3. Laser-Cut Object for the Classroom: Metals and Non-Metals Puzzle.Socio-emotional learning

This week I designed a “Metals and Non-Metals Puzzle” to help students differentiate between metals and non-metals while learning their uses. The puzzle consists of individual pieces representing elements from the periodic table. On one side, the chemical symbol of each element is engraved, and on the other, its real-life applications are described. The frame helps students sort the elements into their correct categories. The object was cut using a laser cutter in the Fab Lab. The main challenge I encountered was ensuring the precision of the cuts. The puzzle pieces needed to fit snugly within their frames without being too tight or too loose. Additionally, managing the text on the reverse side required careful planning so that it fit within the small area. This puzzle will be used in chemistry lessons to reinforce students’ understanding of the periodic table. As they match elements to their uses and identify whether they are metals or non-metals, the puzzle offers an engaging and hands-on approach to learning. The final object helps students develop a deeper understanding of chemistry concepts by making connections between abstract symbols and practical applications. Educational Activities Involving Laser Cutting 1.Creating a Periodic Table Puzzle: Students will collaborate to create their own periodic table puzzles. They will be tasked with designing the layout and engraving chemical elements onto puzzle pieces using a laser cutter. By participating, students will enhance their knowledge of elements, understand their uses, and develop hands-on skills with digital fabrication tools like a laser cutter. 2: Making Anatomical Models: In biology lessons, students could design and cut laser-cut models of various body parts (e.g., digestive system). These models could be assembled to understand body structure and function.The activity will help students better visualize anatomical systems and integrate STEM (science, technology, engineering, and math) principles by using fabrication technology. When preparing a lesson, I consider the following aspects: Relevance: How does the activity relate to the learning objectives? Engagement: How can I ensure students stay interested and motivated? Challenges: Will the activity be too difficult or too easy for the students? Time: How much time will be required for preparation and execution? When incorporating digital fabrication, additional aspects such as machine settings, safety, and technical guidance for students need careful attention. Socio-emotional learning (SEL) plays a significant role in my lessons. For example, when preparing collaborative activities like group projects or puzzle-solving tasks, I focus on teamwork, communication, and problem-solving. One specific example is having students work together to solve a chemical puzzle, where they must communicate and discuss their understanding of elements. Since learning about SEL, I have a stronger focus on horizontal competences—skills like critical thinking, emotional regulation, and peer interaction. These aspects ensure a holistic approach to student development, not just academic growth.