Virtual Designs: Christmas Theme - Part Two

 

We've started moving towards the end of the school year in New Zealand as we have a school year that runs from February to December - at Auroa Primary School our students have a week remaining.

There's a range of projects that we are trying to complete before the year comes to a close.   Some have a festive theme.   We have used our iPads, the Tinkercad App to create designs, but for the purpose of publishing we have looked to combine a range of 3D Printing with some virtual printing.  In this example shown left the 'bauble theme' from Pic Collage has been crossed with a Tinkercad design that was modified by the student.   It was exported from Tinkercad via the AR/VR feature and then imported into Pic Collage where the AR/VR filters that are currently available were applied

We are then taking the image and going to then publish it as the front page of a Christmas Card, with the student using other apps to produce the lettering and the message to go inside the card.    The design was modified by an eight year old and worked on independently so the teacher didn't have any input into the process.  There are other examples located here or as always you can use the search bar top right to search this entire blog.

A montage of student photos from our recent Virtual Christmas Tree challenge.   Again as detailed previously we used Tinkercad to create from scratch a virtual Christmas tree complete with decorations.  Students then used the Tinkercad App to project the tree around our school grounds in a variety of locations and sizes.  The students had to rotate the tree in each shot to show a different view of it and include in the decorations some unusual shapes or objects as 'easter eggs'.   The process took a block (an hour of teaching) from start to finish - the student was an eight year old who design the tree independently and then went around the school themselves to complete the VR/AR imaging.  This is not intended to be a fully print using the printers.  

Using TInkercad to create virtual Christmas Tree

 

This task took several different stages and was completed during a block of work, just over one hour, in the classroom with the class of Y3/4 (seven and eight year old students).   This task was not considered as a 3D Print project, it was completed with the intention that the AR/VR being the final stage.

Stage One: Tinkercad: Tree Design

The students used their iPads and the Tinkercad App to create a unique Christmas Tree.   The students had to do this from the start using the main design interface.   This proved to be something of a challenge however the students were able to overcome this by using the scribble feature.   This design feature was used to create the first layer of the tree which was then repeated and resized to create the next layer and then so forth to build the tree.  A basic shape was used for the trunk of the tree.

Once this had been completed to the students satisfaction the student then decided to focus on adding the decorations for the tree.   The standard decorations for the tree, baubles are obviously a basic shape.  

 In addition to this the student choose to add some additional features on the tree that would not be expected to be seen which you can see when you view the design.

Stage Two: Tinkercad: AR/VR

One the design was completed the Tinkercad App was used  (in conjunction with the students iPads) to project the tree in different locations around the school.  The students had a series of challenges that needed to be met with the tree in different directions.  For example when the tree was projected onto our school field as shown left this was the 'big' task when the tree was placed somewhere and the size of the tree was intended to be significant.  You can see other examples of this process here on this link.

The next challenge in the series was to place the tree somewhere with the 'small' tag.  This challenged the students to think about composition and where the tree could be placed.  In the example shown left here the students found a wheelbarrow here and placed it in the wheelbarrow so that it allowed some framing for the object.

We had the students take a significant number of photographs but when we came to publishing we identified five photographs that the students felt told the story of the tree and used that for the purpose of publishing.

The tree had to be rotated in different scenes.  As a result of this when the tree was originally designed we made sure the students had rotated the tree a full rotation so we could check that all sides had details and different aspects and viewpoints to it.

In the example shown left the student wanted to put the tree next to another tree as if it looked like a group of trees in a row.   This was another of the checklist criteria that we wanted the students to be able to complete.

While not trying to hide the print as such it was about thinking about where we could locate it.   The process to AR/VR involving Tinkercad is extremely easy for the students to complete independently and can be completed without the need for another App.

The next photo proved challenging to the student where they had the wire fence and wanted to place the tree on the other side of fence.  In essence they attempted to place the design in the garden but couldn't work out a way to address the fence that placed the tree in front or behind of.

Again the design was rotated again by the student and they continued to look for locations around the school where they could place the tree.

Once this was completed and the student had identified the best five photos for this sequence we had a sharing session with the students in the classroom.  The purpose of doing this was to give them feedback about what ideas and creativity the students had developed and allow them to think how they might apply it to themselves.

Potentially this tree activity could have been adapted - we made the students create the tree from scratch, however they are a class of students who have been developing ideas and creations for between six months and two years and are confident problem solvers and creators using Tinkercad.  There are very templates and models of trees available that the students could have used to shorten the process and instead focus on the decorations and the additional features.   We also could have been more descriptive with what the students could have placed or hidden in the tree.

Tinkercad Christmas Song Challenge!

 

Can you recognise the famous Christmas song by looking at the image?

This image was created using Tinkercad, where the student, who is eight years old, found the lyrics to a famous Christmas themed song and wanted to create a literal interpretation of that song in Tinkercad.

Once this was completed (hint: have a look at what the two figures are passing to each other!) the student then took the created image and AR/VR it into the classroom setting.  Once this was done the student then took the image and put it through a filter - which created the overall effect.   Looking at the image, and the details and the presentation can you work out the lyric from the image and therefore identify what famous Christmas song has been shown here?

How could the students added more detail to make the song title clear? (The answer for teachers present, is of course the song is "Last Christmas by Wham!" as the lyric is 'Last Christmas I gave you my heart' and the two figures are passing a giant sized heart to each other).   There are more  images in this group to come.

To complete this process the students used their iPads and the Tinkercad app.   The design was created on their iPads using the Tinkercad App,    The students then used the app to AR/VR the image into another location (in this case the classroom floor).  The final step was to use the Pic Collage app to then apply a Christmas themed filter to AR/VR the amended image.

3D Printing Christmas Cracker Challenge Part Two

 

Challenge: To produce something unique with purpose that would be suitable (size wise) to include in a traditional 'Christmas Cracker'

Background: This design came in the first round of class designs that met the brief that was discussed.  The size of the earrings shown here is deceptive as they are amongst the smallest (and quickest) things that we have ever printed.   That we attempted to print these was very much reflective of the fact that we had the Bambu H2D to attempt to complete this with as the miniature detail is not something we would have attempted with a larger printer.

As per almost every design that is on this blog (unless otherwise stated) this was designed by a Y4 student, an eight year old, using their iPad and the Tinkercad App.   They used Tinkercad for the design and the creation, then used the AR/VR feature to project the creation in different locations prior to printing.  The student worked independently and there was no teacher input into the process.

The student designed one and then was able 

Level of Difficultly: Low - this was pretty much a 101 design task.   This student has been in the classroom for a short period of time but has picked up 3D design and creation easily.  This is a basic design that was completed in a single session.

Size: This as mentioned is one of the smallest prints that we have ever attempted.  The earrings are 40mm in length, 20mm wide and the tree base was 1mm wide, so including the baubles 2mm thick.

Cost: According to the Bamu Lab Printing software the total PLA used for the print was 2g and the cost of the print was $0.04 for the pair.

Timeframe: Twelve minutes, it waa s print that took more time to complete with the printer warming up than printing the project print, which is extremely unusual.   This is the minimum that you would realistically want to print.

What we would do differently/next steps for the student: This activity ticked all the boxes and the print process was completed - the size issue with this challenge was easily addressed.

3D Printed Panda - Tinkercad vs Minecraft

Challenge: To create an authentic Minecraft animal using Tinkercad

Background: Prior to our School Market Day one of the projects that we looked at in-depth was the creation of Minecraft animals, creatures and locations (such as buildings) using the medium or tool of Tinkercad to create it.  There were a series of prints that were created - nearly all of these we 

One of the stand out early designs was the Dolphin which was so successful it ended up as a item being sold at the School Market Day as an item (when converted into a keychain).

The other standout was this Panda.  In this instance the student used Tinkercad and coloured the different parts of the design to create the famous black and white pattern.

The figure looked fantastic as a design and worked extremely well as a AR/VR creation that the student was able to project into the classroom and around the school in different locations.

The final step was the printing of the design and looking at what might be completed or have the print turned into something.   This was completed when the students had finished the design, checked on its viability and then printed it out as a physical print.     

Level of Difficulty: Medium/High.  This student choose deliberately a challenging animal to create in Tinkercad - which had distinct features and a very distinct colour combination.   This lent to a discussion about the students using two different colours to complete the print in future (using black and white).

Size: Printed as it was designed the print measured 70mm across was 60mm deep/wide and was 80mm high,  A key factor in determining the final size will be the purpose of the print once the students have assessed it.    

Cost: This was printed on the Bambu H2D as part of the software for printing we are able to determine that the print used 28g of filament and cost $0.75 to produce.

Timeframe: This was completed on the Bambu H2D.   It took one hour to print - if we had used the Snapmaker machines there would have been considerably more rafting, less detail and the print time would have been approximately double.

What we would do differently/Next steps for the students: This print would have absolutely benefitted from a different colour scheme and as a result we are intending to reprint it once its purpose has been determined.   The creation was completed by an eight year old.

If you would like to see additional ideas from our students with regards to cross over designs you can click on the links to further Minecraft vs Tinkercad designs here.   You can click on this link to see our students combining Tinkercad, their iPads and Pic Collage here.

As always a reminder that you can use the search bar top right to use keywords such as 'Minecraft' and 'Pic Collage' to see the designs and creations that our students have been working on and various projects from the last ten years.

3D Printed Miniature Bee Challenge: Earrings

 

Challenge: To use a craft bee to create a print that interacts or complements it

Background: As we have now completed our 2025 Market Day projects and our follow up work it is allowing us to concentrate on other projects that we have been exploring or looking at during the term.  One such example was the previously detailed 'Miniature Bee Challenge' at the time we used the Tinkercad App and the AR/VR option as many of the design as possible as this was the 'publishing' for the students in this instance once their design was completed.

One such instance was the ear rings that are shown above.  The student worked on the size of them on the basis of the bee, which was only 10mm long and created a honeycomb themed earring, which was then duplicated to produce a matching pair.   As part of the project in general the student had researched honeycomb and was looking at the different shapes that are associated with it.

We have featured earrings several times this year as a way to produce something in high quality that the students can personalise that is also realistic to print in quantity - ie for a classroom.  You can search for many examples on this blog by using the search bar top right and including the words 'earrings' in the keyword.  We also have created an overview slideshow and video detailing all of the elements of this process (from a teachers perspective) which is located here.

As per nearly every design crated by students this year the process was using their iPads for research, then using the Tinkercad App to create the design, followed up by AR/VRing the object into place (again by using the app (Tinkercad) and the students iPads).  In this instance we also followed it up by printing the design on the Bambu H2D.

Level of Difficulty: Low - this is an entry level task for students which was completed by an eight year old completely independently of the teacher using the materials listed above.  

Size: The earrings measured 40mm across at the wide point were 50mm high and were 7mm thick.

Cost: According to Bambu studio on their detailed cost analysis the print used 8.6 grams of PLA filament and cost $0.21 for the creation of the print.

Timeframe: 37 minutes - ideal given the potential scale of the project.

What we would do differently/Next steps for the students: With some slight modification this task would be ideal to feature as a potential item for the 'Christmas Cracker' challenge.

Christmas Projects 2025: Updated 3DPrintSchool Ideas Slideshow

 This slideshow has been updated for 2025 - it includes a selection, ideas and projects that were originally published on this blog, with links details etc.  It is designed to give you some options or ideas relating to the use of technology in your classroom.

All projects were created using Tinkercad and an iPad by students who are between seven and twelve years of age.   If you have any questions about any of these projects as always you can contact the person who is responsible for this blog at: myles.webb@gmail.com

3D Printing Christmas Cracker Challenge

 

Challenge: To produce the 'item' that you might find in a regular Christmas cracker.

Background: This challenge was based around the concept of the students developing something that by its nature needed to be small.  The item needed to fit inside a cracker to meet the success criteria to be printed - if it was too big too fit in, it was 'out'.

This really refined the students designs as early in the process the students typically went too big and when they then adjusted the size to meet the criteria the purpose could be lost.  To ensure that it was correct I purchased a small amount of crackers from the dollar store, this gave the students more spatial awareness of what they were dealing with and how they were also challenged.

An early example came left in the form of this tree.   

Level of Difficulty: Low - this was a whole class activity and a range of responses were expected while some would clearly hit the mark easily the restrictions on size caused a challenge that some students really found more challenging than they should have.

Size: The tree measured 50mm high, was 30mm wide and was 10mm deep.  It was designed as a ornament to hang on the tree, although there was a hole in the star that was supposed to allow a thread to be passed through it to allow it to be tied.  This hole was too small for this purpose so it had to be sent back to be redesigned.

Cost/Price:

The dimensions of this print meant it used 4g of PLA and had a cost of $0.10 NZD.

It is one of the selections of 3D Prints that the students designed that looked fantastic as a Tinkercad design, looked wonderful when AR/VR around the classroom and in position as a tree but possibly lost something in the translation of becoming a print.  It would be possible to make this multiple colours potentially.

Timeframe: 17 minutes this was a situation where the machine warming up, starting the process and preparing to print took longer than the print itself.

What we would do differently/Next Steps for the Students: The student met the brief however there are adjustments that are required - the connection to the way to hang the decoration at the top of the tree being the most obvious.   The print would be a great example of something that could be used for a bunting etc as its size and time frame means the potential of the printing could be completed en masse.