Overview and Background

The beauty of this lesson is that it is not just about learning the basics of 3-D printing, but rather uses desktop fabrication as a means to support students learning about the amazing diversity of animal habitats.

Objectives

Next Generation Science Standard 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
With this standard as the driving purpose, your students will also gain knowledge in the process of 3-D design and desktop fabrication by printing habitat scenes.

Audience

Second grade, with or without experience in 3-D modeling, but this lesson can be modified for any grade level studying habitats, or creating small scenes for display (e.g. book “report” depicting a noteworthy scene, community/historical event, etc).

Subject

Biology
Habitats

Skills Learned (Standards)

CCSS ELA: W.2.7, W.2.8, SL.2.5
NGSS: 2-LS4-1

Lesson Plan and Activity

Students begin by making observations (either in person, or through media) of plants and animals in a variety of native habitats, noting key features.
Each student (or student group) completes a research report on their habitat, including labeled sketches which are later used when designing the model.
Students work independently or with partners to design their habitat models. To decrease the likelihood of frustration, encourage students to consider simplifying their models in the style of Minecraft (an aesthetic many students are familiar with). This approach encourages students to focus less on creating a perfect replica of a habitat, and instead on capturing stylized elements typical of that habitat. If it is decided students lack the modeling experience necessary to complete the project, this step can be performed whole or small group, with the instructor creating the designs based on student input.
Habitats are are printed, painted, and displayed alongside student reports. If 3-D printing every habitat model is not an option, screen capture and print their design work on Tinkercad to adorn the cover of their reports.

Duration of Lesson

5 sessions for research and design 5-10 sessions for printing and design modification (depending on the number of printers available)

Preparation

Students should have an understanding of what defines a habitat, but that could also be part of the lesson if needed. Introduce the basics of Tinkercad whole group, focusing on the user friendliness of the platform, and encourage students to explore and experiment.

Rubric and Assessment

Assessment can be dependent on the written report, model design and preparation, and/or brief oral interview to measure learning. I strongly encourage you to display completed models in a prominent area of the school to highlight the learning aspects of 3-D printing and encourage other teachers to follow suit!

See the attached Suggested Assessment Guidelines above for more.

Handouts & Assets

In addition to your school or community library, National Geographic Kids is a great resource for students to begin their research. (http://kids.nationalgeographic.com/)

References

Here's a Discovery Education lesson that may provide more guidance when implementing this lesson. http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm

Have to Have a Habitat