Young Minds, Big Designs: Equity and Innovation with 3D Printing

Detailed Session Outline: “Young Minds, Big Designs: Equity and Innovation with 3D Printing” Total Time: 60 minutes 1. Welcome & Hook (5 minutes) Content: Open with a student story/example (e.g., Ouchy Stick Design with Tinkercad) connected to an NGSS performance expectation. Engagement: Quick show of hands — “Who teaches science daily? Who blends science into literacy/math?” Process: Invite the audience to imagine how design + science could shift their students’ engagement. 2. Why 3D Printing + NGSS? (10 minutes) Content: Show how 3D printing supports NGSS three dimensions: Science & Engineering Practices – planning, prototyping, testing, revising Crosscutting Concepts – structure & function, cause & effect Disciplinary Core Ideas – connections to life, earth, and physical science phenomena Engagement: “Turn & talk” — How could 3D design help your students make sense of a science concept instead of just memorizing it? Process: Facilitator charts responses to connect back later. 3. NGSS in Action: Sample Lesson Walkthrough (15 minutes) Content: Walk through one NGSS-aligned lesson (e.g., Animal Adaptations: Design a Beak or Earth & Space: Design a Rover Wheel for Mars). Identify phenomenon (Why do hummingbirds need a special beak? How do wheels handle terrain?) Map to NGSS Performance Expectations (K-2-ETS1, 3-PS2, etc.) Highlight SEL links (collaboration, perseverance) Engagement: Participants sketch a simple design idea responding to the phenomenon. Process: Table share-out to build a bank of lesson connections. 4. Designing Your Own NGSS + 3D Lesson (20 minutes) Content: Guide participants through a lesson planning framework: Step 1: Identify an NGSS Performance Expectation Step 2: Choose a related phenomenon or problem Step 3: Outline the design challenge (students create a solution with 3D printing) Step 4: Embed SEL/Equity practices Engagement: Small groups select a PE and brainstorm a 3D printing lesson idea. Process: Use provided Lesson Planning Guide handout. Facilitator circulates and coaches groups. 5. Share & Reflect (5 minutes) Content: Invite groups to share one lesson idea (rapid-fire). Engagement: Whole-group reflection on common themes and equity considerations. Process: Capture ideas on collaborative Padlet or Jamboard. 6. Wrap-Up & Resources (5 minutes) Content: Revisit key points: NGSS alignment, equity, student agency, SEL integration. Engagement: Exit ticket — One NGSS concept I’ll now teach differently with 3D printing… Process: Distribute digital Lesson Plan Guide with examples, rubrics, and resource links.

Scholarly & Practitioner Articles Martin, L., & Dixon, C. (2016). Youth conceptions of making and the maker movement. Harvard Educational Review, 86(2), 504–525. Explores how making (including 3D printing) promotes creativity, equity, and student agency. Peppler, K., Halverson, E., & Kafai, Y. (2016). Makeology: Makerspaces as Learning Environments. Routledge. Foundational work on how maker-centered learning fosters problem-solving, creativity, and SEL. Bevan, B. (2017). The promise and the promises of making in science education. Studies in Science Education, 53(1), 75–103. Connects making/3D design directly to NGSS practices and meaningful engagement. Cohen, J., & Morrison, L. (2019). Using 3D printing in the classroom to promote equity and engagement. Journal of STEM Education, 20(2), 34–42. Case study showing how 3D printing fosters equitable access to innovation. Websites & Standards Next Generation Science Standards (NGSS). https://www.nextgenscience.org Anchor standards that align 3D printing with engineering design and crosscutting concepts. International Society for Technology in Education (ISTE) Standards. https://www.iste.org/standards Framework supporting innovation, creativity, and equity with digital tools. 3D Printing Industry – Education Section. https://3dprintingindustry.com/education Ongoing reporting on how 3D printing is transforming K–12 learning worldwide. Books for Practice Martinez, S. L., & Stager, G. (2019). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Constructing Modern Knowledge Press. A practical guide for teachers bringing 3D printing and making into elementary classrooms. Clapp, E., Ross, J., Ryan, J., & Tishman, S. (2017). Maker-Centered Learning: Empowering Young People to Shape Their Worlds. Jossey-Bass. Connects making with equity, student voice, and meaningful problem-solving. Recognized Expert / Thought Leader Dr. Kylie Peppler (UC Irvine, expert on equity and creativity in STEM + maker education). https://education.uci.edu/peppler_kylie.php Widely recognized scholar on how 3D design and making support SEL, creativity, and equity.

Software/Apps to Download or Access Tinkercad (free 3D design tool) – https://www.tinkercad.com Jamboard (digital whiteboard) – https://jamboard.google.com Padlet (collaborative brainstorming board) – https://padlet.com Kahoot! (interactive quiz/game platform) – https://kahoot.com Other Materials to Bring A laptop or tablet with internet access (preferred over smartphones for design activities) Paper and pencil for quick sketching of design ideas Willingness to collaborate and share ideas with peers