Lesson Plan

I. Introduction to 3D Modeling and Grades 9-12

II. Lesson Essential Question(s): What is 3D Modeling? What role does it play in our

lives?

III. Standards: Students will develop an understanding of The Nature of Technology.

This includes acquiring knowledge of: The characteristics and scope of technology,

The core concepts of technology, and The relationships among technologies and the

connections between technology and other fields.

IV. A. Learning Objectives and Assessments: Students will know the definition of 3D

modeling and how to explain it to others. Students will also know the basics on how

to use 3D modeling software. Students will be aware of the usage of this knowledge

in other fields such as science and math.

B. Assessments:

Learning Objectives Assessments

SWBAT define and explain what is 3D TWBAT assess acquired knowledge by

modeling by writing or discussing about examining students verbal or written

3D modeling. responses.

SWBAT operate and sketch using 3D TWBAT assess acquired knowledge by

software to demonstrate acquired collecting and evaluating 3D projects

knowledge. from students.

 SWBAT identify and discuss the uses of TWBAT assess acquired knowledge by

3D modeling in other fields. questioning students and paraphrasing

their responses.

V. Materials:

1. 3D modeling software (Sketchup, CAD, Blender, Etc.)

2. Computers

3. Projector

VI. Pre-Lesson assignments and/or prior knowledge: Students will bring basic

knowledge of the usage of a computer, knowledge of measurements and conversions,

and understanding of the x, y, and z axis’s.

VII. Lesson Beginning: Starts off with a short interactive power point to assess if prior

knowledge is covered. If prior knowledge is lacking explanation will be given.

VIII. Instructional Plan:

1. The power point will not only include prior knowledge, but also the definition of

3D modeling and some software’s used.

2. After completion of the power point the students can either be quizzed or just

questioned as a class to assess how much they learned from the power point.

3. After completion of this students will be given a few minutes to experiment with

the software. This will lead to failure for some, but success for others. During this

time the students who are struggling can be given some simple advice before an

actual lesson.
 4. Once a few minutes are given and each student has been observed, they can be

given some instruction on how to draw a simple item, like a square. Those who

advance rapidly will be told to try making a 3d object, such as a cube. Those who

are not quite grasping it can be assisted. Those who are in-between will spend a

few minutes if not more on finishing a square then making a cube.

5. After the students construct a 3d cube they should be able to distinguish between

the dimensions and axis’s. Then they can eventually apply this knowledge to

complete more challenging assignments.

IX. Closure: This lesson will be brought to an end once everyone is comfortable making

a 3D cube. Before the end of the class the students will receive a short closing

statement. This statement will promise them a use for this new knowledge in the next

lesson, but with an entertaining spin and the students will be told that this knowledge

is useful with the emergence and usage of 3D printers and CNC machines.

X. Citations:

ITEA. (n.d.). Standards for technological literacy. Retrieved from

https://www.iteea.org/File.aspx?id=67767&v=b26b7852