San José Unified School District All SJUSD students are inspired and

prepared to succeed in a global society.

Division of Curriculum and Instruction

District Supplemental Instructional Materials Request Form

Complete this form for any purchase of new supplemental instructional materials. Submit the completed form to
your site administrator (or API) by the final workday in April to ensure sufficient time for district review,
school board approval and ordering.
Part 1

School: Galarza Elementary

Grade Level: 1st grade, but all grade levels can use
Course Name (Secondary Only):
Site Administrator: Angela Guzmán
Person Requesting Materials: Rebecca Lunceford
Date of Request:

Part 2

Title of Material: TinkerCAD

Author(s): Autodesk, Inc.
Publisher and Copyright Date: Autodesk, Inc.
Category (type of material): free internet based engineering program
Fiction or Non-Fiction: non-fiction
Lexile Level:

Part 3

1. How does the material support SJUSD’s common core standards?

Tinkercad aligns to CA NGSS Common Core Science Standards of K-5th Grade Engineering Design
standards in which students at each grade level are to research, design and create answers to problems in their world.
Tinkercad has 3 engineering components: mechanical, electrical and computer. There are specific CA NGSS Engineering
standards that work for mechanical and electrical components. Additionally, Tinkercad has a way to create groups so
multiple students can work on a single project. This will support our Elementary speaking and listening components to the
ELA and CA NGSS standards.
2. Where does the material fit into the Scope and Sequence? (Elementary Only)
There is no specific scope and sequence for science at the elementary level, unless you take into consideration the
designated ELD units in the upper grades. However, each teacher should be teaching science and social studies regardless of
the school’s ELD designation. Tinkercad fits into the scope and sequence of K-5th CA NGSS Grade Engineering Design
standards which is embedded at each grade levels science topics in which students at each grade level are to research, design
and create answers to problems in their world. For example, In the first grade unit Structure, Function and Information
Processing, students are asked to research ways that plants and animals use their external parts to help them survive, grow
and meet their needs. First grade students are then asked to create a design that uses the plant and animal structures that will
solve a human need as well. Tinkercad can be used by students to create such a 3D design. Each grade levels also have their
own engineering component to support their unit of study. Tinkercad also has an electrical and coding engineering modules
that meets the need upper elementary units of study.
3. How are the materials appropriate to the age, grade, and maturity level of the students for whom

SJUSD Division of Instruction: Albarrán/Lax/Zeller/Powell/Jones/Kimura/Savinar 01/12/15

 they are selected?
Tinkercad has specific tutorial lessons designed for young students to learn how to manipulate and create projects. The
tutorials break down each step for the learner and show a model of what should happen off to the side of the screen. The
tutorials show stars and fireworks when the project step is complete. One can also go back and redo a tutorial again for
greater understanding. In this way the young learner and teacher are both supported along the way as they learn to create
projects on their own.

4. How does the material address the essential knowledge and skills required in this content area?
The Tinkercad program addresses the essential knowledge and skills of engineering for CA NGSS. Specifically those of
creating, communicating, and problem solving. The beauty of it is that the program itself is free, online 3D engineering
program that does not use a specific operating system (OS). Students will be able to work through the engineering process
tell if their design could be a reality or if there is some flaw before printing it. Through this process students communicate
and problem solve about their piece before it is created.
5. How does the material demonstrate significant educational, social, or artistic value?
Tinkercad demonstrates a significant educational, and social value as it aligns with the districts Strategic Plan to
implement a rigorous curriculum that inspires all students to discover their own greatness. As previously stated, Tinkercad is
a free online 3D engineering program that allows students to create STEAM and STEM projects. Students can explore the
mechanical, electrical and coding components of this program. By nature of the program, Tinkercad uses the all parts of
STEAM project to create 3D renderings that can then be printed from a 3D printer. However, one may create 3D projects
without printing them.
There are significant pedagogical benefits to using Tinkercad. For example, Jones, Smith, and Cohen used a large
sampling of pre-service teachers and their students to explain that Tinkercad can help students understand issues beyond
simply learning 3D design: “I think one thing kids really struggle with in elementary school math-wise is proportions and
measurements. With a program like [Tinkercad], you could really see, if I could shrink it by this ratio or expand it by this
scale. Scale and ratios. That could actually really help them visualize, ‘What is a millimeter? Well, 50 millimeters is actually
really small.’ Because they can’t do that in their head, they have to see it. This can help them see it in a different way that
would click with some of them.”
There has been research concerning student effects of visualization and reasoning after building 3D creations. Shaunna
Smith’s research highlights students age 6 to 12 having an increase of visualization skills when learning how to transfer a 2D
work of art into a 3D rendering using Tinkercad as well as an increased ability to express logical reasoning and ideas after a
10 day course STEAM course. Smith found that not only did student’s math vocabulary and visualization skills increase, but
so too did their social ability to communicate reason increased to their peers and as adults (2018).
Additionally, there is a body of research devoted to young children’s development of visualization and spatial awareness
starting with Piaget and moves into our time period of computer generated graphics and art. Smith’s research above is just
one current research article that focuses on how spatial awareness develops in young children and how to successfully move
a young child from a 2D picture to a 3D picture. Children need many opportunities to develop spatial awareness and a
program such as Tinkercad gives students the opportunity to move from a student created 2D picture to learning how to
create that same shape in a 3D venue. This moving back and forth between 2D and 3D helps students learn more about the
attribute of shapes, but how shapes can be put together to make real or imaginary objects. The spatial awareness helps
children understand artistic space, and how to build sculptures and other artistic structures.
For further reading please consider the following:
 W. Monty Jones, Shaunna Smith and Jonathan Cohen. “Preservice Teachers Beliefs About Using Maker Activities in
Formal K-12 Educational Settings: A Multi-Institutional Study.” Journal of Research on Technology in Education Vol.
49, Iss. 3-4, 2017. doi: http://doi.org/10.1080/15391523.2017. 1318097
 Smith, Shaunna. “Children ’s Negotiations of Visualization Skills During a Design-Based Learning Experience Using
Nondigital and Digital Techniques.” Interdisciplinary Journal of Problem-Based Learning, Vol. 12, Iss. 2, 2018. Doi:
https://doi.org/10.7771/1541-5015.1747
 Swapnil Sinha, Kelsey Rieger, Aaron D. Knochel, and Nicholas A. Meisel. “Design and Preliminary
Evaluation of a Deployable Mobile Makerspace for Informal Additive Manufacturing Education.” Solid
Freeform Fabrication 2017: Proceedings of the 28th Annual International Solid Freeform Fabrication

SJUSD Division of Instruction: Albarrán/Lax/Zeller/Powell/Jones/Kimura/Savinar 01/12/15

 Symposium – An Additive Manufacturing Conference. 2018 Laboratory for Freeform Fabrication and
University of Texas at Austin.
 Starcevic, Matthew David. “Digital Visions: Developing 21st Century Skills and Competencies with the
Digital Media Academy.” M.Ed. Thesis, Lakehead University.

6. How does the material complement other instructional materials used?

The obvious consideration for the use of Tinkercad it that it has the ability to complement our science materials as
students engage in hands on learning about what engineering is and the realities of creating and solving real life problems
with their science and social topics. Students may read and discuss a science topic, or a social issue and then discuss and
create a model to solve a real problem. Tinkercad is a tool that can then be used to create that 3D model, Then, using a 3D
printer, students can see their creation really come alive. Students are limited only by their imagination. However, some
scholars have used this software to design curriculum in social studies and history, in addition to the expected STEAM.
Projects for elementary students could be to create a 3D house that the big, bad wolf could not blow down for an integrated
language arts project or in science, build a and a new animal that has survival features of more than one animal. And in math,
build 3 different shapes that are ½ read and ½ blue, or build squares that are the same shape, but different sizes and put the in
order from greatest to least. Find the volume of those shapes. Again, the users are limited by their imagination.
 How is the material authentic and historically accurate and/or does it reflect current research?
Autodesk is the creator of AutoCAD, a software based computer-aided drafting program that engineering companies all
over the world have used for decades. However, AutoCAD is an incredibly complex and powerful program. With this in
mind, Autodesk created Tinkercad, a free online software program, as a first step for individuals/students who want to learn
the basics of engineering and 3D modeling. The program was designed specifically for beginning users such as children who
had no previous experience with engineering or 3D design programs.
In addressing the reflection of current research, Tinkercad itself been the subject of a host technology research projects at
the K-12 level, and specifically the elementary level. For example, when choosing among different platforms, including
Fusion360, Tinkercad and SketchUp to determine the most user-friendly and accessible program available for a makerspace,
Sinha, Rieger, Knockel and Meisel selected Tinkercad because “it is free to the public and promotes a simplified,
straightforward set of commands.” While Starcevic notes that Tinkercad “can be introduced to children as young as six years
old” and that the software “makes use of a drag and drop style platform that students and teachers could easily navigate, even
those new to 3D design.”
There is also one meta-analysis of 3D technology interpreted through cognitive infocommunication. (3D Modeling and
Printing Interpreted in Terms of Cognitive Infocommunication by Ildiko Papp and Zichar (2019), in the journal of
Cognitive Infocommunications, Theory and Applications, August 2018). Papp and Zichar explain the simplicity and ease
of using Tinkercad for early learners.
For Further Reading Please consider the following:
 Cook, Kristin L. and Sarah B. Bush. “Design thinking in integrated STEAM learning: Surveying the landscape and
exploring exemplars in elementary grades”. School Sciences and Mathematics, Vol. 118, no. 4 (February 2018): 93-103.
https://doi.org/10.1111/ssm.12268
 Cotabish, Alicia, Debbie Daily, Ann Robinson, and Gail Hughes. “The Effects of a STEM Intervention on Elementary
Students' Science Knowledge and Skills.” School Sciences and Mathematics. Vol. 113, no.5 (May 2013): 215-226.
https://doi.org/10.1111/ssm.12023.
 Papp, Ildiko and Marianna Zichar. “3D Modeling and Printing Interpreted in Terms of Cognitive
Infocommunication.” Cognitive Infocommunications, Theory and Applications, vol. 13, 2019. Doi:
https://doi.org/10.1007/978-3-319-95996-2_17
 Schunn, Christian D. “How Kids Learn Engineering: The Cognitive Science Perspective.” The Bridge: Linking
Engineering and Society, 39, no. 3 (September 2009): 32-37. https://www.nae.edu/16214/How-Kids-Learn-Engineering-
The-Cognitive-Science-Perspective
 Starcevic, Matthew David. “Digital Visions: Developing 21st Century Skills and Competencies with the
Digital Media Academy.” M.Ed. Thesis, Lakehead University.

SJUSD Division of Instruction: Albarrán/Lax/Zeller/Powell/Jones/Kimura/Savinar 01/12/15

  Swapnil Sinha, Kelsey Rieger, Aaron D. Knochel, and Nicholas A. Meisel. “Design and Preliminary
Evaluation of a Deployable Mobile Makerspace for Informal Additive Manufacturing Education.” Solid
Freeform Fabrication 2017: Proceedings of the 28th Annual International Solid Freeform Fabrication
Symposium – An Additive Manufacturing Conference. 2018 Laboratory for Freeform Fabrication and
University of Texas at Austin.

 *Trust, Torrey and Robert W. Maloy. “Why 3D Print? The 21st-Century Skills Students Develop While Engaging in 3D
Printing Projects.” Computers in the Schools: Interdisciplinary Journal of Practice, Theory and Applied Research, Vol.
34, no.4 (October 2017): 253-266. https://doi.org/10.1080/07380569.2017.1384684
7. How does the material depict the contributions of historically underrepresented groups with
historical accuracy and/or in a manner reflecting current scholarly research?
The software, Tinkercad, itself does not endorse any historically underrepresented or overrepresented groups. However, it
is a free online software that is not dependent on a certain OS. The Tinkercad user may login anywhere (a home, school or
public library workstation) to continue their work. The fact that it is free, and is not OS specific levels the playing field for all
students who have access to the internet thus facilitating learning for all students.
There is however, a host of research about the concern of underrepresented groups, Latinos, African-American and
women, in the STEM fields, and retaining these groups in the STEM field. The retention of these groups has to do with their
K-12 science and math preparation, as well as the support students receive from family and faculty members (Foltz, Gannon
and Kirschmann, 2014). Tate (2012) talks about impact of makerspaces on minority students: “Involvement in Makerspaces
expose [minority] student to career opportunities not previously considered. Whereas a traditional formal learning
environment is often limited by the sole identity of a ‘student’, a Makerspace offers the opportunity for pupils to perceive
themselves as scientists or mathematicians.”
The majority of Galarza students fall into the underrepresented groups. We are a Title 1 school, with at least 85 or higher
minority latino population. In a discussion of minorities leaving the persisting in STEM fields in college Foltz, Gannon, and
Kirschman (2014), and Cole and Espinoza (2008) found that Latino and African American students were more likely to stay
in their college STEM major and graduate if they had a high quality high school science and math program. In essence a
minority student’s view of themselves entering the sciences and math field began in their early academic careers. Jo Boaler,
professor of mathematics education at Stanford Univeristy researches equitable mathematics classrooms has found that
teaching students to work through failure and have a growth mindset do better in math overall, than students who don’t have
this mindset. She tells students through a set of K-5 grade level videos and presentations “people are not born with a “math
brain”, but just a brain.” Through a series of grade level specific videos Boaler explains to kindergarten through fifth grade
students how our brains learn and how to make our brain grow by working through challenges and failures. Boaler, has found
that student achievement, and minority achievement specifically, is based the use of visible math learning models and talking
about math, and the ability to persevere. Math achievement does not have to be gender or race specific. Though, Galarza is
not a university, or high school, I believe that using these same findings will help our students see themselves in the STEM
fields in the future through developmentally appropriate exposure to a product like Tinkercad. If we do not expose our
students now to rigorous thinking and projects they will not have the stamina later to engage in such fields.
Using Tinkercad, and other future technologies will level the academic field of Galarza student population, by exposing
them to technology and 21st Century products and skills that have been used by other elementary schools around the United
States for years. Thinking long term, Galarza students will need to reason through the future problems and solutions our
students and world will be introduced to. It is the development of reasoning and creativity of students using such engineering
platforms that will help Galarza students succeed in the future and put them on the a more equal playing field as other
students.
Introducing Galarza students to the idea of mechanical engineering and 3D printing will open their eyes to what they can
do and become in the future. They will be exposed to new ways of thinking, expressing themselves and problem solving.
They will be on their way to seeing themselves as mathematicians and scientists and hopefully close the achievement gap
now and later in the future for their college careers. Tinkercad is an easy way to accomplish these goals.
For Further Reading Please consider the following:
 Cole, Darnell and Araceli Espinoza. “Examining the Academic Success of Latino Students in Science Technology
Engineering and Mathematics (STEM) majors.” Journal of College Student Development, vol. 49, no.4 (July/August

SJUSD Division of Instruction: Albarrán/Lax/Zeller/Powell/Jones/Kimura/Savinar 01/12/15

 2008): 285-300. doi: 10.1353/csd.0.0018

 Cross, Ashley. “Tinkering in K-12: An Exploratory Mixed Methods Study of Makerspaces in Schools as an
Application of Constructivist Learning.” Pepperdine University Graduate School of Education and Psychology,
Ph.d, dissertation, 2017.
 Foltz, Laura G., Sam Gannon, and Stephanie L. Kirschman. “Factors that Contribute to the Persistence of Miniority
Students in STEM Fields.” Planning for Higher Education Journal, vol. 4, no. 4 (July-September 2014).
 Tate, W.F., Editor. Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility. Rowman
& Littlefield, published for the American Educational Research Association. 2012.
8. Does the material cover issues fairly and objectively? If not, explain why.
Excerpt from Number7 (above)
Autodesk is the creator of AutoCAD, a software based computer-aided drafting program that engineering companies all
over the world have used for decades. However, AutoCAD is an incredibly complex and powerful program. With this in
mind, Autodesk created Tinkercad, a free online software program, as a first step for individuals/students who want to learn
the basics of engineering and 3D modeling. The program was designed specifically for beginning users such as children who
had no previous experience with engineering or 3D design programs. That being said, there is nothing inherent in the
program that discriminates against an issue or group.
9. How are the format, vocabulary, and concepts appropriate for the intended purpose?
The Tinkercad format, vocabulary and concepts were specifically designed and created for non-engineers/children and
novices to learn engineering. The program uses a drop and drag format and its tutorials are leveled for early learners begin
using the program and creating within a few lessons.
10. Other comments in support of your request:
Tinkercad aligns with the district Strategic Plan to implement a rigorous curriculum that inspires all students to discover
their own greatness. If this on-line program is accepted, then our school would also align to an innovative work force that
tries to create opportunities for our students. Students at Galarza would be inspired to go beyond what they currently
experience at home and be placed in an environment that asks them to think deeply, do more and be more than they, their
families and faculty thought possible.

SJUSD Division of Instruction: Albarrán/Lax/Zeller/Powell/Jones/Kimura/Savinar 01/12/15