S.T.E.A.M.

Laboratory Lesson Plan

Teacher: Jennifer Falestiny
Date: Session12-13
Lesson Title: Engineering Light - 3Doodler Printing and Adding Lights
Time: 2- 45 minutes Classes
STEAM Elements Used:
Science: circuits, light, energy, electricity, power

Technology: Fiber optics, electroluminescence, Ipads

Engineering: Engineering Design Cycle

Arts: Creative thought process, design, innovation

Mathematics: measurements, proportion, electrical equations

Standards:
NGSS.MS-ETS1.A: Defining and Delimiting Engineering Problems
NGSS.MS-ETS1.B: Developing Possible Solutions

NGSS.MS-ETS1.C: Optimizing the Design Solution

NGSS.M.7.EE.3 Solve multi-step real-life and mathematical problems

NGSS.M.7.SP.1 Develop a probability model ,

NGSS.RST.6-8.1 Cite specific textual evidence to support analysis of science

and technical texts,

NGSS.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3),

NGSS.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic. (MS-ETS1-2),(MS-ETS1-3),

NGSS.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question),

drawing on several sources and generating additional related, focused questions that allow for multiple avenues
of exploration. (MS-ETS1-2),
NGSS.WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing
basic bibliographic information for sources. (MS-ETS1-1),
NGSS.WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2),
NGSS.SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ETS1-4)

Essential Question:

EQ: How can I engineer and design a wearable luminescent costume using technology and trash?
Learning Goal(s):
Students will use the engineering design cycle and the upper tiers of the SAMR model (Modification and
Redefinition) to push the limits of creative and innovative technology design.
Materials Needed:
Chromebooks
3Doodler Printing Pen System
Cutting Boards
EL wire
LED lights
Wire
Battery Packs
Hot Glue Guns
Prior Knowledge or Prep needed:
Print and copy proposal papers and 3Doodler templates
Instructional Strategies:

Whole group discussion

Small Group collaboration

Lesson Content:
Task: (2-45 minutes classes)
Students will work in small groups as teams.
Students are to apply their knowledge of the 3Doodler and
different light elements to execute their designs in 3D printed
form
Students are to make their 3Doodler accessories and add
one or more light feature to each accessory
***NOTE...THIS WILL BE DIFFICULT DO NOT give students all of
the answers. Allow for them to learn and think critically by
experience.***
Meet with each group individually to check progress.

Assessment:
Due by the SECOND class in this session: 2 3Doodler Printed Luminescent accessories.
ESOL and ESE accommodations: preferential seating if needed, visual cues and graphics, peer partners, small
groups, tactile elements.
VAK (Visual, Auditory, Kinesthetic Accommodations:
V: Video, drawing, diagrams, visuals
A: Lecture, partner sharing
K: Drawing, typing, tactile item