Project Title: Designing and making cookie cutter
Year Group: mixed
Teaching Sequence
STEM Subject links
Setting the Context: We have been asked to design and make a cookie cutter for
the school fair. Give one extra criteria: something must be designed and made
using the 3D printer.
D&T
Designing: Unpick the task – discuss what needs to be done. Put together a
design and making criteria. (Deciding on what is needed and what the product
has to do) – Write a list of criteria to match design ideas to and to use as criteria
for evaluation at the end of the project.
Cost/profit can be calculated to help pupils decide on the selling price.
D&T
Discuss the importance of keeping a record of how much the materials cost and
how long it takes to construct the game. Use a spreadsheet to do this task so that
it can be updated.
Evaluating what already exists. (Have a collection of cookie cutters to explore –
have a range materials, shapes, sizes.
Skill Teaching
Teach pupils how to use the CAD and machine software – explaining the
functions and on screen manipulation.
Teach the pupils about the 3D Printer through a demonstration print.
KS2: use research and develop design criteria to
inform the design of innovative, functional,
appealing products that are fit for purpose, aimed at
particular individuals or groups
KS2: investigate and analyse a range of existing
products
Solve addition and subtraction multi-step problems in
contexts, deciding which operations and methods to use
and why.
Maths
Maths
Y5: identify 3-D shapes, including cubes and other
cuboids, from 2-D representations
Y6: draw 2-D shapes using given dimensions and
angles
Y6: recognise, describe and build simple 3-D shapes,
including making nets
Designing
Teach appropriate sketching skills (pencil and paper) for designing and
communicating ideas for their cutter.
Teach pupils how to annotate – what needs to be written, what the purpose of
annotation
D&T
KS2: generate, develop, model and communicate
their ideas through discussion, annotated sketches,
cross-sectional and exploded diagrams, prototypes,
pattern pieces and computer-aided design
Select, use and combine a variety of software
(including internet services) on a range of digital
devices to design and create a range of programs,
systems and content that accomplish given goals,
Computing
including collecting, analysing, evaluating and
presenting data and information
Select from and use a wider range of tools and
equipment to perform practical tasks [for example,
cutting, shaping, joining and finishing], accurately
Making
Teach appropriate construction skills depending on the media the pupils decide
to use. For example card – skills in cutting, measuring, folding, bending and
appropriate joining methods – slots, tapes, glue, paper fasteners.
Use of plastic coated wire, metal, etc.
D&T
select from and use a wider range of materials and
components, including construction materials,
textiles and ingredients, according to their functional
properties and aesthetic qualities
Technical Understanding
D&T
Investigate the range and properties of materials available to the pupils
Science
Investigate how materials can be strengthened,
stiffen and reinforce materials.
compare and group together everyday materials on
the basis of their properties, including their
hardness, solubility, transparency, conductivity
(electrical and thermal), and response to magnets
give reasons, based on evidence from comparative
and fair tests, for the particular uses of everyday
materials, including metals, wood and plastic
Communicating ideas
Students to talk in design partners to express initial ideas for the cutter.
Use design stimulus material as appropriate, cookies, cook books, cartoons,
books,) Use annotated diagrams to communicate their ideas for the table top
game.
Use 3D software to design pieces for the cutter and print to 3D printer.
Extension task: create publicity material for schoolfair.
D&T
Generate, develop, model and communicate their
ideas through discussion, annotated sketches,
cross-sectional and exploded diagrams, prototypes,
pattern pieces and computer-aided design
evaluate their ideas and products against their own
design criteria and consider the views of others to
improve their work
select, use and combine a variety of software
(including internet services) on a range of digital
Pupils should evaluate their ideas as they develop using the design criteria
identified at the beginning of the project.
Making
devices to design and create a range of programs,
systems and content that accomplish given goals,
Computing
including collecting, analysing, evaluating and
presenting data and information
D&T
Pupils to identify and plan the order in which they will perform the sub tasks
needed to make their design idea.
select from and use a wider range of tools and
equipment to perform practical tasks [for example,
cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and
components, including construction materials,
textiles and ingredients, according to their functional
properties and aesthetic qualities
Pupils use CAD to create the parts to print, transfer the files to the printer
software and print on 3D printer.
Pupils select material identified in their design and choose the appropriate tools
and equipment to realise their design.
Pupils to evaluate the design and making as they progress in realising their idea
Evaluating
Evaluate their product using the criteria* for designing and making and evaluate
D&T
evaluate their ideas and products against their own
design criteria and consider the views of others to
improve their work
the function and quality of the finished product.