S.T.E.A.M.

Laboratory Lesson Plan

Teacher: Jennifer Falestiny
Date: Session 16
Lesson Title: Engineering Light - Adding Lighting Effects To Costumes
Time: 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
Design Proposal
Costume Draft
Hot Glue Guns
LED Lights
LED Strip lighting
Copper Wire
EL Wire
Fiber optic effect bundles (made in previous lesson)
Wire
batteries
Fluorescent paint
Cell batteries
12V camera batteries and battery packs (LED Strip lighting)
Prior Knowledge or Prep needed:
Understanding of how to wire: circuits, LED lights, Closed circuits, EL wire, Fiber optic cables.
Instructional Strategies:

Whole group discussion

Small Group collaboration

Lesson Content:
Task:
Students are to implement light effects based on their initial design.
Each student is allowed up to:

2- 9 EL wire with inverter already attached

10 LED Strip Lighting
10 LED gumdrop light bulbs
Fiber Optic bundle (made previous class)
Fluorescent accent paint

What is not done in 45 minutes needs to be completed outside of class before the next STEAM class (aprx.7days).

Assessment:
Due by the next class. Students will be graded on their design based on the project rubrics found in the Appendix.
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