Grade 5 · Tinkercad · Lesson 54

Michigan Topographic Tile

Translate elevation data into layered relief and tactile geographic information.

Time2–3 × 60 minutes + adult printingTeamsTeams of 2–3EquipmentTinkercad + Bambu P1S fleet

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Finished student example for Michigan Topographic Tile
01Finished project
Close construction and materials view for Michigan Topographic Tile
02Construction detail
Students testing and recording results for Michigan Topographic Tile
03Student testing

Student directions · Grade 5

What will you make and do?

You will make a tactile Michigan tile with at least three stepped height zones. A key will help viewers understand that the heights represent relative elevation.

Teacher overview: Students will plan the specific object described below, make and test a first version, then use their results to improve it. Read one step together, demonstrate the unfamiliar action, and let students complete that step before moving on.

  1. 1Plan your project

    Read the teacher-provided simplified elevation map. Mark three zones and draw a key linking each zone to a model height.

  2. 2Make the first parts

    Build a paper-layer version from the supplied outlines. Check that higher zones sit in their correct map locations, not as arbitrary smaller Michigan shapes.

  3. 3Put it together

    In Tinkercad, trace or assemble the supplied zone outlines and set their planned heights. Align them on a base, then add a readable key and north marker.

  4. 4Test it fairly

    Ask three viewers the same three questions using sight or voluntary touch. Record which zones they identify correctly; no blindfold is required.

  5. 5Improve one part

    Change one unclear height step, label or key feature and repeat the questions.

  6. 6Show and turn in

    Present the tile, source map and height key with viewer results. Explain that vertical height is exaggerated to make the differences easier to feel.

How will you know it works?

  • Shows three relative elevation zones
  • Michigan form remains recognizable
  • Key helps users interpret the model

Before you move on

Explain which measurement, input or design choice you are testing. Predict the result and record what stays the same so your comparison is fair.

Machine cutting, printer setup and electrical power-on require adult approval. A basic-materials model is a valid way to demonstrate the design when equipment is unavailable.

Keep your plan, test notes and before-and-after evidence with the printable design brief below. Use the detailed teacher plan and any coding guide for tool instructions. These steps continue across the lesson’s meetings, not all in one sitting.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Assessed

3-5-ETS1-1

Teams define the user or purpose and set measurable size, performance, material, and print-time limits before modeling.

What students show: Problem statement, criteria, constraints, measurements, and labeled sketch.
Practiced

3-5-ETS1-2

Students sketch and compare at least two possible forms before choosing or combining features for the digital model.

What students show: Two ideas and a criteria-based design choice.
Assessed

3-5-ETS1-3

Teams use a repeatable test—give three viewers the same three landform questions and record correct visual or tactile responses—identify a failure point, revise one dimension or feature, and retest.

What students show: Test data, version comparison, and evidence-based explanation.

Materials

  • Simplified Michigan elevation maps
  • Tactile paper-layer prototypes
  • Blind comparison question cards
  • Rulers or calipers
  • Graph paper, pencils, cardboard, clay, and tape for prototypes
  • Computer or tablet with educator-managed Tinkercad access
  • PLA filament; teacher sets a project-specific gram and print-time budget
  • Finished test objects appropriate to the lesson

Teacher preparation

  1. Create an educator-managed Tinkercad class and assignment link; students do not enter personal information.
  2. Prepare one navigation demonstration using drag, zoom, orbit, undo, and view cube.
  3. Set the build envelope, minimum wall thickness, minimum feature size, and maximum print time for the class.
  4. Create the file rule G5_54_Team##_v1.
  5. Prepare shared build plates and an adult review queue for dimensions, orientation, stability, material use, and safe slicing.

Step by step

How to teach it

Day 1 · 0–20

Define and measure

  1. Introduce the mission: Create a tactile Michigan relief tile that communicates at least three relative elevation zones.
  2. Identify the user, criteria, constraints, and measurements that matter.
  3. Sketch two different solutions at approximately full size.
Day 1 · 20–60

Prototype and compare

  1. Build quick cardboard or clay versions.
  2. Compare both ideas against the shared criteria.
  3. Select or combine features and predict the likely failure point.
Day 2 · 0–15

Tinkercad skill warm-up

  1. Trace or assemble a simplified teacher-provided Michigan outline.
  2. Duplicate aligned land shapes and assign measured heights to elevation zones.
  3. Add a raised key and north marker using large readable forms.
Day 2 · 15–60

Build the digital model

  1. Place the ruler and enter important dimensions instead of guessing.
  2. Use align and group to create clean, intentional geometry.
  3. Inspect from top, front, side, and underneath; name the file correctly and submit for teacher review.
Day 3

Print, test, and improve

  1. An adult slices, approves, operates printers, and removes parts.
  2. Use the same test procedure each time: give three viewers the same three landform questions and record correct visual or tactile responses.
  3. Revise one dimension or feature in a new Tinkercad version and explain the expected improvement.

Assessment

  • Problem includes a user or purpose plus measurable criteria and constraints.
  • Two sketches show meaningfully different solutions.
  • Tinkercad model uses entered dimensions and purposeful tool choices.
  • Model meets the teacher's printability and material-budget checklist.
  • Test is repeatable and the revision responds to evidence.

Supports & extensions

  • Provide a Tinkercad picture guide and a starter file containing only basic reference shapes.
  • Use mouse practice, larger grid snap, and one new tool at a time.
  • Allow a student to direct a partner or teacher who performs fine cursor movements.
  • Offer measured template objects while preserving choices about form and features.
  • Extension: reduce material, add a moving fit, or create two size variants using parameters recorded on paper.

Safety & responsible use

  • Students do not touch hot ends, heated beds, or moving printer parts.
  • An adult handles slicing approval, printer setup, monitoring, part removal, and support cleanup.
  • Use only lab-approved PLA and teacher-managed accounts; never publish student names or designs publicly without permission.
  • Check finished parts for sharp strings, weak points, and small-piece hazards before use.
  • Printed parts are prototypes—not food-safe, medical, climbing, load-bearing, or life-safety products.

No-machine alternative

Build the final version with cardboard, clay, foam, paper tubes, reusable construction pieces, or teacher-prepared shapes. Keep the same measurements, criteria, fair test, evidence, and revision cycle.

Printable student design brief

The challenge

Create a tactile Michigan relief tile that communicates at least three relative elevation zones.

Success criteria

  • Shows three relative elevation zones
  • Michigan form remains recognizable
  • Key helps users interpret the model

Constraints

  • Uses teacher-provided simplified public data
  • Vertical scale is intentionally exaggerated and explained
  • Tile fits the assigned material budget

Engineer’s notes

Our user needs…
The measurements that matter are…
Idea A and Idea B are different because…
In Tinkercad we used…
Our test showed…
We changed… because…
Our next version would…
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