STEAM (Science, Technology, Engineering, Arts and Mathematics) Curriculum Design

Technology Integration to Promote Creative and Innovative Outcomes in

Project Based Engineering and Design Lessons

Developed By: Jennifer (Nisbett) Falestiny

M.A. STEAM Education Graduate Program - University of San Diego, CA. 2016

Curriculum Unit Title: Engineering Light

Subject: STEAM Laboratory (Science, Technology, Engineering, Arts and Mathematics)

Grades: 7th and 8th Grade

Unit Duration: Twenty 45-Minute Sessions

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,

insulator, conductor, circuit, load, resistance, 3-Dimensional Printing, draft, design.

Curricular Context Summary:

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:

NGSS (Next Generation State Standards) Engineering and Technology Standards:

ETS1.A: Defining and Delimiting Engineering Problems

The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the

designed solution will be successful. Specification of constraints includes consideration of scientific

principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)

ETS1.B: Developing Possible Solutions

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)

ETS1.C: Optimizing the Design Solution

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).

NGSS (Next Generation State Standards) Mathematics Standards:

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

from a model to observed frequencies.

NGSS (Next Generation State Standards) Literacy Standards:

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

for multiple avenues of exploration. (MS-ETS1-2)

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)

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

findings and emphasize salient points. (MS-ETS1-4)

 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

knowledge of proper technology integration is need in creating engineered wearable designs.

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

produce new, creative and innovative outcomes,

  Students will understand that 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.

Enduring Understandings:

 Technology is a tool, and we are only limited by our application of imagination

 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.

What Essential Questions will be Considered?

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 engage learners in a contextual concept?

EQ: How can we use technology to produce a tangible representation of a thought or idea?

Appropriate Technologies and Tools:

 Chrome books

 Internet access

 3D Printer

 3D Printing Pens

 iPads

 3D Design Software (Tinker CAD)

 LED bulbs, Electroluminescent Wire, Fiber Optic cable, lasers

KNOWLEDGE = Content
  Steps of the Engineering Design Cycle and how to apply it in different contexts.

 Design and Drafting Diagrams (appropriate labeling and annotation)

 Developing a systematic plan

 Bioluminescence (Natural light protein)

 Fluorescence (Natural light protein)

 Light Production (Heat to light energy)

 LED Technology (Light Emitting Diode- Non-heat producing light)

 Circuits (Direct Current with LED, Motors and Incandescent Bulbs)

 Electroluminescent Technology (Alternating Current and Inverters)

 Light Travel and Transmission (fiber optics, lasers)

SKILLS = Power Verbs reflect, create, generate, demonstrate, develop

 Create a working direct current circuit using LED bulb and motor as the loads

 Demonstrate how electroluminescence works through various media of choice

 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

effects and fluorescent).

 Produce two 3D designed and printed wearable accessories (both equipped with LED or

electroluminescent wiring).

DISPOSITION = Attitude

 All students will follow the classroom Digital Citizenship Policy.

 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

while expressing meaningful and relevant feedback.

FORMATIVE ASSESSMENT:

 Circuit Quiz

 Circuit and Light Notebook Check

 Design Proposal Papers

SUMMATIVE ASSESSMENT:

 Simple Circuit (Individual)

 iPad App Design (Partners)

 Engineered Luminescent Costume (Small Group)

Objectives from 6 Facets + Misconceptions:

By engaging in this curriculum, students will be able to:

EXPLAIN:

 Students will be able to explain the Engineering Design Cycle

 Students will be able to explain how a direct current circuit works

 Students will be able to explain what electroluminescence and bioluminescence is

APPLY:

 Students will use their knowledge to teach a topic by developing a simulation proposal

of an Informative iPad App.

  Students will use the knowledge to create a multi-dimensional engineered wearable

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

bioluminescence in nature while adding light to their Little Mermaid costume.

EMPATHIZE:

 Students will work in diverse teams during collaborative projects.

GAIN PERSPECTIVE:

 Students will discuss and share ideas and findings through an interactive discussion

platform, Google Classroom.

 Students will have small group meetings with the client to meet the client’s needs

GAIN SELF KNOWLEDGE:

 Students will complete an exit interest and knowledge survey.

 Students will participate in a small group interview on the benefits and challenges of

technology and group collaborative projects.

OVERCOME THE NAÏVE VIEW OF: (MISCONCEPTIONS)

 There is only one solution to a problem

 Group work is not beneficial

 Technology is a challenge and distraction

UNIT OVERVIEW:

 Lesson 1: Engineering Design Cycle

o How do we use the EDC to help solve real-world problems and tasks?
 Lesson 2: What is Light?

o An overview of light energy and how it is produced

 Lesson 3: Bioluminescence and Fluorescence

o How is light produced naturally in living and non-living organisms?

 Lesson 4: How can we use technology to research and reteach?

o Students will research a natural light emitting organism and create a simulated Ipad App to

teach students in grades 1-3 about their organism.

 Lesson 4: Engineered Light

o Heat to light energy

o Direct Current Circuits

 Series Circuit

 Parrallel Circuit

 Lesson 5: Light-Up Art

o Create a visual representation of the chosen light emitting organism and implement a series or

parallel circuit to add a light effect to the art piece.

 Lesson 6: Electroluminescence

o How does EL work? How can we create EL panels?

o What is alternating current and what are inverters?

 Lesson 7: Fiber Optics

o What are fiber optics?

o How does light and transmission of information work?

 Lesson 8: Engineered Wearable Luminescent Project Introduction

 Lesson 9: Drafting and Design

 Lesson 10: 3D printing lesson #1

 Lesson 11: 3D printing

 Lesson 12: Luminescent addition to 3D Printed Designs

 Lesson 13: Construction of Costume Day#1

 Lesson 14: Implementation of luminescent additions

 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 16 and 17: Student Showcase Runway presentation filming day

 Lesson 18 and 19: Student Showcase Film editing and presentations

 Lesson 20: Reflection, Assessment, and Interview on the process and experience