Learning objective
- To design a functional tyre for the Mars rover using Tinkercad.
Success criteria
- I can apply what I learned from Tinkercad
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National curriculum
Computing
Pupils should be taught to:
- Understand
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Cross-curricular links
English
Spoken Language
Pupils should be taught
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Mind map and hand out whiteboards and pens (one each). Ask the children to write down everything they can remember about Tinkercad.
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Extended-mode explainer videos
How to extend your display to view the lesson page and presentation mode simultaneously. Choose your operating system below to watch the video
If you need further support with extending your display,
please contact [email protected].
Extended-mode explainer video: For Mac
Extended-mode explainer video: For Windows
Adaptive teaching
Pupils needing extra support
Could be provided with a simple template to adapt when creating their design; could be provided with sentence starters to explain their design.
Pupils working at greater depth
Should independently access and learn the design skills available within the software; should be encouraged to think of how to improve their design.
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Assessing progress and understanding
Pupils with secure understanding indicated by: applying tools and techniques learnt in
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Vocabulary definitions
-
3D
Three dimensional.
-
CAD
Computer-aided design, software used to create graphics, diagrams or other visuals.
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Example work
Barton Moss Primary School, Manchester
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In this unit
Maintained by: Kapow Primary team
Last update: 26th February, 2026
Lesson 4: Tinkering with CAD
Learning from 3D design tutorials and applying knowledge to create a 3D object.
Assessment – Computing Y5: Mars Rover 2
Assessment quiz and Knowledge catcher for use at the start and/or end of the unit...
Lesson 1: Pixels
Exploring how pixels and binary code form digital images.
Lesson 2: Compressing images
Learning how compression works by discovering different image formats and why some are more appropriate...
