Shape, Code, Create

Technology Learning Area — Curriculum Focus

Curriculum Learning Area: Technology
Level: Level 5 of The New Zealand Curriculum
Strand: Technological Practice / Digital Technologies

This lesson focuses on developing students’ computational thinking and design skills by engaging them in 3D design through programming. This sits within the context of Digital Technologies (Computational Thinking for Digital Technologies) and supports cross-curricular learning with Design and Visual Communication.

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Big Ideas & Significant Learning

• Big Idea: Computers can be instructed using programming languages to produce real-world creative outcomes.
• Significant Learning: Students will develop computational thinking by designing a 3D object using code.

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Learning Objective (WALT)

WALT: Write code to build and modify a 3D shape (cube) with OpenSCAD, and apply 3D text to personalise the design.

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Success Criteria (WILF)

Students will be successful when they can:

• Open OpenSCAD and use the editor to enter code correctly
• Create a cube using the cube() command
• Add text using the text() and translate() commands
• Preview and render their design
• Understand how code relates to physical shapes

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Key Competencies Integrated

• Thinking: Using logical processes to develop and debug code.
• Using language, symbols, and texts: Interpreting and composing simple code with purpose.
• Managing self: Working independently through the design sequence.
• Participating and contributing: Sharing work and discussing design ideas positively with peers.

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Materials Needed

• Laptops or desktops (1 per student) with OpenSCAD installed
• Projector and teacher device for live demonstration
• Whiteboard and markers
• Handout: 'Quick Reference Guide - OpenSCAD Basics'
• Example OpenSCAD cube file (teacher-created)
• A4 paper for sketch planning
• Optional: 3D printer (for future lessons)

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Prior Learning

It is expected students have:

• Basic file handling and typing skills
• Simple understandings of 3D shapes in mathematics
• Some introductory experience with digital technologies (e.g., Scratch, Tinkercad or other platforms)

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55-Minute Lesson Breakdown

🕒 0–5 min | Mihi & Class Connection

• Karakia / Class greeting
• Brief recap of what OpenSCAD is (coding-based 3D modelling)
• Introduce today’s purpose: "We’re going to use code to generate 3D shapes – it’s like LEGO meets maths meets art!"

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🕒 5–15 min | Demonstration: Creating a Cube

• Use the projector to show the OpenSCAD interface
• Show step-by-step how to write code to create a cube:

cube([20, 20, 20]);  // A 20mm cube

• Explain x, y, z dimensions
• Preview and render using F5/F6
• Ask students: How would you make it taller? Wider?

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🕒 15–25 min | Demo: Adding Text and Positioning

• Step-by-step code to add text:

translate([0,0,22]) 
    text("Kia Ora", size=10);

• Explain translate() positions text above the cube
• Encourage experimentation with size and placement

Optional challenge: wrap text to fit top of cube.

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🕒 25–40 min | Independent Student Work

• Students recreate the demo with their unique twist
• Add their name or a meaningful message to the cube
• Use whiteboard to show question prompts:

  What else could your cube represent? A gift box? A monument? A game token?

Supports differentiation:

• Provide sentence structure to modify code
• Circulate and provide support/troubleshooting

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🕒 40–50 min | Pair-Peer Showcase

• Pair up and share:
  “One thing I’m proud of”
  “One thing I want to improve”

Promotes dialogue and communication – part of Key Competencies

Teacher roves to observe understanding and offer feedback.

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🕒 50–55 min | End with Reflection

Whole class:

• Quick hands-up metrict:

  • Who got their cube working?
  • Who added text?
  • Who made it their own today?

• Optional: save files for potential 3D printing next lesson

• Reminder: This design is the beginning of your own code-built sculpture

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Differentiation & Support

• Visual learners: Live demo with code annotations
• ESOL support: Provide vocabulary sheet (e.g., "cube", "translate", "compiler")
• Extension students: Challenge to centre-align text or rotate it

translate([10,10,22])
    rotate([0,0,45])
        text("Aroha", size=10, valign="center", halign="center");

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Looking Ahead

In the next lesson:

• Explore difference() to carve into the cube
• Explore how these models can become keyrings or wearable tech
• Begin preparing for design inquiry: “Design A Personal Object with Meaning”

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Assessment Opportunities

Formative:

• Observation and questioning during coding
• Review saved OpenSCAD file outputs at end of lesson

Summative (later):

• Students will submit a fully-coded 3D object including annotations about purpose & influence — aligned to NCEA Level 1 standards for Digital Technologies and Design and Visual Communication (e.g., Tech 1.1, DVC 1.1)

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Mātauranga Māori Integration

Encourage students to reflect on the meaning of their text or message – is it a kupu Māori? A whakataukī?
Future lessons may explore tukutuku or Māori motifs as design influences through OpenSCAD.

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Teacher's Pro Tip 🌟

Use this lesson to surprise students who may not feel confident in art or design. Coding levels the playing field — creativity meets logic, and every design begins with just a few lines.

Let students see themselves as creative technologists.

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End of Lesson Plan