Grade 3 · Tinkercad · Lesson 44

Mini Drainage Planter

Balance plant space, drainage, stability, and material use.

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 Mini Drainage Planter
01Finished project
Close construction and materials view for Mini Drainage Planter
02Construction detail
Students testing and recording results for Mini Drainage Planter
03Student testing

Student directions · Grade 3

What will you make and do?

You will make a small outer planter that holds an assigned nursery cup and drains into a tray. Its opening, drainage and base all need testing.

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

    Measure the cup’s width and height. Sketch a planter with room for the insert, a stable base and a drainage route.

  2. 2Make the first parts

    In Tinkercad, place a smaller hole shape inside an outer solid and align them. Keep the teacher-required wall and bottom thickness.

  3. 3Put it together

    Add drainage holes that go through the bottom and check that the insert does not block them. Ask for an adult-reviewed print and place it in a tray.

  4. 4Test it fairly

    Fit the same insert and add the teacher’s measured water amount. Record drainage, leakage outside the tray and tipping.

  5. 5Improve one part

    Change one hole arrangement or base feature. Repeat with the same insert and water amount.

  6. 6Show and turn in

    Submit a cross-section sketch, measured model and drainage results. Explain where water enters, travels and leaves.

How will you know it works?

  • Holds the assigned insert
  • Drains into the tray
  • Stands without tipping

Before you move on

Tell a partner what you are making. Point to the part you will work on next. Draw or dictate your test notes if writing slows you down.

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—pour the same small measured volume of water into the insert and record drainage time plus wobble—identify a failure point, revise one dimension or feature, and retest.

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

Materials

  • Teacher-provided small nursery inserts
  • Water trays and measured droppers
  • Clay or paper planter prototypes
  • 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 G3_44_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 mini planter that holds a teacher-provided insert, stands steadily, and lets extra model water escape into a tray.
  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. Use boxes or cylinders to make the outer form.
  2. Create the inside space with a centered hole shape.
  3. Duplicate and align small drainage holes above a stable base.
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: pour the same small measured volume of water into the insert and record drainage time plus wobble.
  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 mini planter that holds a teacher-provided insert, stands steadily, and lets extra model water escape into a tray.

Success criteria

  • Holds the assigned insert
  • Drains into the tray
  • Stands without tipping

Constraints

  • Prototype use only; teacher selects plant and water amount
  • Meets minimum wall and base thickness
  • Fits the material and print-time 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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