Grade 5 · 3D Printing · Lesson 11

Classroom Air Monitor

Collect environmental data and communicate when a room may need attention.

Time3 × 60 minutes + adult fabricationTeamsTeams of 3–4EquipmentArduino + 3D printer

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Finished student example for Classroom Air Monitor
01Finished project
Close construction and materials view for Classroom Air Monitor
02Construction detail
Students testing and recording results for Classroom Air Monitor
03Student testing

Student quick guide

What are we doing?

1

Meet the real-world challenge: Help a classroom compare environmental conditions in different locations and explain patterns responsibly.

2

Choose materials, build the control system, and connect the temperature, humidity, or classroom air sensor to the display and status LED.

3

Test the same way each time, study the evidence, and improve one part.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Assessed

3-5-ETS1-1

Teams define who needs the classroom air monitor and set measurable performance, safety, material, and time limits.

What students show: User-centered problem statement with criteria and constraints.
Practiced

3-5-ETS1-2

Teams compare at least two circuit, code, or enclosure ideas against the success criteria.

What students show: Labeled system diagrams and a recorded design choice.
Assessed

3-5-ETS1-3

Teams run a repeatable test—take readings for equal time intervals at three approved locations—then change one variable and retest.

What students show: Test table, code or build revision, and evidence-based explanation.

Materials

  • Cardboard, paper, craft sticks, tape, reusable building pieces, and student-proposed materials
  • Project platform: Arduino + 3D printer
  • Breadboard, paper-circuit supplies, or low-voltage power when needed
  • temperature, humidity, or classroom air sensor input component or student-designed substitute
  • display and status LED output component or student-designed substitute
  • LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
  • 3D Printing materials for an optional case, sign, mount, or model
  • Computer with approved coding or simulation tools when needed
  • Planning sheet, ruler, and test-data table

Teacher preparation

  1. Build and test one possible reference solution without making it the required design.
  2. Prepare a basic-materials table plus optional electronics and fabrication stations.
  3. If coding is used, prepare a starter option for sensor sampling, averaging, and display logic; students may propose another workable control method.
  4. Prepare optional fabrication templates and a file rule beginning G5_11.
  5. Mark adult approval points before power-on and machine fabrication.

Step by step

How to teach it

Day 1 · 0–20

Meet the user and define success

  1. Introduce the application: Help a classroom compare environmental conditions in different locations and explain patterns responsibly.
  2. Identify the user, need, criteria, and constraints.
  3. Draw a system map with input → code → output.
Day 1 · 20–60

Build a first solution

  1. Choose basic, electronic, and fabricated materials based on the team's idea.
  2. Build with power disconnected whenever electronics are used.
  3. Complete an adult check, then troubleshoot one connection or physical feature at a time.
Day 2 · 0–30

Create the behavior

  1. Create the first working control using sensor sampling, averaging, and display logic.
  2. Predict what one rule, connection, or code change will do before testing it.
  3. Make the system understandable with labels, diagrams, comments, or coding blocks.
Day 2 · 30–60

Test and improve

  1. Use the same procedure each time: take readings for equal time intervals at three approved locations.
  2. Record at least three results.
  3. Change one code, circuit, or physical-design variable and retest.
Day 3

Fabricate and present

  1. Design a 3d printing part that protects, mounts, or explains the electronics.
  2. Adult reviews and operates fabrication equipment where required.
  3. Connect the finished system and demonstrate how the evidence improved it.

Assessment

  • Problem statement names a real user and measurable need.
  • Circuit matches the team diagram and uses components safely.
  • Program connects the intended input to the intended output.
  • Test conditions remain consistent and include recorded evidence.
  • Revision addresses a documented failure or user need.

Supports & extensions

  • Use color-coded wires and a photograph of each breadboard step.
  • Provide block coding or partially completed code with one change at a time.
  • Assign roles: circuit builder, coder, tester, and recorder.
  • Let students explain findings orally or with labeled diagrams.
  • Extension: add a second sensor, output, data display, or operating mode.

Safety & responsible use

  • Use only teacher-approved low-voltage classroom electronics; never connect projects to wall current.
  • Disconnect power before changing wires or components.
  • Use the correct resistor with every standard LED and stop immediately if a part becomes hot.
  • An adult handles soldering, laser cutting, printer setup, blades, and final power approval.
  • Keep liquids away from boards unless a sealed, teacher-approved sensor activity specifically requires them.

No-machine alternative

Build with cardboard, paper mechanisms, paper circuits, or a free on-screen simulator. Students may invent another safe way to model the same function, then compare ideas, test one variable, collect evidence, and revise.

Printable student design brief

The challenge

Create a working classroom air monitor for this need: Help a classroom compare environmental conditions in different locations and explain patterns responsibly.

Success criteria

  • Displays stable, labeled readings
  • Enclosure allows airflow while protecting parts
  • Claims match what the selected sensor can actually measure

Constraints

  • Not a medical or certified safety device
  • Collects no personal data
  • Uses the same sampling interval in every location

Engineer’s notes

Our user needs…
The input tells the system…
Our code decides…
The output responds by…
Our test data showed…
We improved… because…
← Return to September lessons