Grade 3 · Tinkercad · Lesson 48

Patterned Light Catcher

Arrange repeated openings to create safe light-and-shadow patterns.

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 Patterned Light Catcher
01Finished project
Close construction and materials view for Patterned Light Catcher
02Construction detail
Students testing and recording results for Patterned Light Catcher
03Student testing

Student directions · Grade 3

What will you make and do?

You will make a thin printed panel whose repeated openings cast a clear shadow pattern. All solid parts must remain connected to a sturdy frame.

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

    Sketch two repeating patterns with large openings. Shade what stays solid and mark a strong hanging opening.

  2. 2Make the first parts

    In Tinkercad, make a thin frame. Create one hole pattern, duplicate it and arrange the copies with measured spacing.

  3. 3Put it together

    Group the holes with the panel while keeping strong bridges between openings. Ask the teacher to check the thin-panel print and hanging point.

  4. 4Test it fairly

    Hold the same cool LED at the same distance from the panel and screen. Ask viewers which repeated shapes they can identify.

  5. 5Improve one part

    Change one opening size or spacing, not the lamp position. Compare the new shadow with the first pattern.

  6. 6Show and turn in

    Show the panel and shadow with your solid/open-space sketch and viewer observations.

How will you know it works?

  • Casts a visible repeating pattern
  • Panel stays flat and connected
  • Includes a strong hanging opening

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—hold the same cool LED at the same distance and ask viewers which pattern is clearest—identify a failure point, revise one dimension or feature, and retest.

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

Materials

  • Cool LED flashlights
  • White shadow screens
  • Paper-cut pattern 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_48_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 hanging panel that casts a clear repeating shadow pattern from a cool LED flashlight.
  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. Create a thin frame with a large hole shape.
  2. Build one bold pattern opening and duplicate it.
  3. Rotate, align, and group the openings while keeping strong bridges.
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: hold the same cool LED at the same distance and ask viewers which pattern is clearest.
  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 hanging panel that casts a clear repeating shadow pattern from a cool LED flashlight.

Success criteria

  • Casts a visible repeating pattern
  • Panel stays flat and connected
  • Includes a strong hanging opening

Constraints

  • Cool LED light only
  • Openings and bridges meet minimum-size rules
  • Fits the teacher's thin-panel print limit

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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