LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 1)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Describe the key milestones and technological advancements in the history of 3D
modeling and its application in various fields, such as animation, gaming, and design.
 Appreciate the evolution and impact of 3D modeling technology on art, media, and
technology.
 Illustrate a basic 3D model sketch of a historical object that reflects a milestone in 3D
modeling technology.

II. Subject Matter

 Topic: History of 3D Modeling
 References:
o "The Art of 3D Computer Animation and Effects" by Isaac Kerlow

o "Digital Modeling" by William Vaughan

 Materials:
o Projector and computer for presentations

o Whiteboard and markers

o Sample images of early 3D models, software screenshots, and milestone projects

o Sketchpads and pencils for student activities

III. Learning Tasks:

A. Priming
1. Prayer: Begin with a reflective prayer to focus the class.
2. Greetings: Greet students and introduce the objectives of the lesson.

1
 3. Checking of Attendance: Briefly check attendance while casually engaging with
students on their knowledge of 3D art.
4. Classroom Management: Ensure students have materials and can view the screen for
visuals.
5. Review: If applicable, review the evolution of digital art and how computers have
influenced art and design.
B. Motivation
 Activity: Show an evolution slideshow from early 3D models in animation (e.g., Toy
Story as the first fully 3D animated film) to modern 3D renderings.
 Motive Questions:
o “How do you think 3D modeling has changed entertainment and media?”

o “What differences do you notice between early 3D models and today’s models?”

C. Activity
 Freehand Drawing Activity: Ask students to sketch a basic 3D model of an object that
reflects an era in 3D modeling (e.g., a simple object like a toy from the Toy Story era or a
character influenced by modern graphics).
 Goal: Students should develop a visual understanding of how 3D models began and have
evolved in complexity over time.
D. Analysis
 Guiding Questions:
o “What were some of the biggest challenges faced in early 3D modeling?”

o “How have advancements in computing power influenced the evolution of 3D

modeling?”
o “In what ways do you think 3D modeling will continue to evolve?”

E. Abstraction
 Discussion Proper: Outline key points in the history of 3D modeling, covering:
1. Early Experiments (1960s-1970s): The first uses of computers to create 3D
shapes and lines.

2
 2. Advances in the 1980s: The emergence of software like AutoCAD for 3D design
in architecture and engineering.
3. Rise of Animation and Film (1990s): Introduction of 3D modeling in movies,
with Toy Story as a milestone.
4. Modern Developments (2000s-Present): Advancements in rendering, real-time
3D engines, and applications in gaming, VR, and AR.
 Show images and video clips to illustrate each stage and its significance.
F. Application
 Hands-On Application: Students create a basic storyboard for a simple object or
character, reflecting a particular time in 3D modeling. Encourage them to include details
that reflect the evolution of 3D modeling (e.g., simple shapes for early models, more
detailed textures for modern models).

IV. Evaluation
 Formative Assessments:
Quiz: Short quiz on key historical milestones and terminology in 3D modeling.
V. Assignment
 Home Assignment: Research a specific application of 3D modeling (e.g., in medicine,
gaming, or architecture) and create a brief report on its impact and advancements. Include
a sketch or concept illustration of a typical model in that field.

VI. Closure
 "3D modeling is the language of ideas, sculpted in virtual space before coming to life in
reality." — Unknown

3
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 2)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Identify and describe the basic components of 3D graphics, the types of 3D software, and
their key applications in different industries.
 Develop an appreciation for the possibilities and creative potential of 3D graphics
software in digital design, art, and industry.
 Demonstrate basic navigation of a 3D graphics software interface, including basic tool
usage and simple object creation.

II. Subject Matter

 Topic: Introduction to 3D Graphics and Software
 References:
o “Digital Modeling” by William Vaughan

o Online tutorials or introductory videos on 3D modeling software like Blender,

Autodesk Maya, or SketchUp
 Materials:
o Computer with 3D modeling software (Tinkercad) installed/online.

o Projector or large monitor for demonstrations

o Handouts with a list of common 3D software and their functions

o Sketchpads and pencils for concept drawings

III. Learning Tasks:

A. Priming
1. Prayer: Begin with a brief prayer to set a focused tone.
2. Greetings: Greet the students warmly and introduce the lesson objectives.

4
 3. Checking of Attendance: Conduct a quick attendance check and engage students on
their experience with digital art or design software.
4. Classroom Management: Ensure students have materials and that all computers are set
up with the necessary software.
5. Review: Recap any previous lessons on digital art to set a foundation for understanding
3D graphics.
B. Motivation
 Activity: Show an engaging clip or image from a popular 3D animated movie, game, or
architectural design.
 Motive Questions:
o “Have you ever wondered how these graphics are created?”

o “What do you think are the key skills and tools needed to create such designs?”

C. Activity
 Freehand Drawing Activity: Ask students to sketch a simple 3D shape (such as a cube,
sphere, or cylinder) to gain a basic understanding of shapes in 3D.
 Goal: Help students visualize simple 3D forms before working within the software.
D. Analysis
 Guiding Questions:
o “What are the main types of 3D modeling software, and how are they different?”

o “How is 3D software used across various fields like gaming, animation, and
architecture?”
o “What are the essential tools and features in a 3D modeling interface?”

E. Abstraction
 Discussion Proper: Outline the basics of 3D graphics and introduce students to key
software options. Cover:
1. Components of 3D Graphics: Discuss concepts like vertices, edges, polygons,
and meshes.

5
 2. Types of 3D Software: Introduce programs like Blender (free, open source),
Maya (widely used in animation), and SketchUp (for architectural modeling).
3. Software Interface: Demonstrate a 3D software interface (e.g., Tinkercad),
explaining the layout and basic navigation.
4. Applications of 3D Graphics: Show examples of 3D modeling applications in
fields like animation, game design, industrial design, and architecture.
F. Application
 Hands-On Application: Students open a 3D software program (such as Tinkercad) and
complete a guided task where they learn to:
1. Navigate the software’s basic interface.
2. Use basic tools to create and manipulate a simple 3D object, such as a cube or
sphere.
3. Experiment with moving, rotating, and scaling the object.
 Goal: To give students a hands-on understanding of the software layout and foundational
tools.

IV. Evaluation
 Formative Assessments:
Practice Exercise: Students create and transform a simple 3D shape in the
software.

V. Assignment
 Home Assignment: Research one popular 3D software program, create a short report on
its uses, and sketch or describe a project you would like to create using that software.

VI. Closure
“3D modeling brings ideas to life, turning imagination into reality through digital space.”
— Unknown

6
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 3 - 4)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Define 3D modeling terminology and identify the basic steps and tools in 3D modeling
software.
 Demonstrate interest and appreciation for the art and technical skill involved in creating
3D models.
 Create a basic 3D model of a simple object using the fundamental tools of 3D modeling
software.

II. Subject Matter

 Topic: Introduction to 3D Modeling
 References:
o "Digital Modeling" by William Vaughan

o Online tutorials on 3D modeling basics in software like Blender or Maya

 Materials:
o Computers with 3D modeling software (Tinkercad) installed

o Projector or large monitor for demonstration

o Sketchpads and pencils for planning and concept sketching

o Handouts on 3D modeling terms and software basics

III. Learning Tasks:

A. Priming
1. Prayer: Begin with a prayer to focus the class.
2. Greetings: Greet the students and briefly discuss the objectives for the lesson.

7
 3. Checking of Attendance: Take attendance and engage the class with a quick question
about their experience with 3D visuals.
4. Classroom Management: Ensure each student has access to a computer with 3D
modeling software.
5. Review: Recall any previously discussed concepts related to digital art or 3D design to
establish a foundational context.
B. Motivation
 Activity: Show an exciting clip or image of a 3D model in a popular video game,
animated movie, or architectural visualization.
 Motive Questions:
o “What do you think goes into creating such detailed 3D designs?”

o “How do you think 3D models are created from scratch?”

C. Activity
 Freehand Drawing Activity: Ask students to sketch a basic object, like a coffee mug or
a simple toy, with basic 3D features (depth and perspective).
 Goal: This exercise helps students visualize objects in three dimensions and understand
the basic shapes that make up 3D models.
D. Analysis
 Guiding Questions:
o “What shapes do you commonly see in 3D models?”

o “How do you think 3D modeling software helps in creating realistic designs?”

o “What might be the first steps in building a 3D model from scratch?”

E. Abstraction
 Discussion Proper: Introduce the fundamental concepts and tools in 3D modeling:
1. Basic Terminology: Define vertices, edges, faces, meshes, and polygons.
2. Types of 3D Models: Explain different kinds of models (e.g., low-poly vs. high-
poly, organic vs. hard-surface).

8
 3. Basic Modeling Techniques: Outline basic methods like extrusion, scaling,
rotating, and moving objects.
4. 3D Modeling Software Interface: Demonstrate how to navigate the workspace,
showing essential tools and panels.
5. Application in Industries: Discuss the various fields using 3D models, such as
film, gaming, architecture, and industrial design.
F. Application
 Hands-On Practice: Students will create a basic 3D model (e.g., a cube or cylinder) in
the software and apply basic transformations such as scaling, rotating, and moving to
give the shape depth and form.
 Guided Task: The instructor will guide students through creating a simple 3D model
step-by-step, such as a cup or a simple table, using basic tools.
 Goal: Familiarize students with manipulating basic shapes and understand the
foundations of building complex objects.

IV. Evaluation
 Formative Assessments:
o Practice Exercise: Students create and manipulate a 3D model of a simple object,
like a chair or table, using the basic tools demonstrated in class.

V. Assignment
 Home Assignment: Research an application of 3D modeling in a chosen field (e.g.,
gaming, engineering, or architecture) and prepare a brief report with an illustration or
sketch of a 3D model relevant to that field.

VI. Closure
“In 3D modeling, we turn imagination into something we can almost touch, bringing our
ideas to life in three dimensions.” — Unknown

9
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 5 - 6)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Explain the concept of keyframe animation, its importance in 3D animation, and how to
set up basic keyframes.
 Appreciate the role of keyframes in creating smooth and believable animations and the
patience required for the process.
 Create a simple keyframe animation using basic movements (rotation, translation, and
scaling) of a 3D object.

II. Subject Matter

 Topic: Keyframe Animation in 3D
 References:
o “The Animator’s Survival Kit” by Richard Williams

o “Animation for Beginners” by Tony White

o Online resources: Blender or Maya tutorials on keyframe animation

 Materials:
o Computers with 3D animation software (e.g., Blender, Maya) installed

o Projector or large monitor for demonstrations

o Sketchpads and pencils for storyboarding and planning basic animations

III. Learning Tasks:

A. Priming
1. Prayer: Start with a brief prayer.
2. Greetings: Greet the students and introduce the day’s lesson objectives.

10
 3. Checking of Attendance: Take attendance and engage students with a quick question
about any previous animation experience.
4. Classroom Management: Ensure students have their computers set up with the
necessary software and materials ready.
5. Review: Ask the students to recall the concept of animation and if they’ve encountered
keyframe animation before. Briefly review basic animation concepts, if necessary.
B. Motivation
 Activity: Show a short animation clip, like a bouncing ball or character movement,
emphasizing the smoothness of motion.
 Motive Questions:
o “Have you ever wondered how animations make objects move so fluidly?”

o “How do you think animators control movement over time in 3D space?”

C. Activity
 Freehand Drawing Activity: Ask students to sketch the key poses of a simple animation,
such as a bouncing ball. These key poses will help them understand the spacing and
timing needed for keyframe animation.
 Goal: Visualize the concept of keyframes by drawing the starting and ending positions of
the ball, as well as any in-between poses.
D. Analysis
 Guiding Questions:
o “What are keyframes in animation, and why are they important?”

o “How do keyframes help an animator define the motion of an object or

character?”
o “What kind of adjustments can you make to keyframes to improve the smoothness
of your animation?”
E. Abstraction
 Discussion Proper:

11
 1. Keyframe Animation Concept: Explain keyframes as specific points in time that
define an object’s position, rotation, and scale within the animation.
2. Keyframe Types: Discuss the differences between keyframes (e.g., position,
rotation, and scaling keyframes).
3. Graph Editor: Briefly explain the graph editor in animation software, which
shows the motion of objects over time using curves.
4. Interpolation: Discuss how interpolation determines the smoothness of the
animation between keyframes (e.g., linear, ease in/out).
5. The Importance of Timing: Emphasize how adjusting the timing of keyframes
can impact the feeling of the animation (e.g., fast, slow, smooth, jerky).
6. Software Demonstration: Use Blender or Maya to show how to set keyframes
for a simple object, like a ball, moving from left to right across the screen.
F. Application
 Hands-On Application:
1. Have students open the 3D animation software and create a simple object (e.g., a
ball or cube).
2. Guide students in setting keyframes for the position, rotation, and scale of the
object at various points in time.
3. Students will practice adjusting the spacing and timing between keyframes to
create a smooth animation, like a bouncing ball or a rotating cube.
4. Students will use the timeline and graph editor to fine-tune the motion, making it
more dynamic and polished.

IV. Evaluation
 Formative Assessments:
o Seatwork: Students label keyframes on a provided animation timeline and explain
their functions.

12
V. Assignment
 Home Assignment: Create a simple keyframe animation of a moving object, like a
bouncing ball or rotating cube, in Blender or Maya. Submit the animation file along with
a brief explanation of the keyframes used.

VI. Closure
“Animation is the art of creating the illusion of movement by displaying a series of
individual frames.” — Walt Disney

13
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 7)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Describe the key features of Tinkercad and how to use them to create simple 3D models.
 Value the use of 3D modeling as a creative and technical tool.
 Demonstrate the ability to create basic 3D models using Tinkercad, such as combining
simple shapes into a unified design.

II. Subject Matter

 Topic: Introduction to Tinkercad Software for 3D Modeling
 References:
o "Tinkercad for Beginners" (Official website tutorials)

o "3D Printing and Modeling with Tinkercad" by James Floyd Kelly

o Tinkercad online tutorials and help section

 Materials:
o Computers with internet access

o Tinkercad accounts (if applicable)

o Projector or large monitor to demonstrate software usage

o Sketchpads and pencils for pre-modeling design sketches

III. Learning Tasks

A. Priming
1. Prayer: Start with a brief prayer.
2. Greetings: Greet the class and introduce the lesson.

14
 3. Checking of Attendance: Ensure all students are present and have their computers set
up.
4. Classroom Management: Verify that students have opened Tinkercad and are ready to
follow along with the demo.
5. Review: Ask students what they know about 3D modeling and if they have any
experience with Tinkercad or other design software.
B. Motivation
 Activity: Show a short 3D-printed object (or video of a 3D printing process) and ask
students how they think such objects are created.
 Motive Questions:
o “Have you ever designed something that you wanted to bring to life in 3D?”

o “What do you think the first step is in creating a 3D model?”

C. Activity
 Freehand Drawing Activity:
1. Ask students to draw simple 3D objects they can imagine creating, such as a cube,
cylinder, or sphere.
2. They will identify how these basic shapes can be combined into a more complex
design.
3. This exercise will help them understand the importance of basic shapes in 3D
modeling.
D. Analysis
 Guiding Questions:
o “How can simple shapes be manipulated to create more complex objects?”

o “What tools or features in Tinkercad can help you combine and modify shapes?”

o “What other 3D modeling software are you familiar with, and how does
Tinkercad compare?”
E. Abstraction
 Discussion Proper:

15
 1. Introduction to Tinkercad Interface: Demonstrate the layout of the Tinkercad
workspace, focusing on the 3D modeling grid, shape options, and tools (resize,
align, rotate, group, etc.).
2. Shapes and Tools: Explain how to add, scale, rotate, and combine basic shapes to
create more complex designs.
3. Design Process: Discuss the iterative process of creating a 3D model:
 Sketching ideas
 Starting with simple shapes
 Refining and combining shapes
 Exporting and 3D printing (optional)
4. Basic Project Walkthrough: Show how to create a simple 3D object, such as a
pencil holder, by combining a cylinder and a box.
F. Application
 Hands-On Application:
1. Have students open Tinkercad on their computers and create a basic 3D model
(e.g., a keychain with their initials, or a simple object like a house or tree).
2. Guide them in using the tools to scale, rotate, and combine shapes to create their
model.
3. Students will be encouraged to experiment with different shapes and tools to see
how they can manipulate their designs.

IV. Evaluation
 Formative Assessments:
o Practice Exercise: Students will submit their first simple 3D model, like a
keychain or name tag, with a brief description of how they created it.
o Peer Review: Have students pair up to give constructive feedback on each other’s
models.

16
V. Assignment
 Home Assignment: Explore and practice utilizing the software by doing simple
household objects and rendering it to 3D models.

VI. Closure
“Design is not just what it looks like and feels like. Design is how it works.” — Steve
Jobs

17
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 8)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Understand (Comprehension) the basic parts and functions of Tinkercad.
 Identify and recall (Knowledge) the tools and features available in Tinkercad.
 Appreciate the importance of digital design tools like Tinkercad for creativity and
problem-solving.
 Value the process of creating 3D models and designs as a practical skill in various fields
such as engineering and art.
 Operate Tinkercad software with ease, including moving objects, scaling, and rotating
elements in a design environment.
 Demonstrate proficiency in creating simple 3D designs using basic tools in Tinkercad.

II. Subject Matter

Topic:
Parts and Functions of Tinkercad Software
References:
 Tinkercad Official Website: https://www.tinkercad.com/
 Tinkercad Tutorials: https://www.tinkercad.com/learn
 Basic 3D Modeling Concepts
Materials:
 Computers or laptops with internet access
 Tinkercad accounts for students (or offline version if needed)
 Projector/Screen for demonstration
 Handouts with labeled images of Tinkercad’s workspace

18
  Pen and paper for drawing exercise

III. Learning Tasks

A. Priming
 Prayer: Open the session with a prayer.
 Greetings: Greet the class warmly and set the tone for the lesson.
 Checking of Attendance: Mark attendance.
 Classroom Management: Ensure students are settled and ready to learn.
 Review: Briefly review the previous lesson on basic computer software or introductory
design concepts.
B. Motivation
 Activity: Show a short animation or video of a 3D printed object being created from a
digital design.
 Motive Question/s:
o "How do you think we can create something that exists in the real world, using
just a computer?"
o "What kind of tools do you think are needed to design in 3D?"

C. Activity
 Freehand Drawing:
Ask students to draw a simple object (e.g., a chair, car, or toy) on a piece of paper.
o Instruction: Explain that this is how a designer would plan out their work before
creating it digitally.
o Once they finish drawing, prompt them to think about how they could make their
design into a 3D object using Tinkercad.
D. Analysis
 Questions for Students:

19
 1. "What do you think is the purpose of each of the parts of Tinkercad (e.g.,
Workplane, Shape Generator, Toolbars)?"
2. "How do you think the navigation tools in Tinkercad help with creating a design?"
3. "What are the steps you need to follow when starting a new project in Tinkercad?"
4. "Can you explain how the Group and Align tools work in Tinkercad?"
E. Abstraction
 Discussion Proper:
o Introduce the main parts of Tinkercad:

1. Workplane: Where the 3D objects are placed and manipulated.

2. Shape Generators: Pre-made 3D shapes you can drag and modify.
3. Toolbars: Contain different functions, such as moving, rotating, scaling,
grouping, and aligning.
4. Navigation Controls: These include zooming, panning, and rotating the
view for precise modeling.
5. Import/Export Tools: To bring in files from other software or export
Tinkercad creations for 3D printing.
o Discuss how to use these features to create basic designs.

o Demonstrate the basic workflow in Tinkercad: dragging shapes, modifying

dimensions, and positioning them on the workplane.
F. Application
 Application to Animation/Design:
o Ask students to imagine they are tasked with designing a small toy for a 3D
printing project. They need to use Tinkercad to model the toy in 3D.
o Demonstrate how to create a simple 3D model of a toy using basic shapes (e.g., a
cube for the body, cylinders for wheels) and tools like scaling and grouping.
o Allow students to practice by creating their own toy or simple object following
the same process.

20
IV. Evaluation
Formative Assessments:
 Quiz: A short quiz with multiple-choice and true/false questions on Tinkercad's tools and
functions.
1. What does the Workplane in Tinkercad do?
2. Which Tinkercad tool is used to adjust the size of an object?
3. True or False: The Group tool in Tinkercad combines multiple objects into one.

V. Assignment
 Homework:
1. Create a 3D model of an object of your choice using Tinkercad. Submit the link to
your design on the Tinkercad website.
2. Write a short reflection (2-3 paragraphs) on how Tinkercad can be used in real-
world applications like engineering or product design.

VI. Closure
"Design is not just what it looks like and feels like. Design is how it works." – Steve Jobs

21
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 9)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Understand the functions of basic shape manipulation tools in Tinkercad.
 Apply shape manipulation techniques such as resizing, rotating, and moving to create a
simple 3D model.
 Appreciate the role of shape manipulation in the creation of more complex 3D designs.
 Value the creativity involved in experimenting with various shapes and transformations to
create functional designs.
 Demonstrate the ability to manipulate shapes in Tinkercad using tools like move, rotate,
resize, and duplicate.
 Manipulate basic 3D shapes in Tinkercad to design a simple 3D object.

II. Subject Matter

Topic:
Manipulating Shapes in Tinkercad
References:
 Tinkercad Official Website: https://www.tinkercad.com
 Tinkercad Tutorials: https://www.tinkercad.com/learn
 "Tinkercad for Beginners"
Materials:
 Computers or laptops with internet access
 Tinkercad accounts for students (or offline version if needed)
 Projector/Screen for demonstration
 Pen and paper for freehand drawing activity
 Printed handouts showing shapes and functions in Tinkercad

22
III. Learning Tasks
A. Priming
 Prayer: Open the session with a short prayer.
 Greetings: Greet students and establish a positive learning atmosphere.
 Checking of Attendance: Mark the roll call.
 Classroom Management: Ensure students are seated properly and ready to engage.
 Review: Briefly review basic concepts of Tinkercad, such as how to create a new project
and introduce the workplane.
B. Motivation
 Activity: Show a video or animation of a simple object being created from basic shapes,
such as a car or a robot, and demonstrate how manipulating shapes creates a 3D object.
 Motive Question/s:
o "Have you ever wondered how things like toys, gadgets, or even prototypes are
made on the computer before they’re created in real life?"
o "Why do you think manipulating shapes is important in creating a 3D model?"

C. Activity
 Freehand Drawing Activity:
Ask students to draw a basic object (e.g., a house, chair, or car) on paper.
o Instructions: Instruct them to focus on the basic shapes that make up their design
(e.g., rectangles for walls, cylinders for columns).
o Explain that in Tinkercad, they will use these shapes and manipulate them to
create a 3D version of their drawing.
D. Analysis
 Questions for Students:
1. "What would happen if you resized a shape in Tinkercad? How does that affect
the overall design?"

23
 2. "What is the purpose of rotating a shape in Tinkercad?"
3. "Can you describe how moving shapes around can help you assemble different
parts of your design?"
4. "Why might it be important to align shapes perfectly in a 3D model?"
E. Abstraction
 Discussion Proper:
o Introduce and explain how to manipulate shapes in Tinkercad:

1. Resizing: How to adjust the size of a shape by dragging its corners or

inputting specific dimensions.
2. Rotating: Using the rotation handles to change the orientation of a shape.
3. Moving: How to move shapes by clicking and dragging them across the
workplane.
4. Duplicating: How to create copies of shapes to build more complex
designs.
5. Aligning: Using the alignment tool to center shapes in relation to each
other for more accurate design.
o Demonstrate these tools on the screen with an example, such as creating a simple
house or car, to show how manipulating shapes comes together to form a finished
object.
o Emphasize how mastering these basic manipulation tools helps with designing
more sophisticated objects later.
F. Application
 Application to Design:
o Ask students to create a simple 3D object using the basic shapes and manipulation
tools. For example, they could design a simple "house" using cubes for the body
and a pyramid for the roof, applying what they have learned about moving,
rotating, resizing, and duplicating shapes.
o Provide students with a hands-on demonstration of how to use these tools step-by-
step in Tinkercad while they follow along on their own devices.

24
IV. Evaluation
Formative Assessments:
 Seatwork: Students will create a 3D model of a basic object using at least three different
shapes and manipulating them through resizing, rotating, and moving. Evaluate the
models based on accuracy, creativity, and proper use of tools.

V. Assignment
 Homework:
1. Create a 3D model of a cup/mug using Tinkercad, such as a pen, a cup, or a
simple toy. Submit a screenshot of your design.
2. Write a reflection (1-2 paragraphs) on how manipulating shapes in Tinkercad
helped you design your object and what challenges you faced while doing it.

VI. Closure

"The only way to do great work is to love what you do." – Steve Jobs

25
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 10 - 11)

I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
 Identify and describe key concepts of lighting and rendering in 3D using appropriate
terminology.
 Appreciate the impact of lighting on visual storytelling and demonstrate openness to
experimenting with various lighting techniques.
 Execute basic lighting and rendering setups in a 3D software environment.

II. Subject Matter

 Topic: Fundamentals of Lighting and Rendering in 3D Design
 References:
o 3D Design YouTube videos on lighting and rendering principles

 Materials:
o Computer with 3D software installed (Blender, Maya, or similar)

o Projector/smartboard for demonstrations

o Handouts on basic lighting types and rendering settings

III. Learning Tasks

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management: Ensure all software is installed and working; manage seating
for optimal screen viewing.

26
 5. Review: Brief review of 3D modeling basics to connect prior knowledge with today’s
topic.
B. Motivation
 Activity: Show a series of images rendered with different lighting setups (e.g., daylight,
studio light, candlelight).
 Motive Question: How do different lighting setups change the look and feel of a 3D
model?
C. Activity
 Exercise: Have students sketch a basic 3D object (e.g., a cube or sphere) and experiment
by drawing shadows in different directions, imagining different light sources.
D. Analysis
 Questions:
1. What are the primary types of lights used in 3D software?
2. How does lighting impact the mood or realism of a 3D model?
3. What is rendering, and why is it essential in 3D design?
E. Abstraction
 Discussion Proper:
o Types of Lighting: Introduce different light types (Point Light, Spotlight,
Directional Light, Ambient Light).
o Basic Lighting Techniques: Explain concepts like three-point lighting (Key, Fill,
and Rim lights).
o Rendering Basics: Introduce rendering and common settings (resolution, anti-
aliasing, shadows).
o Lighting & Rendering Workflow: Briefly cover the process of setting up and
testing lights in 3D software.

F. Application
 Hands-On Exercise:

27
 o Have students set up a basic 3D scene in the software with a simple object and
three-point lighting.
o Ask them to adjust the intensity and position of each light to see its impact on the
object.

IV. Evaluation
 Formative Assessment:
o Practical Exercise: Students set up and render a simple scene in the 3D software,
demonstrating understanding of basic lighting techniques.

V. Assignment
 Homework: Ask students to create a mood board with examples of different lighting
effects (e.g., sunset, night, studio light) and write a paragraph about the impact of lighting
on storytelling in 3D design.

VI. Closure
"Lighting can bring a 3D world to life, making every shadow and highlight tell its own
story."

28
 LESSON PLAN FOR ANIMATION 6 3D MODELS AND ANIMATION (Week 12)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
 Describe and explain the process of rendering 3D models and identify various rendering
settings and their impacts.
 Show an appreciation for the importance of detail in rendering and its role in enhancing
realism.
 Demonstrate basic rendering techniques by setting up and adjusting rendering parameters
in 3D software.

II. Subject Matter

 Topic: Fundamentals of 3D Model Rendering
 References:
o Online tutorials from Blender, Maya, or similar software platforms

o “3D Rendering Essentials” (textbook or digital resource)

 Materials:
o Computers with installed 3D rendering software (Blender, Maya, etc.)

o Projector or smartboard for demonstrations

o Handouts or slides on common rendering settings and options

III. Learning Tasks

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance

29
 4. Classroom Management: Ensure software setup on all computers and address seating
for optimal view.
5. Review: Quick recap on lighting principles, as they are closely related to rendering.
B. Motivation
 Activity: Show examples of 3D models rendered in various styles (e.g., photorealistic,
cartoonish, minimalistic).
 Motive Question: What makes some 3D models look more realistic or appealing than
others?
C. Activity
 Exercise: Have students draw a simple object, like a sphere, and shade it to show how
light and detail can create a sense of depth.
D. Analysis
 Questions:
1. What is rendering in 3D modeling, and why is it important?
2. How do different rendering settings (like resolution or texture quality) affect the
final output?
3. What are some challenges you think 3D artists face when rendering models?
E. Abstraction
 Discussion Proper:
o Introduction to Rendering: Define rendering and discuss its purpose in 3D
modeling.
o Key Rendering Settings: Discuss settings such as resolution, anti-aliasing,
texture quality, and lighting adjustments.
o Rendering Techniques: Introduce types of rendering like real-time,
photorealistic, and non-photorealistic rendering, and their applications in fields
like gaming, animation, and architecture.
o Rendering Workflow: Explain the step-by-step process of setting up, testing, and
finalizing a render in 3D software.

30
F. Application
 Hands-On Activity:
o Students will set up a basic 3D model in the software, adjusting settings for
rendering. They’ll apply texture and adjust lighting to enhance realism.
o Have students experiment with render settings to see the effects on output quality,
such as shadow clarity and color depth.

IV. Evaluation
 Formative Assessment:
o Practical Task: Students must be able to present their final project of 3D Models
rendered in Tinkercad software.

V. Assignment
 Homework: Students are to research and find examples of three different rendering
styles (e.g., photorealism, cel shading, ambient occlusion) and provide a brief explanation
of each style’s visual impact.

VI. Closure
"Rendering transforms an artist’s vision into a visual reality, making every pixel tell a
story."

31