Week 3

This week, students will design and build a personalized LED night lamp using laser-cut materials and an Adafruit microcontroller. They’ll incorporate design elements (in this case a theme such as sports or any particular interest of theirs), assemble the lamp, and program the lights to change colors. Additionally, students will build a custom switch from household materials and explore intellectual property (IP) laws to understand their rights when designing with copyrighted or trademarked images.

Objectives

• Students will understand how to use a laser cutter to create interlocking structures.
• Students will practice basic coding with MakeCode to control LED colors and behavior.
• Students will apply artistic and engineering principles to create a functional product.
• Students will utilize project-based learning to completing a creative, hands-on project.
• Students will learn how to create simple electrical circuits and switches.
• Students will explore IP laws, including the difference between copyright and trademark.
• Students will reflect on the ethical reasons behind creative protections.

Materials

• Laser cutter (Epilog Machine)
• MDF wood or cardboard
• Adafruit Circuit Playground Express (or similar board)
• USB cable
• Alligator clips
• SVG file of what students would like to incorporate
• Interlocking cube structure file
• Hot glue or tape for support
• Switch materials: paperclips, copper tape, foil
• Computers with internet access for IP research and MakeCode

Process

1. Students will break into small groups to research both copyright and trademark to discern the two, figure out if they can legally use an image for personal use, and why these laws exist.

2. Brainstorm lamp shape and which side will feature the design (in this case Miami Dolphins logo).

3. Open Inkscape and import the press-fit cube SVG template or customize an interlocking cube by incorporating various shapes and paths. Add your design to at least four cube faces (I left top and bottom uncut).

4. Use laser cutter to cut out the six cube panels from cardboard or MDF. Keep in mind that there needs to be a small gap on one of the forward facing sides to insert the Adafruit power cable or USB. Check tab alignment before assembling.

5. Interlock the cube pieces using the tabs. Leave the top face open for access and to route the wires for the switch. Use tape or glue for extra strength.

6. Students may choose from simple switch designs using cardboard, foil, paperclips, etc. Connect one side of the alligator clips to Pin A1 of the Adafruit and the other to the ground which was chosen in this step.

7. Use MakeCode to program LED behavior and incorporate a pressure/sensitivity function so that the switch will activate the lights when pressed.

Collaboration: Reflect on how you worked with colleagues or FLA participants during the Field Activity. What steps did you take to involve collaborators? How did this collaboration influence the outcome of your final lesson plan?

I didn’t collaborate with other FLA participants or colleagues for this activity—my focus was on working directly with my students. Their engagement and feedback played a huge role in shaping the lesson. I was able to adjust the project in real time based on their interests, skill levels, and any challenges they faced.

Instructional Challenges: What challenges did you encounter or anticipate while teaching this lesson? How did you address or plan to address them? Were there, or do you anticipate, specific areas where students might struggle with the technology or content?

One of the main instructional challenges I encountered was the inconsistency in student attendance and class scheduling. Since I only meet with each group for about an hour per week and not all students are present every session, I had to adapt by spreading the project across multiple classes and working in phases. This meant that some students were joining the activity at different points, which made it harder to maintain continuity. To address this, I selected a theme that I knew would resonate with the majority of my students. This helped keep students engaged and provided a unifying thread that made it easier for new or returning students to plug back into the project. While some students struggled with the technical aspects of coding or connecting hardware, the excitement around the shared theme helped motivate them to ask questions, help each other, and push through challenges.

Diversity: How will you accommodate and support students with diverse learning levels, perspectives, and cultural backgrounds in this lesson?

To support diversity in my lessons, I lean into shared interests as a way to unify students from different backgrounds and learning levels. With limited time each week and rotating groups, I focus on flexible roles within the project which allowed each student to engage at their own pace and creative choices, whether through design or coding.

Teacher Growth: How has this experience influenced your approach to integrating technology, such as digital fabrication, into your teaching? What new skills or strategies have you developed as a result?

This experience has expanded the way I think about using technology creatively in the classroom. I’ve started designing lessons that combine digital fabrication with student interests and culture, which makes the project feel more personal and relevant. It’s taught me to view digital fabrication not just as a technical skill, but as a powerful tool for student expression.

AI Usage: If you used AI, reflect on how it can be leveraged to enhance your teaching. How does collaborating with AI compare to collaborating with a colleague?

I didn’t test this lesson with AI, but in the future I can use it to support my lessons, generate ideas, or provide feedback.

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