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Key Words: STEAM (Science, Technology, Engineering, Arts and Mathematics), Engineering Design Cycle
(EDC), luminescent, bioluminescent, electrical luminescent, fluorescence, fiber optics, light emitting diodes
(LED), direct current, alternating current, inverter, phosphorous, filament, light-energy, diode, cathode,
This curriculum package is designed for middle school STEAM enrichment classes. Students meet for their
STEAM Special enrichment class for only 45 minutes every 6 days. The semester unit explores light as it is
produced naturally and by means of scientific experimentation and design. The unit is designed for students to
work on a showcase end project. Students will eventually work in small groups using what they learn about
light and technology and engineer and design a luminescent wearable costume for the school production of the
Little Mermaid. Students will implement all levels of the Engineering Design Cycle while creating their
costume that includes 3D printing, electroluminescence, fluorescence, LED lighting and fiber optical lighting
elements. This unit provides students with an opportunity to learn and practice the steps of the Engineering
Design Cycle through project based learning. This curriculum is designed with a focus on the use of
technology in the top two tiers (Modification and Redefinition) of the SAMR technology integration model
(Substitute, Augmentation, Modification and Redefinition). In conjunction with the technology integration at
the modification and redefinition model, students will use of the Engineering Design Cycle, to produce
creative and innovative outcomes as it relates to the presented challenge. Through project-based STEAM
(Science, Technology, Engineering, Arts and Mathematics) lessons, students will display examples of creative
and innovative thought, communication and collaboration, and problem solving skills.
Standards Addressed:
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the
principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)
A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.
(MS-ETS1-4) There are systematic processes for evaluating solutions with respect to how well they
meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3). Sometimes parts of
different solutions can be combined to create a solution that is better than any of its predecessors. (MS-
ETS1-3). Models of all kinds are important for testing solutions. (MS-ETS1-4)
Although one design may not perform the best across all tests, identifying the characteristics of the
design that performed the best in each test can provide useful information for the redesign process—
that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3). The
iterative process of testing the most promising solutions and modifying what is proposed on the basis of
the test results leads to greater refinement and ultimately to an optimal solution. (MSETS1-4).
M.7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as appropriate;
and assess the reasonableness of answers using mental computation and estimation strategies. (MS-
ETS1-1),(MS-ETS1-2),(MS-ETS1-3)
M.7.SP.1 Develop a probability model and use it to find probabilities of events. Compare probabilities
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ETS1-
1),(MS-ETS1-2),(MS-ETS1-3)
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)
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)
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
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
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
(MS-ETS1-2)
SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and
Big Idea/Concept:
Students will understand how special effects lighting and costume design work in a real-world scenario.
Students will understand that the concepts of STEM education, the Engineering Design Cycle, and the
o Learning Goals:
Students will understand how to engineer light circuits using various types of loads and
technology.
Students will understand how different types of light are produced and how to use the
Engineering Design Cycle to solve a problem and meet the needs of a real-world
“client”.
Students will understand how to use technology in a way that challenges their ability to
Enduring Understandings:
Technology can be used in innovative and creative ways to help in creating solutions, solving
problems, and modeling ideas, behaviors, or phenomena that might be impossible to model otherwise.
EQ: How can we use technology to model a natural phenomenon that would otherwise be impossible to
explain?
EQ: How can we use technology and trash to create an engineered wearable luminescent outfit?
EQ: How can we use technology to produce a tangible representation of a thought or idea?
Chrome books
Internet access
3D Printer
3D Printing Pens
iPads
KNOWLEDGE = Content
Steps of the Engineering Design Cycle and how to apply it in different contexts.
Create a working direct current circuit using LED bulb and motor as the loads
Develop and create an interactive iPad app simulation teaching bioluminescence to an audience of 1st -
3rd graders
Design and Produce luminescent engineered outfits engineered outfit made of 70% recyclable materials
and contain luminescent lighting effects ( fiber optical effects, electroluminescent effects, LED lighting
Produce two 3D designed and printed wearable accessories (both equipped with LED or
electroluminescent wiring).
DISPOSITION = Attitude
All students working in a group will agree upon group roles and participant expectations.
Students will understand that working collaboratively means practicing respect and tolerance.
Students will understand that communicating effectively means sharing ideas and listening to others
FORMATIVE ASSESSMENT:
Circuit Quiz
SUMMATIVE ASSESSMENT:
EXPLAIN:
APPLY:
Students will use their knowledge to teach a topic by developing a simulation proposal
luminescent design, implementing the following: direct and alternating currents, LEDs,
EL wire, fiber optics, 3D designed and printed materials and luminescent materials.
INTERPRET:
Students will model lighting effects that can or could be produced through
EMPATHIZE:
GAIN PERSPECTIVE:
Students will discuss and share ideas and findings through an interactive discussion
Students will have small group meetings with the client to meet the client’s needs
Students will participate in a small group interview on the benefits and challenges of
UNIT OVERVIEW:
o How do we use the EDC to help solve real-world problems and tasks?
Lesson 2: What is Light?
o Students will research a natural light emitting organism and create a simulated Ipad App to
Series Circuit
Parrallel Circuit
o Create a visual representation of the chosen light emitting organism and implement a series or
Lesson 6: Electroluminescence
Lesson 15: Design of background presentation on the environmental facts about the recycled materials
used in the project and the different technology used in the project
Lesson 20: Reflection, Assessment, and Interview on the process and experience