Grade 3 · 3D Printing · Lesson 09

Solar Shade Tracker

Make a model shade that can be adjusted as the light direction changes.

Time3 × 60 minutes + adult fabricationTeamsTeams of 3–4EquipmentCardboard mechanisms + optional 3D print or servo

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 Solar Shade Tracker
01Finished project
Close construction and materials view for Solar Shade Tracker
02Construction detail
Students testing and recording results for Solar Shade Tracker
03Student testing

Student quick guide

What are we doing?

1

Meet the real-world challenge: Keep a model playground seat shaded as the direction of a lamp changes.

2

Choose materials, build the control system, and connect the observed light direction or optional light sensors to the hand-adjusted mechanism or optional servo shade.

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 solar shade tracker 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—move one lamp to three marked positions while keeping distance fixed—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: Cardboard mechanisms + optional 3D print or servo
  • Breadboard, paper-circuit supplies, or low-voltage power when needed
  • observed light direction or optional light sensors input component or student-designed substitute
  • hand-adjusted mechanism or optional servo shade 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 a position chart, mechanical rule, or optional servo commands; students may propose another workable control method.
  4. Prepare optional fabrication templates and a file rule beginning G3_09.
  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: Keep a model playground seat shaded as the direction of a lamp changes.
  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 a position chart, mechanical rule, or optional servo commands.
  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: move one lamp to three marked positions while keeping distance fixed.
  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 solar shade tracker for this need: Keep a model playground seat shaded as the direction of a lamp changes.

Success criteria

  • Shade adjusts toward the brighter side
  • Covers the target area in all three tests
  • Mechanism moves freely and safely

Constraints

  • Begins with cardboard or reused materials
  • Lamp remains cool and teacher controlled
  • Teams decide whether fabrication or electronics improve the design

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…
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