Grade 5 · Tinkercad · Lesson 53

Water-Conserving Planter

Model a reservoir, soil insert, overflow, and stable form as one system.

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 Water-Conserving Planter
01Finished project
Close construction and materials view for Water-Conserving Planter
02Construction detail
Students testing and recording results for Water-Conserving Planter
03Student testing

Student directions · Grade 5

What will you make and do?

You will make a model planter with a water reservoir, a supported insert and a wick path. You will observe how measured water moves rather than assume the print is watertight.

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

    Draw a cutaway showing the reservoir, wick, insert and overflow. Measure the teacher-provided sponge or plant insert and choose a small test volume.

  2. 2Make the first parts

    Use clay or cardboard to plan hidden spaces. In Tinkercad, align hole shapes to hollow the reservoir without removing its bottom.

  3. 3Put it together

    Add the insert support, wick path and overflow. Have the adult review thickness and print the demonstration model; place it in a waterproof tray.

  4. 4Test it fairly

    Add the same measured water volume and observe at agreed intervals. Record reservoir level, insert moisture, overflow and leaks.

  5. 5Improve one part

    Change one wick route, opening or insert support. Repeat using the same insert, volume and observation times.

  6. 6Show and turn in

    Turn in the cutaway, water-movement record and revision. Explain any leakage and avoid claiming that a classroom print is food-safe or ready for long-term use.

How will you know it works?

  • Stores the target water volume
  • Keeps the insert stable
  • Overflow and access are controlled

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—add the same measured water volume and record reservoir level, overflow, leakage, and insert moisture over time—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 plant or sponge inserts
  • Measuring cups, droppers, and waterproof trays
  • Clay cross-section 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 G5_53_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: Design a model planter that stores a measured amount of water and delivers it to a teacher-provided insert without flooding the work surface.
  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. Model the outer container and hollow reservoir with aligned hole shapes.
  2. Create a measured insert space, wick path, and overflow opening.
  3. Use section-view planning on paper to check hidden spaces before grouping.
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: add the same measured water volume and record reservoir level, overflow, leakage, and insert moisture over time.
  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

Design a model planter that stores a measured amount of water and delivers it to a teacher-provided insert without flooding the work surface.

Success criteria

  • Stores the target water volume
  • Keeps the insert stable
  • Overflow and access are controlled

Constraints

  • Classroom prototype only; not food-safe
  • Print at reduced demonstration scale
  • Meets wall thickness and watertight-test expectations set by teacher

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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