S.T.E.A.M.

Laboratory Lesson Plan

Teacher: Jennifer Falestiny
Date: OVERVIEW
Lesson Title: Luminescence Unit - OVERVIEW
Grade(s): 6-8
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 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?

Learning Goal(s):
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).
Materials Needed:
Chrome books
Internet access
3D Printer
3D Printing Pens
iPads
3D Design Software (Tinker CAD)
LED bulbs, Electroluminescent Wire, Fiber Optic cable, lasers
Prior Knowledge or Prep needed:

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.

Lesson Content:
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

Heat to light energy

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
o
o

Assessment:
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)

ESOL and ESE accommodations: preferential seating if needed, visual cues and graphics, peer
partners, small groups, tactile elements.
VAK (Visual, Auditory, Kinesthetic Accommodations:
V: visual examples, visual 3D construction, 2D drafting
A: small group and partner conversation, video, lecture

K: tactile model making, learning labs (hands-on)