S.T.E.A.M.

Laboratory Lesson Plan

Teacher: Jennifer Falestiny
Date: Session14-15
Lesson Title: Engineering Light - Recycled Costume Design
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
Design Proposal
Costume Draft
Base fabric
Hot glue guns
Spray Paint multiple colors
Face masks
Disposable smocks
Prior Knowledge or Prep needed:
Students need to bring recycled/trash
materials to class
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 execute their wearable costume design using their recycled/trash materials.
***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.
DAY TWO: Final touches, and Spray Paint Day! Allow for students to spray paint their designs to get the correct
color, as the texture may have been correct but the color may not match their desired look.
Assessment:
Due by the SECOND class in this session: Completed Outfit Design. Students who are not finished can come after
school to finish or take design home. Finalized outfit due next class.

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