NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
Are you wondering how to generate a STEM buzz in your classroom? Tinkercad is an amazingly easy-to-use, powerful program for creating 3D digital designs that are ready to be 3D printed. This 3D modeling program empowers students to design all kinds of things, from custom homes to Mayan statue replicas, to cell models and engineered 3D-printed fidget spinners.
While designing in 3D, learners will have opportunities to apply NGSS and Common Core standards in meaningful and fun ways. This course begins by training teachers on how to use Tinkercad through several example projects they can use directly in their classroom. The course will cover managing a virtual classroom, tracking student progress, and assigning projects online. While having access to a 3D printer is not required, the course will cover tips on how to manage print jobs and student workflow successfully. Teachers will develop their own 3D modeling projects based on what they learn throughout the course.
Lastly, all teachers will leave the course with best practice resources for teaching 3D design/printing, including; student-friendly project tutorial videos, premade word walls, and 3D modeling vocabulary games. Upon completion, teachers will be equipped to integrate 3D modeling in whatever capacity they prefer, from simple enrichment opportunities to long-term design projects.
This course is appropriate for teachers 3-9.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
There is no course text and all materials are available online.
None. All reading is online.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #2: Intro to Tinkercad
Watch: Tinkercad in the Classroom (watch until 18:00)
Assignment #3: Getting Started with Tinkercad
Set up a teacher account on Tinkercad.com.
Write a one-page response to the following questions:
Assignment #4: Exploring 3D Design Resources
Log in to Tinkercad, click Resources, then Learning Center. There are several student-friendly 3d design tutorials in the Learning Center.
Write a one-page reflection.
Assignment #5: 3d Printing in Education
Assignment #6: Managing Workflow in Tinkercad
Write a 1/2 -1 page summary of how you plan on having students sign into Tinkercad
Assignment #7: Sample Project - Keychain Engineering
For this assignment, you will explore an example engineering design project using Tinkercad (3D Printer optional). Click on these video tutorials, complete the project, and answer the following reflection questions.
Assignment #8: Sample Project: Fidget Spinner Engineering
In this assignment, you will engage in a more complex engineering project using 3d modeling/printing (3d printer optional). Click on these video tutorials, complete the project, and write a 1-2 page response to the following questions:
Write a 1-2 page response to the following questions:
Assignment #9: Sample Project: 3D Modeling in Science Class
In this assignment, you will learn how to use 3D modeling to demonstrate knowledge of a scientific concept.
Clock Hours, PDUs, CEUs, and Act 48 participants must complete Section C - The Integration Paper to be awarded hours for this course.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #10: Teaching Learners How to Use Tinkercad
Think back on all the resources presented in the Learning Acquisition section. Develop a short unit (2-3 lessons) on how you could teach 3D modeling/design techniques to kids. Use whatever lesson plan format serves your needs. The lesson plan should include:
Assignment #11: Using Tinkercad to Model a Scientific Concept
In this assignment, you will design a project that uses 3d modeling to help students better understand a STEM concept. Some example topics could include molecules/compounds, habitat/niche, cells, landforms, and the layers of the earth. You may use whatever lesson plan format suits your teaching style. The unit should be designed so students have at least 3 hours of class time to develop designs and demonstrate their learning.
Assignment #12: Using 3d Modeling in Engineering
In this assignment, you will design a project that uses 3d modeling to help facilitate the engineering design process. Design an engineering project where students can use Tinkercad to solve a real-world problem. Feel free to use the Engineering Design Cycle from the learning acquisition section. The unit should be designed so the students have at least 3 hours of class time to develop designs and demonstrate their learning.
Assignment #13: (500 Level ONLY)
In addition to the 400-level assignments, complete two (2) of the following:
Make a resource document for 3D modeling that you can reference as you begin using Tinkercad/3D Printing in the classroom. For each resource, write a short description of why it's useful. This could include links to projects, lesson plans, and important articles related to scaffolding 3D design in the classroom.
Research potential 3D printer models for your classroom. Develop a plan to present to your team, administrator, Ed. Foundation, or PTO, for funding such a tool. Write a 2-3 page paper outlining your plan and budget and illustrating the merits of 3D Printing in the classroom.
Design your own assignment, applicable 3D Design/modeling, and your classroom needs. Please pitch your idea to the instructor for prior approval.
C. INTEGRATION PAPER
Assignment #14: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Patrick Getchis, M.A. is a STEM teacher at Wy’east Middle School in Odell, Oregon. Over the past 17 years, Patrick has developed a passion for bringing real world, hands-on STEM education to a diverse group of students. Although he teaches in a humble, small town agricultural setting, his classroom is equipped with 21st century tools and equipment for students to dream, design and build. As a young boy, Patrick spent countless hours designing contraptions in his father’s workshop. From experimental pedal powered airplanes, to Huck Finn style rafts, he was an early adopter of the Maker Movement. Earlier in his career Getchis’s students learned chemistry through designing a small-scale biodiesel reactor. He saw the enthusiasm in their eyes as they retrofitted a small diesel pickup and ran it on recycled vegetable oil. Patrick believes when learning is contextualized through meaningful experience, students will flourish. Since then, his classes have built campus farms to feed the food bank, engineered custom skateboards, designed drones, and fabricated custom ukuleles using state-of-the-art technologies such as laser cutters and 3d printers. Patrick is an avid robotics enthusiast and his students have won FLL state championships three times. His students love engineering wrestling robots, reinventing the Roomba vacuum, and designing solar cell phone chargers. He prides himself on finding inclusive, high interest project threads that naturally engage learners to apply science, technology, engineering and math. BA: Biology/Chemistry, Castleton University MAT: Secondary Science/Math, Lewis and Clark College
S.T.E.M.: 3D Design/Printing with TinkerCad
EdTech Magazine: https://edtechmagazine.com/k12/
EdTech: Focus on K-12 explores technology and education issues that IT leaders and educators face when they're evaluating and implementing a solution. The magazine has published a fair amount about 3D design in the classroom. EdTech: Focus on K-12 is published by CDW, which is headquartered in Vernon Hills, Ill.
Make Magazine: www.makezine.com
Make is an American magazine published since June 2019 by Make: Community LLC which focuses on Do It Yourself and/or Do It With Others projects involving computers, electronics, metalworking, robotics, woodworking, and other disciplines. It hosts several project ideas as well as technical reviews on various software/hardware applicable to STEM classrooms.
Thingiverse is a website dedicated to the sharing of user-created digital design files. Providing primarily free, open-source hardware designs licensed under the GNU General Public License or Creative Commons licenses, the site allows contributors to select a user license type for the designs that they share.
Tinkercad is a free-of-charge, online 3D modeling program that runs in a web browser. Since it became available in 2011 it has become a popular platform for creating models for 3D printing as well as an entry-level introduction to constructive solid geometry in schools. It is made by Autodesk and is the stepping stone to Fusion 360, one of the industry's top 3D modeling programs. The software also includes many K-12 teaching resources and sample projects to help educators model with students in the classroom.
Teq is an educational technology company that specializes in professional development in STEAM education. The company has compiled research for teachers regarding 3D modeling and printing in the classroom.