Grade 3 · 3D Pen · Lesson 115

3D Pen Pattern Flags

Make three small triangular flags with different connected patterns for a tabletop display.

Time2 × 45 minutesTeamsPairs; alternate builder and testerEquipmentChild-appropriate low-temperature 3D pen; teacher setup

Your project in view

What you are making

Make three small triangular flags with different connected patterns for a tabletop display.

This generated example illustrates one possible finished design—not actual student work. Use the lesson’s sizes, connected parts and safety steps; your colors and creative details can be different.

Generated finished-project example for 3D Pen Pattern Flags: Make three small triangular flags with different connected patterns for a tabletop display.
3D Pen Pattern Flags · Generated project example

Student directions · Grade 3

What will you make and do?

Make three small triangular flags with different connected patterns for a tabletop display.

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 three different patterns inside equal triangles. Keep every line attached to an edge.

  2. 2Make the first parts

    Trace the three triangle outlines one at a time on the approved mat. Let each set.

  3. 3Put it together

    Add a different broad pattern and two small but sturdy top loops to each triangle. Keep the loops connected at both ends.

  4. 4Test it fairly

    After cooling, the teacher hangs the flags on a short display line. Check that each stays attached and patterns can be told apart.

  5. 5Improve one part

    Reinforce one weak loop or simplify one unclear pattern; repeat the display check.

  6. 6Show and turn in

    Show the flag set, three designs and the results of the loop and pattern checks.

How will you know it works?

  • Three patterns are distinguishable
  • Flags remain connected to their loops
  • Record the stated test and explain one revision

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.

Printable 3D-pen planning and tracing support

Draw flat, join, cool, test

Start on paper: Sketch three different patterns inside equal triangles. Keep every line attached to an edge. Draw your project’s outline and joining points on the blank grid. This is a planning template, not a finished-project picture.

  1. Teacher sets up the exact pen using its manual and verifies its filament and surface compatibility.
  2. Practice a short straight line, a closed loop and two lines joined together. Stop extrusion before moving between shapes.
  3. Let the practice shapes fully set. Check whether the joint holds before beginning your planned project.
  4. Put the paper design beneath a manufacturer-approved transparent tracing surface only if the manufacturer allows it. Do not extrude directly onto this printout or an unapproved plastic cover.
  5. Trace the large outline first, then the connecting details. Cool completely before removal; ask for adult help with upright assembly.

Template sizes: Print at 100% / actual size and measure the calibration line. The grid squares should be 1 cm. If the printer scales the page, redraw the required measurements with a ruler.

This line must measure 5 cm. Each grid square = 1 cm.

Label your plan: outer edge / joining points / part to make first / part to add next. Draw a second outline if your project needs matching parts.

Measured shape starters

Use the size named in your lesson, or draw its custom outline on the grid. These are tracing guides, not final artwork. Join interior details to an outline; isolated dots will become loose pieces.

6 cm square6 cm diameter4 cm square3 × 8 cm rectangle5 cm triangle base

Teacher equipment references

These references describe the example equipment, not every pen. Follow your exact model’s manual and the safety section below. No temperature number is prescribed across different models.

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

Define the need in Make three small triangular flags with different connected patterns for a tabletop display. Agree on the two success checks and the listed material limits.

What students show: Two labeled ideas with the target and limits stated.
Practiced

3-5-ETS1-2

Compare the ideas using the project checks: Three patterns are distinguishable; Flags remain connected to their loops.

What students show: A selected design with a reason connected to a success check.
Assessed

3-5-ETS1-3

Test, change one feature and retest: After cooling, the teacher hangs the flags on a short display line. Check that each stays attached and patterns can be told apart. Reinforce one weak loop or simplify one unclear pattern; repeat the display check.

What students show: Before-and-after results collected under the same conditions.

Materials

  • Approved low-temperature pen kit
  • triangle tracing guide
  • teacher-managed display string
  • Pencil, planning paper and the printable design brief below
  • Paper planning template below; manufacturer-compatible tracing mat/surface; approved pen stand; teacher-controlled filament allowance

Teacher preparation

  1. Reference classroom pathway: a child-appropriate, low-temperature 3Doodler Start+ with its specified Start+ Eco-Filament and compatible tracing surface, or a teacher-verified equivalent used exactly according to its own manual. Do not assume all 3D pens have a cool tip.
  2. Adult verifies age rating, ventilation, pen condition, filament compatibility and school approval. High-temperature PLA/ABS pens are not an interchangeable student substitute; use the paper pathway or an adult demonstration if suitable equipment is unavailable.
  3. The teacher handles loading, jams, charging and model-specific setup. Use only the manufacturer-approved filament and surface; never assume printer filament, a generic mat or ordinary plastic sheet is compatible.
  4. Keep the tip and fresh material away from skin, hair, clothing, food and faces. Work on the approved surface, park the pen safely and let parts fully set before handling. No tracing on bodies, wearing pieces, food-contact uses or electrical repairs.
  5. Adults assist with upright assembly and inspect cooled pieces for sharp ends or loose fragments. Use large simple shapes; collect scraps and do not mouth parts.
  6. Rehearse this specific build: Trace the three triangle outlines one at a time on the approved mat. Let each set. Add a different broad pattern and two small but sturdy top loops to each triangle. Keep the loops connected at both ends.
  7. Print the template at actual size and check its calibration line. Students draw their own design on paper first; use it only beneath a manufacturer-approved transparent tracing surface. The page itself is not a heat-rated work mat.

Step by step

How to teach it

Meeting 1 · 0–8 min

See the job and plan

  1. Introduce the finished object: Make three small triangular flags with different connected patterns for a tabletop display.
  2. Sketch three different patterns inside equal triangles. Keep every line attached to an edge.
  3. Students say what would count as a successful result.
Meeting 1 · 8–18 min

Model the unfamiliar action

  1. Demonstrate slowly: Trace the three triangle outlines one at a time on the approved mat. Let each set.
  2. Pause so partners can repeat the action; provide a thick-line template if pen control blocks progress.
Meeting 1 · 18–35 min

Build the first version

  1. Add a different broad pattern and two small but sturdy top loops to each triangle. Keep the loops connected at both ends.
  2. Partners swap builder and checker roles halfway through. Check the working part before decorating.
Meeting 1 · 35–45 min

Try once and save

  1. Run one trial of the stated test to locate an obvious problem. Do not count a changed procedure as a fair comparison.
  2. Label and store the model; sketch its current shape and clear the work area.
Meeting 2 · 0–8 min

Predict and set up

  1. Revisit the two success checks. Agree on identical starting conditions and prepare a before/after results table.
Meeting 2 · 8–23 min

Collect evidence

  1. After cooling, the teacher hangs the flags on a short display line. Check that each stays attached and patterns can be told apart.
  2. One student operates while the other records. Swap for a later trial while noting a change of operator if it affects the result.
Meeting 2 · 23–35 min

Change one thing

  1. Reinforce one weak loop or simplify one unclear pattern; repeat the display check.
  2. Keep the original results rather than replacing them with only the best attempt.
Meeting 2 · 35–45 min

Explain and clean up

  1. Show the flag set, three designs and the results of the loop and pattern checks.
  2. Collect the brief and results; separate reusable materials and clean the test area.

Assessment

  • Three patterns are distinguishable
  • Flags remain connected to their loops
  • Student demonstrates the actual task: After cooling, the teacher hangs the flags on a short display line. Check that each stays attached and patterns can be told apart.
  • Record includes failures as well as successes.
  • Student identifies one changed feature and uses the retest to explain the result.

Supports & extensions

  • Begin with one connected flat outline. Teacher models starting, stopping and making a joint before students add details.
  • Provide a thick-line paper plan and large connected shapes; allow a partner or adult to assist with control.
  • Keep the project flat; a strong connected result matters more than many details.

Safety & responsible use

  • Reference classroom pathway: a child-appropriate, low-temperature 3Doodler Start+ with its specified Start+ Eco-Filament and compatible tracing surface, or a teacher-verified equivalent used exactly according to its own manual. Do not assume all 3D pens have a cool tip.
  • Adult verifies age rating, ventilation, pen condition, filament compatibility and school approval. High-temperature PLA/ABS pens are not an interchangeable student substitute; use the paper pathway or an adult demonstration if suitable equipment is unavailable.
  • The teacher handles loading, jams, charging and model-specific setup. Use only the manufacturer-approved filament and surface; never assume printer filament, a generic mat or ordinary plastic sheet is compatible.
  • Keep the tip and fresh material away from skin, hair, clothing, food and faces. Work on the approved surface, park the pen safely and let parts fully set before handling. No tracing on bodies, wearing pieces, food-contact uses or electrical repairs.
  • Adults assist with upright assembly and inspect cooled pieces for sharp ends or loose fragments. Use large simple shapes; collect scraps and do not mouth parts.

No-machine alternative

Build the same design from thick paper strips and tape. Follow the same shape, connection and display tests. Label it a paper prototype: Make three small triangular flags with different connected patterns for a tabletop display.

Printable student design brief

The challenge

Make three small triangular flags with different connected patterns for a tabletop display.

Success criteria

  • Three patterns are distinguishable
  • Flags remain connected to their loops
  • Record the stated test and explain one revision

Constraints

  • Teacher-approved low-temperature pen and matching filament only
  • Trace flat parts on the approved surface; adult helps with upright joining
  • Follow the teacher’s size and filament limit; no body-worn or food-contact objects

Engineer’s notes

Who uses this object, and what should it do?
Draw two possible designs. Label the working parts and circle your choice.
Which size, fold, gap or position must you measure or mark?
Before testing, predict what will happen: After cooling, the teacher hangs the flags on a short display line. Check that each stays attached and patterns can be told apart.
Record each trial: condition / expected result / actual result.
Draw the ONE change you made. What stayed the same?
Record the retest. Did the change help, not help, or leave the result uncertain?
Show and explain: one result that supports your conclusion.
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