UbD & 5E Lesson Planning Guide
LESSON TITLE
Creating a Three Dimensional Puzzle using Autodesk 123D Design Software
By Lori Harrison
1 - DESIRED RESULTS
ACQUISITION GOAL(S)
Students will know key facts, terms, etc…
Science
 Matter
 Forces
 Motion
 Stability
Technology
 Autodesk 123D Design Software
 Cube 3D printer
Engineering
 Mechanism
 Structural integrity
Arts
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Symmetry
Perspective
Design
Form
Function
Point of View
Proportion
Scale
Shape
Sculpture
Mathematics
 Parallel/Horizontal
 Rotation
 Diameter
 Angles
 Geometry: lines, point
 Relationship: between the
shapes
 Order of Operations
 Symmetry
Students will be skilled at processes pertaining to the
lesson…
Science
 PS1.A: Structure and properties of Matter
 PS2.A: Forces and Motion
 PS2.B: Types of Interactions
 PS2.C: Stability and Instability in Physical
Systems
Technology: ISTE NETS-S
 1A: Apply existing knowledge to generate new
ideas, products, or processes
 2A: Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media.
 4C: Collect and analyze data to identify solutions
and/or make informed decisions
 6A: Understand and use technology systems
 6C: Troubleshoot systems and applications
 6D: Transfer current knowledge to learning of
new technologies
Engineering
 ETS1.A: Defining and Delimiting an Engineering
Problem
 ETS1.B: Developing Possible Solutions
 ETS1.C: Optimizing the Design Solution
Art: NAEA (grades 5-8)
 1: Understanding and applying media, techniques,
and processes
 2: Using knowledge of structures and functions
 3: Choosing and evaluating a range of subject
matter, symbols, and ideas
 4: Understanding the visual arts in relation to
history and cultures
 5: Reflecting upon and assessing the
characteristics and merits of their work and the
work of others
 6: Making connections between visual arts and
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UbD & 5E Lesson Planning Guide
other disciplines
Mathematics: NCTM Standards (grades 3-5)
Geometry
 Identify, compare, and analyze attributes of twoand three-dimensional shapes and develop
vocabulary to describe the attributes
 Explore congruence and similarity
 Make and test conjectures about geometric
properties and relationships and develop logical
arguments to justify conclusions.
MEANING GOAL(S)
Understandings
Students will understand big ideas and core
processes…
Essential Questions
Students will keep considering…
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Making a connections
 The history and background of threedimensional models and puzzles (real world
examples).
 How are 3D models used in the real world
(prior knowledge)
 Recognize that all aspects of the different
core subjects are intertwined with each
other with in school and in everyday life.
 Apply how the all the core subjects interact
with each other within the three
dimensional world.
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What type of puzzle would be feasible to
make in the Autodesk123D Design
software?
What different core subjects are being
incorporated into the design process to
make the 3D puzzle?
What steps am I going to use in my design
process to produce a functioning 3D puzzle?
Where are the tools I need and how will I
use them to make my puzzle work and print
out correctly.
What angles and views do I need to look at
to make sure my puzzle is in the right
placement on the grid?
Learning how to use Autodesk123D Design Software
 Learning how to use and navigate through
the Autodesk123D Design Software
 Learning how to open, create, and design
new projects
 Applying that knowledge to create a threedimensional puzzle that is functional once
printed.
TRANSFER GOAL(S)
Students will be able to independently use their learning to apply their learning from this lesson to future
experiences…
1. Having an overall knowledge of navigation in different software programs. How different
software programs are similar in the navigation process within similar programs. Example:
Autodesk123D Design, Autodesk123D Catch, Silhouette software, Adobe Photoshop, Premiere,
and even Microsoft Office software.
2. Having the knowledge that all core subjects (STEAM) are always incorporated into technology.
Page 2 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by McTighe & Wiggins
UbD & 5E Lesson Planning Guide
2 - EVIDENCE
EVALUATIVE CRITERIA
 Saved Autodesk123D
Design project
 Functioning Artifact
 Informative
connections to the
history and
background of threedimensional models
 Informative
connections to the
integration of core
subjects (STEAM)
 Active participation
Students will show their learning by…
Performance Task(s):
 Design a three-dimensional puzzle using Autodesk123D Design
Software
 Three-dimensional puzzle artifact – Students will create a
functioning artifact that demonstrates their knowledge and
application of three-dimensional design.
 Reflect on lesson - students have 10-15 minutes to present their
three-dimensional puzzle artifact and have them tell us six things:
1. How and why did you come up with the design you chose for
your three-dimensional puzzle?
2. Is your artifact structurally sound, why or why not?
3. How would you go about creating and designing it?
4. What were some of you struggles with the design and how
did you problem solve to fix it?
5. What part of history and the background of threedimensional models can you relate to the most?
6. What are the different core subjects we used to design this
three-dimensional artifact during the beginning, middle, and
end?
 Will ask open-ended questions to my students about STEAM and
how it relates to the lesson. All questions will be asked throughout
the lesson (beginning, middle, and end).
1. What subjects did recognize during the design process?
2. What core subjects helped you create your object and
why?
3. What parts of Math did you use?
4. What parts of Technology did you use?
5. What parts of Science did you use?
6. What parts of Art did you use?
7. What parts of Engineering did you use?
8. How can you use your design or this project in the real
world?
9. After creating and printing out your artifact, what other
subjects (STEAM) did you use throughout your project?
Other Evidence:
 Student observation – teacher will be observing student during the
applying stage (designing, trying, problem solving, and the product
outcome) checking for understanding and progress of the student.
 Class discussion – accessing the student’s knowledge and
understanding of all elements covered during the lesson.
Page 3 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by McTighe & Wiggins
UbD & 5E Lesson Planning Guide
3 – 5E INSTRUCTIONAL PLAN
EXPLORE
ENGAGE
Instructional Activities
Materials
1. Show pictures of real world examples of threedimensional places, things, and objects.
 Ask open ended questions about the
pictures (gain interest and find out prior
knowledge
2. Mini-Lecture: Creating three-dimensional
models
a. History
b. Different types of three-dimensional
models
c. How they function
d. Intro to Autodesk 123D Design
3. Quick group discussion for understanding
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4. Guided Practice Activity: Step by step learning
the basic tools in the Autodesk 123D Design
software and what they do.
5. Complete in small groups and discuss: Explore
the Autodesk 123D software
a. Insert shapes
b. Connect shapes to make one object
c. Play with the tools and navigation of the
program to altar your shape.
6. Individual Activity (Second Day): Creating a
puzzle using Autodesk 123D software
a. Follow the template from guided
activity to create a three-dimensional
puzzle (stacking blocks that fit inside of
each other).
b. Using Visual-reasoning abilities used to
size, placement, shape, design, etc.
c. Save to computer and SD card to
print/out card using the Cube 3D
printing machine.
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Three-dimensional books
Prezi presentation of pictures of
places and objects of different type
of three-dimensional real world
examples
Autodesk 123D Software
Cube 3D printer
3D printed examples:
- “Epic fail” printed 3D artifact
- “Retry” printed 3D artifact
- Final printed 3D artifact
Autodesk 123D Design software
Guided lesson handout
Cube 3D printing machine
Page 4 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by McTighe & Wiggins
ELABORATE
EXPLAIN
UbD & 5E Lesson Planning Guide
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7. Class Discussion
a. Was your three-dimensional puzzle a
success?
b. What are some obstacles you ran into
during your design process?
c. STEAM content connections
d. How were you able to problem solve
and overcome your obstacles to have
a completed artifact?
Completed Artifact
Teacher role: (scaffolding/coach,
open ended questions (how, why,
when)
Critical thinking exercise –
 What tools are you going to
use?
 What steps are you going to
take to revise you object?
Visual thinking exercise –
 What is the finished object
going to look like when it’s
printed?
 What is your end product going
to look like before you start
designing it? (With the end in
mind)
8. Individual Activity (next 4 meetings): Taking
their knowledge and design a three-dimensional
puzzle of their choice using Autodesk123D
Design software.
a. Make a design plan: (1st meeting) come
up with a 3D design idea and write
down the steps needed to design the 3D
puzzle.
b. Execute: (2nd & 3rd meeting) using
Autodesk 123D and your visualreasoning abilities to create your threedimensional puzzle in the software.
c. Revise: (4th meeting) problem solve and
fix any problems with your design, save,
and reprint using the Cube 3D printer if
needed.
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Student’s written out design plan
Autodesk 123D Software
Cube 3D printer
Page 5 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by McTighe & Wiggins
EVALUATE
UbD & 5E Lesson Planning Guide
9. Small Group Discussion
a. What type of three-dimensional puzzle
did you choose and why did you choose
it?
b. What were some of your struggles with
the design and how did you problem
solve to fix it?
10. Class Discussion
a. Show the completed artifacts
 Reflect on lesson - students have 10-15
minutes to present their three-dimensional
puzzle artifact and have them tell us six
things:
1. How and why did you come up with the
design you chose for your threedimensional puzzle?
2. Is your artifact structurally sound, why or
why not?
3. How would you go about creating and
designing it?
4. What were some of you struggles with
the design and how did you problem
solve to fix it?
5. What part of history and the background
of three-dimensional models can you
relate to the most?
6. What are the different core subjects we
used to design this three-dimensional
artifact during the beginning, middle,
and end?
Resource or Inspiration
(include title, page #, or URL)
Dr. Smith
“3D Printing: Educational Possibilities for the classroom” (Prezi)
http://prezi.com/zaxs5zmsj92h/3dprinting/?utm_campaign=share&utm_medium=copy
Cubify
“3D Systems”
http://cubify.com/store/marketplace.aspx?hp_bn_shop
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Student’s written out design
plan
Student’s revised design plan
Complete Artifact
Brief Description
Dr. Smith is a
professor that
teaches digital
fabrication that is
very passionate about
what she does. She
created to a Prezi
about 3D printing.
Cubify is a website
that sales printed
artifacts, 3D printers
Page 6 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by McTighe & Wiggins
UbD & 5E Lesson Planning Guide
and designs for 3D
printing. A lot of the
designs really
inspired me to design
a 3D puzzle.
Signe Brewster
Signe Brewster wrote
“The puzzle masters: How 3D printing is enabling the most complex puzzles
an article talking
ever created”
about he different
http://gigaom.com/2013/07/29/the-puzzle-masters-how-3d-printing-istypes of 3D puzzles
enabling-the-most-complex-puzzles-ever-created/
printed from 3D
printers. 3D printers
are giving people
ideas to make puzzles
more 3D then just the
basic jigsaw puzzle.
Evelyn Lamb
Evelyn Lamb is a
“Mathematicians at Play: 3D Printing Enters the 4th Dimension”
postdoc at the
http://blogs.scientificamerican.com/observations/2012/10/31/mathematicians- University of Utah.
at-play-3-d-puzzl/
She likes to write
about mathematics
and other neat things
that relate to
mathematics like 3D
printing. I found her
writings interesting, it
was another way to
bring the STEAM into
3D printing.
Page 7 - Created by Dr. Shaunna Smith, sfs36@txstate.edu ; Adapted from Understanding by Design by McTighe & Wiggins