designed, was
original and/or was
aesthetically
pleasing.

Presentation Presentation was Presentation Presentation was Presentation was not

convincing, creative demonstrated or confusing, didn’t completed, was very
and interesting. explained potential demonstrate or confusing, or didn’t
Presentation uses of the product didn’t fully explain explain potential
demonstrated or and encouraged potential uses of the uses or didn’t
explained potential others to purchase it. product, or didn’t encourage others to
uses of the product encourage others to purchase it.
and encouraged purchase it.
others to purchase it.

Peer and Self- I provided a I provided a I somewhat I did not complete a

Assessment completed, helpful, completed self and completed a self and self or peer
and thoughtful self peer assessment. The peer assessment. assessment.
and peer assessment. self and peer Alternatively the self
assessment was and peer assessment
mostly thoughtful or was not thoughtful
helpful. or helpful.