STEM Learning Design

• Using 3D printing technology to enhance secondary

students STEM education (A Castle project with 3D
CAD)
• Elina (Lina Yi)
 LEARNING DESIGN DETAILS
D E C R I B E T H E T O P I C A N D D U R AT I O N O F L E A R N I N G

TOPIC AND AIMS DURATION

What is the topic of your learning design? A teaching experiment that involved 4
Using 3D printing technology to enhance secondary lessons with 360min in classroom and 3D
students STEM education (A Castle project with 3D printing lab.
CAD) The teaching experiment took the form of
an open-ended class project, which
What is your aim in this learning design? objective was to “Design a castle and have
it printed in 3D; consider the time and cost
This Lesson plan presents a learning tasks, in lower
of printing project.
secondary (age 12–13), which integrate “Making” and
3D computer-aided design (CAD), thereby facilitating
Science, Technology, Engineering, and Mathematics
(STEM) learning in mathematics classrooms.
LEARNING OUTCOMES
W H AT A R E L E A R N I N G O U T C O M E O F T H I S P R O J E C T ?
W H AT W I L L L E A R N E R B E A B L E T O D O AT T H E E N D ?

01 02
At end of learning students will
Propose solution to various kind of
At end of learning students will 3D printing or CAD related
Design a 3D model through 3D problems.
printing technology. Know the shapes used and their
Identify the relationship between level of complexity and any
2D (paper) and 3D CAD designs in symmetry pertained but not the
the Castle Project. aesthetics and colour of the
 designs

At end of learning students will At end of learning students will
Choose different kinds of materials Show an awareness of the stability
for an appropriate places for 3D of castle.
printing. Describe problems faced by
Know functions of 3D and CAD people when doing the project.
technology. Solve problems involving money
Design a draft for the design and consuming of time.
project before implement it. Evaluate advantages and
disadvantages of peer project and
your own project.

04 03
 LEARNING OUTCOMES
P L O T T H E L E A R N I N G O U T C O M E I N T H E F O L L O W I N G TA B L E
( M o v e X s f o r e a c h L O t o t h e r i g h t P l a c e s i n t h e Ta b l e )

COGNITIVE PROCESS DIMENSION

Remember Understand Apply Analyze Evaluate Create

KNOWLEDGE
DIMENSION

Factual
Knowledge
X X

Procedural
Knowledge X
X
Conceptual
Knowledge X
Metacognitive
Knowledge X X X

X
 3D CURRICULUM FRAMEWORK
Learning Design Components (R-A-S-E)
Resources, Activity, Support Evaluation

L I S T A LL D ETA I L S O F T HE R - A- S- E DE SI G N I N TH E S PAC E B EL LO W
( C RE AT E S EPA RATE S LI DE S F O R M O RE DE TAI LS , L I S T O F R ES O UR CE S, ET C, I F NE ED ED )

Learning Outcome
Standards NGSS - MS.
Engineering Design Common
Core State Standards
Resource
●Students apply their knowledge of engineering, mathematics & science concepts and utilize the
Engineering Design Process (EDP) for creating solutions or prototypes of aim project.
●To gauge their understanding about the content of the video, which included features and functions of
different types of castle and three basic solid construction techniques, namely, union, subtraction and
intersection.
●Students engage in the mathematical processes of geometric construction, spatial reasoning and
representation, recognition and application of spatial properties, and measurement of dimensions by using
3D CAD drawing software.

Students have been learning about how to prepare and build a castle in 4 lessons with 360 minutes. This is the
Content final lesson. Students are aware of quality buildings' criteria based on constraints such as height, incorporate
certain surface areas, and assign a material price for their design. Students have been practicing how to use the
fundamental modality of Tinkercad, such as scaling, rotating, and making foundation using basic shape and
group tools and to colour the building.

Materials Cardboard, Paper, plastic

Tools Stationary: Pencils, rulers, compass,paper Hardware: Computers & IPADs, 3D PrintersSoftware:
Tinkercad, Google Classroom, Powerpoint Slide
 3D CURRICULUM
Learning Design FRAMEWORK
Components (R-A-S-E)
Resources, Activity, Support Evaluation
L I S T A LL D ETA I L S O F T HE R - A- S- E DE SI G N I N TH E S PAC E B EL LO W
( C RE AT E S EPA RATE S LI DE S F O R M O RE DE TAI LS , L I S T O F R ES O UR CE S, ET C, I F NE ED ED )

Activity

• Using materials & software to
analyse and to visualise the
design(Other than using the
physical materials to visualise
the 3D structure for rapid
prototyping, students practiced
3D CAD Drawing (using
Tinkercad) to refine and to
develop their design concepts
and collaborate with their
peers)
• Give presentation and
feedback(evaluation) of other
group
• Lesson 4(90min): Finish Castle design,give presentation and sharing
(1 hr)
• (10 mins) Brief summary of last lesson .
• (30 mins) Individually, students have used Tinkercad to create 3D CAD
models and revised the final version of their model. 
• (10 mins) Students presented to their group member and discussed
their 3D CAD model with explanations and reasons.  
• (40 mins) Each group give presentation to the others and sharing
opinions and feedback for each other then give the improvement of
their own model.
 3D CURRICULUM FRAMEWORK
Learning Design Components (R-A-S-E)
Resources, Activity, Support Evaluation

L I S T A LL D ETA I L S O F T HE R - A- S- E DE SI G N I N TH E S PAC E B EL LO W
( C RE AT E S EPA RATE S LI DE S F O R M O RE DE TAI LS , L I S T O F R ES O UR CE S, ET C, I F NE ED ED )

Support

• WebQuest A WebQuest that includes essential articles, diagrams, videos, glossary, and useful links
• Articles (along with Tinkercad online tutorial) is provided to the students. They also use the Google
• Useful links Classroom platform to create and comment on discussion threads from the teachers and peers.
• Tinkercad Through the “assignment” on the Google Classroom platform, students can use the attached
• (Tutorials) rubrics to evaluate their contribution to each assignment.
• Peer discussion
• Checklist & Rubrics
 3D CURRICULUM FRAMEWORK
Learning Design Components (R-A-S-E)
Resources, Activity, Support Evaluation

L I S T A LL D ETA I L S O F T HE R - A- S- E DE SI G N I N TH E S PAC E B EL LO W
( C RE AT E S EPA RATE S LI DE S F O R M O RE DE TAI LS , L I S T O F R ES O UR CE S, ET C, I F NE ED ED )

Evaluation

• Peer feedbacks During class discussion and presentation, peer feedback is based on the
(in class) implementation of solving design problems and collaborative learning. The
• Group strength and weakness of other group at least give one point for each. What
Presentation specifically needs to be improved? Students practice giving clear feedback to
• Evaluation their peers. An evaluation form (based on the criteria of rubrics) is provided
Form to each student to write peer evaluation for at least two groups.
• Checklist &
Rubrics

(Rubric can be seen in Appendix)


How will learners be introduced to their
activity?
1.give the video and a story of
building a castle.
2.give the guideline of learning
process
How will you help learners to organize
themselves?
1.Engineering design process will be
introduced to help them to design the
project.
2.Give the video to help them use 3D
printer and Thinkercad
3. Give tutorial for them to answer their
questions 15min after each class
INTRODUCTION
LEARNING DESING EXECUTION
How will learners deliver their product
Group presentation Who will evaluate deliverables? Will
What will be your roles during their learners evaluate themselves? Will
online webquest
learning? they critique each other? Will there be
evaluation rubric for them to assess
some rubrics?
Instructor/Guider/Facilitator/Helper
Teacher's feedback
How will you support you learners’ What will be your roles during
activities? self-assessment
presentations?
Provide guide video and questions peer-assessment
Listening
all of them will be providded.
Provide teaching guideline Record each groups' presentation
Rubric can been seen in Appendix.
Provide help if necessary Give feedback after each group
presentation
ENGAGEMENT DELIVERY EVALUATION
REFLECTION RECORD
REFLECTION-IN-ACTION
Ideally, you should bring this document with you to the class. During the lesson
record any thoughts and novel situation that arouse through your interaction with
learners and any immediate action which you take to manage the situation.
Students’ potential problems Teacher’s solution
Principles of build a castle Watch a prepared video
What is EDP learning process Give the interpretation and a clear diagram
How tho create structure through Thinkercad Give a introduction of this software
/ How to use 3D printer
How to assess quality buildings' criteria Give demonstration
based on constraints such as height,
incorporate certain surface areas, and assign
a material price for their design.

REFLECTION-ON-ACTION
After the completion, evaluate the activities, outcomes and your facilitation
of learning. Indicate some things which you can do differently to improve
this learning design in the future.
1. In order to let students learn more depth I need to expand knowledge
and add more lessons to make sure they have a better understanding of
the knowledge.
2. Prepare more topics for them to choose which means give students
more choice to do the project.
3.Prepare a feedback for them to give teachers’ recommendations about
what else do they think teacher need to improve.
 Reference
Bower, Matt, Stevenson, Michael, Forbes, Anne, Falloon, Garry, & Hatzigianni, Maria. (2020). Makerspaces
pedagogy - supports and constraints during 3D design and 3D printing activities in primary schools. Educational
Media International, 57(1), 1-28.

Churchill Daniel, King Mark, & Fox Bob. (2013). Learning design for science education in the 21st century. Zbornik
Instituta Za Pedagoška Istraživanja, 45(2), 404-421.

Ng, O. L., & Chan, T. (2019). Learning as Making: Using 3D computer‐aided design to enhance the learning of shape
and space in STEM‐integrated ways. British Journal of Educational Technology, 50(1), 294-308.
Appendix
Appendix
Appendix
 The Knowledge Dimension

Appendix
1. Factual Knowledge

Knowledge of terminology -- e.g., 3D printing technology and computer-aided design

and castle design.

Knowledge of specific details and elements --how to create a simple castle in 3D

printing technology: and

2. Conceptual Knowledge

Knowledge of principles and generalizations -- e.g.,

Knowledge of theories, models, and structures -- A Book:“Castle”Harris, N. (2017).
Castle. Orpheus Books Ltd..

3. Procedural Knowledge

Knowledge of subject-specific skills and algorithms --skills used in painting with 3D

printer and related software, whole-number division algorithm

Knowledge of subject-specific techniques and methods -- create a project in Thinkercad

4. Metacognitive Knowledge

Self-knowledge -- e.g., Know the castle which your build have the strength and
weakness