Print Ready

Overview

Today students are introduced to the Bambu Studio and Bambu Lab P1S/AMS 3D printer combo. They will learn key printing terms, practise safe workshop habits, and explore the slicing-to-printing workflow in Bambu Studio through a short, guided model setup.

Learning intentions

Students will:

• understand core 3D printing terms and what they mean in the printing process
• follow safety protocols when using a 3D printer and software
• explore Bambu Studio features that prepare a model for printing (especially slicing, build plate and extrusion concepts)
• describe, in simple terms, the steps from model to print outcome

Success criteria

“I can …”

• accurately explain what 3D printing, filament, slicing, build plate and extrusion mean
• follow safety rules for both software use and printer use
• identify the key stages: import model → slice → preview → start print
• give a clear explanation of how changing settings can affect the print (using correct vocabulary)

Curriculum links

• Technology — students use design processes and technologies to develop solutions, with attention to safety and responsible use of technology (CA3/VIS intentional making and explaining is mirrored through Technology explanations today)
• Creative Arts connection: students will communicate ideas about how artworks/objects are represented and interpreted by explaining how settings change outcomes
• Mathematics link (embedded): students will use measurement language when discussing print scale and dimensions on the build plate (not calculating volume today)
• Communication link: students will plan and revise short written responses using clear sentence-level structure (brief reflection)

Lesson structure (60 minutes)

1. 0–5 min · Hook + key vocab. Teacher writes the five terms on the board and shows one striking image of a finished 3D print and the same object “as a file” (slide moment), then asks: “What has to happen inside the computer before plastic appears?” Students turn-and-talk using one term each (3D printing, filament, slicing, build plate, extrusion). Use the introduction slides.

2. 5–10 min · Term familiarisation activity. Distribute the 3D printing terms worksheet; students match definitions to terms and underline key words in each definition. Teacher circulates, corrects misunderstandings, and calls out one example sentence for each term. Use the 3D printing terms worksheet.

3. 10–15 min · Safety protocols (printer + workshop + devices). Teacher displays the safety rules on the introduction slides and models correct behaviour: hands away from moving parts, respect hot surfaces, safe cable handling, no food/drink near printers, and reporting issues immediately. Students do a quick “Safety Check” thumbs-up/down for scenarios read aloud by the teacher.

4. 15–25 min · Direct teach: overview of the printing process. Teacher explains the process as a sequence:

• model file → placement on build plate → slicing into layers → preview → start print using printer/AMS settings Students annotate the sequence on the 3D printing terms worksheet (short fill-in boxes). Use the introduction slides.

5. 25–43 min · Hands-on exploration: Bambu Studio (guided). Teacher demonstrates on a projector while students follow on laptops/desktops:

• opening Bambu Studio
• importing a model
• viewing the build plate placement
• opening slicing/preview mode
• finding the idea of extrusion (where material choices affect output) without needing technical parameter depth Teacher sets a single goal: “Get to a preview screen where you can see layers and confirm it fits on the build plate.” Students complete a “software trail” on the 3D printing terms worksheet by ticking what they successfully found (import, build plate, slice, preview, start). Use the 3D printing terms worksheet and the introduction slides.

6. 43–55 min · Demo + discussion: what could change the print? Teacher shows a live example (or short clip/images) of a model sliced with different settings conceptually (e.g., layer appearance or placement issues), stressing that preview is where you catch problems. Students respond to prompts in pairs, then share one “cause and effect” statement using at least two vocab words: for example, “If the model is not correctly on the build plate, the print outcome will change.” Use the introduction slides.

7. 55–60 min · Plenary exit ticket (quick check). Students complete the final 2 questions on the 3D printing terms worksheet (definition + process step order in 3–4 words each). Teacher collects the 3D printing terms worksheet for assessment and feedback. Use the 3D printing terms worksheet.

Resources

• the introduction slides
• the 3D printing terms worksheet (one per student)
• Laptops/desktops with Bambu Studio installed (or shared station rotation)
• Bambu Studio demo file/model used for class exploration
• Projector/screen for teacher demonstration
• Teacher access to the Bambu Lab P1S/AMS for a brief print-process demo (no printing required today if time is tight)
• Printer safety signage visible in the room
• Hand sanitiser/wipes for workstation hygiene

Assessment

• Formative: teacher observes pair work during term matching and software “software trail”
• Formative: safety scenario responses (thumbs-up/down) and vocabulary use in pair cause-and-effect statements
• Exit check: collected the 3D printing terms worksheet focusing on accurate definitions and correct process sequencing

Differentiation

• Provide sentence starters for pair discussion (e.g., “The build plate matters because…”, “During slicing, the file becomes…”)
• Offer a “checklist version” of the software trail with icons for students who need visual support
• Extension for early finishers: add one extra cause-and-effect statement linking preview to print quality (using any two terms)
• EAL support: allow definitions to be demonstrated verbally first, then recorded with a word bank on the worksheet
• SEN support: reduced writing (tick-boxes) plus short, scaffolded explanations