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4. Field Activity 02

For this Field Activity, you will design, test, and reflect on a lesson plan for a subject that you teach. Your lesson plan must include students engaging in the digital fabrication process themselves. You must include, at least, one of the digital fabrication processes learnt so far: vinyl cutting, laser cutting and 3D printing.

NOTE: For this lesson plan, your students can engage in any part of the DF process or all of it, as long as the lesson plan itself falls on the Digital Fabrication WITH Students continuum, which will involve some part of the Engineering Design Process.

Identify the subject and concepts for the lesson plan

Lesson Plan: Students will 3D print a vertical hydroponic tower sourced from Thingiverse and assemble it as a class project. Through this activity, students will learn about sustainable agriculture, hydroponic systems, and digital fabrication while gaining hands-on experience with 3D printing and assembly.

Research and plan technology integration. What process/processes are necessary? In which step?

To successfully fabricate and assemble the hydroponic tower, several digital fabrication processes and technologies are required at different stages:

Model Selection & Download (Pre-Production)

Students research hydroponic tower designs on Thingiverse to find a suitable model with modular components. They evaluate print feasibility based on printer size, part complexity, and necessary modifications. 3D Slicing & Print Preparation (Pre-Production)

The selected STL files are imported into PrusaSlicer, where students adjust layer height, infill density, supports, and bed adhesion settings to optimize prints. Some parts require denser infill for strength, while others can use lighter infill to save material. 3D Printing & Troubleshooting (Production)

Each piece is printed in stages, with students monitoring print progress, checking for adhesion issues, and replacing filament when needed. Printer maintenance, such as fixing the extractor fan or clearing nozzle clogs, is performed if necessary. Assembly & Hardware Integration (Post-Production)

Once printed, students stack and secure the tower components before installing a water pump and tubing. The pump is connected to a solar panel, ensuring a renewable energy source for continuous water circulation. Final Setup & Planting (Implementation & Testing)

Students fill the reservoir layer with water, insert seeds into planting cups, and ensure the pump delivers water evenly to all plants. Adjustments are made to optimize water flow and stability, preparing the system for long-term plant growth. By integrating 3D printing with real-world engineering, students engage in an iterative learning process, applying digital fabrication skills to a sustainable agricultural project.

Assess your students’ technological fluency

Students have varying levels of experience with 3D printing and the slicing software we use (PrusaSlicer). Due to inconsistencies in scheduling and reading levels, I have found some students struggle to retain the knowledge which required a refresher on the software use or printer operation. I try to encourage my students to help one another and will typically give a brief demonstration that covers key aspects such as how to slice STL files after importing them, adjusting print parameters (layer height, infill, supports).

Set learning objectives.

By the end of this lesson, students will be able to:

1. Explain the benefits of hydroponic farming:

  • Understand how hydroponics works, its environmental benefits, and its role in sustainable farming (particularly in our city of Homestead, Florida where there are many agricultural farms).

2. Successfully slice, print, and assemble a hydroponic tower:

  • Use slicing software to prepare files, print 3D parts, and assemble them into a functioning hydroponic tower.

3. Troubleshoot common 3D printing issues:

  • Identify and fix common printing problems such as filament jams and adhesion issues.

4. Work collaboratively on a functional, real-world project:

  • Collaborate with their cohort to design, print, and assemble parts of the hydroponic tower.

Materials List for 3D-Printed Hydroponic Tower

3D Printing Materials:

  • PLA or PETG Filament (various colors to test out how effective they can attract sublight)
  • 3D Printer (Prusa MK3, Bambu, or similar)
  • SD Card or USB for file transfer
  • PrusaSlicer or Cura for slicing files

Hydroponic System Components:

  • Water Pump (Submersible, DC-powered)
  • Solar Panel (To power the pump, ideally 10W or higher)
  • Tubing (to connect the pump to the tower)
  • Net Cups (for holding plants)
  • Hydroponic Nutrients
  • Clay Pebbles or Rockwool (growing medium)
  • Water Reservoir (bucket or container) unless the files include a chamber

Additional Tools & Supplies:

  • Allen Wrenches (for printer maintenance)
  • Flush Cutters (for filament trimming)
  • Super Glue or Screws (for assembly, if needed)
  • Multimeter (for checking solar panel and pump connections)
  • Measuring Cup (for nutrient mixing)

Process

Students began by downloading a hydroponic tower model from Thingiverse, ensuring it had modular components for easy assembly. They imported the STL files into PrusaSlicer, where they adjusted settings such as layer height, infill percentage, and supports to optimize the prints. Given the complexity of the design, different parts required varying infill densities to ensure structural integrity while minimizing material use.

Once the prints were completed, students assembled the tower by stacking and securing the interlocking printed sections. They integrated a water pump and tubing, carefully routing it through the planter to ensure consistent water flow. The pump was then connected to a solar panel, providing a sustainable source to circulate water from the reservoir layer at the base of the tower.

With the hydroponic system in place, students filled the reservoir with water and inserted seeds into individual planting cups, using a growing medium suitable for hydroponic farming. This hands-on experience allowed them to see how digital fabrication directly supports agricultural innovation while reinforcing problem-solving, teamwork, and engineering concepts.

Record:

Challenges students face

  • Printer issues, including extractor malfunctions and filament swaps.
  • Difficulty understanding infill settings and their impact on print strength.
  • Some students struggled with slicing software and adjusting print parameters.
  • Keeping engagement focused on a structured STEM project instead of printing random objects.

Successes

  • Students successfully printed and assembled multiple tower parts with varying infill levels.
  • More experienced students helped others troubleshoot slicing.
  • Increased interest when they realized they could grow plants of their choice in the tower.

Questions students ask

  • “Why does the infill percentage matter?”
  • “Can we make the tower bigger or customize it?”
  • “What happens if we don’t use supports?”
  • “How long will it take to print everything?”
  • “Can we grow anything in this, or just small plants?”

Reflection

1. Student Engagement: How did your students respond to the use of digital fabrication technology? Did it increase their engagement or motivation? Why or why not?

Initially, when presented with the class lesson, students were more interested in 3D printing random objects rather than engaging in a STEM-based project. However, their motivation increased when they learned that they could choose what they wanted to grow using the hydroponic tower and that it would be displayed outside of the community center. After some convincing, I was able to shift their focus from printing for fun to seeing the value in a hands-on, educational project, but once they made that connection, they became more engaged in the process.

2. Student Learning Outcomes: How effectively did the digital fabrication component help students achieve the learning objectives? Were there any unexpected learning outcomes?

I would state that the digital fabrication component was highly effective in helping students achieve the learning objectives by providing a hands-on experience. I think that practical application and visually seeing the Prusas in action while they assemble the pump and solar panel

The hydroponic tower project, which involved printing multiple parts at different infill levels, introduced more intricacy than initially anticipated. This required students to engage deeper with PrusaSlicer by constantly adjusting print settings, and troubleshooting issues.

3. Instructional Challenges: What challenges did you face while teaching this lesson, and how did you address them? Were there any specific points where students struggled with the technology or content?

Besides originally captivating their interest in participating in the lesson which is more a reflection of my relaying the lesson plan, we also encountered a a technical issue with the Prusa. While printing one of the modules for the hydroponic tower, we encountered problems with the extractor, which led to the PLA filament not feeding correctly. This required us to fix the extractor and swap out the filament that had built up inside while we weren’t present. To address this, I provided guidance as the students observed the process of maintaining and fixing the Prusa machine.

4. Teacher Growth: How has this experience changed your perspective on incorporating technology like digital fabrication into your teaching? What skills or strategies have you developed as a result?

I wouldn’t say this experience changed my perspective on incorporating technology into my teaching but it has deepened my appreciation for it. It has shown me the value of incorporating technology into lessons of any discipline to enhance student engagement and problem-solving skills. I’ve also developed a better understanding of how to troubleshoot and address technical issues on the spot, as opposed to relying on technical support (FIU) which is crucial when using tools like 3D printers. Additionally, I’ve hopefully refined my ability to guide students throughout the creative design process, as well as helping them navigate setbacks.

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