Print Ready: 3D Printing

Overview

Students are introduced to 3D printing vocabulary, the main parts of a Bambu Lab P1S with AMS, and the basic workflow in Bambu Studio. They then create simple digital shapes under supervision; no student operates hot equipment independently.

Learning intentions

Students will:

• explain key 3D-printing vocabulary
• identify primary printer parts and their purposes
• describe the Bambu Studio workflow from model to slicing
• create and inspect simple shapes in Bambu Studio

Success criteria

• I can correctly use at least eight key terms.
• I can identify the build plate, nozzle, extruder and AMS.
• I can explain that slicing creates printable layers.
• I can create a simple shape and describe one setting I changed.

Curriculum links

• NSW Technology Mandatory: ST3-DDT-01 — investigate and define design problems, generate and communicate ideas, and produce and evaluate designed solutions.
• Australian Curriculum Technologies connection: Year 6 Design and Technologies processes of investigating, generating, producing and evaluating designed solutions.
• Safety, responsible technology use and communication of design ideas.

Lesson structure (60 minutes)

1. 0–10 min · Vocabulary opening. Display the vocabulary and hook slides and introduce: 3D model, filament, nozzle, build plate, extruder, AMS, slice/slicing, layer, infill, support and print profile. Students repeat, sketch or define terms on the 3D-printing vocabulary and parts sheet.

2. 10–20 min · Printer parts and safety. Teacher shows the P1S and points out the build plate, nozzle, extruder and AMS, using the slides. Students label the parts and respond to questions. Emphasise: do not touch the nozzle, build plate or moving parts; only the teacher loads filament, starts or stops prints, and handles hot equipment.

3. 20–30 min · Software overview. Teacher demonstrates importing a model, arranging it, selecting a print profile, slicing, previewing layers, infill and supports. Students identify each stage on the worksheet.

4. 30–50 min · Supervised experiment. In pairs, students use Bambu Studio to add and resize simple shapes, such as a cube or cylinder, then inspect the sliced preview. They record one change and its effect. Students do not send jobs to the printer.

5. 50–55 min · Share and question. Pairs explain one design choice. Teacher checks vocabulary through questioning and observation.

6. 55–60 min · Exit ticket. Students complete the success criteria exit ticket slips: label one part, explain slicing, and state one safety rule.

Resources

• the 3D-printing introduction deck
• the 3D-printing vocabulary and parts sheet
• Bambu Lab P1S with AMS
• Teacher computer with Bambu Studio
• Student computers, in pairs
• Sample filament and printed models

Assessment

• Observe vocabulary use, part identification, safe behaviour and pair collaboration.
• Question students during the software demonstration and experiment.
• Use exit tickets to identify misconceptions for the next lesson.

Differentiation

• Support: provide labelled visuals, word banks and pair roles; allow students to select from prepared shapes.
• EAL/D: use picture-supported vocabulary, gestures, repetition and sentence frames such as “The ___ is used to ___.”
• Extension: students compare two shapes or explain how changing infill, supports or orientation might affect a print.