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Field Activity 3. BOOKmarks for BOOKday

During this field activity, I designed an interdisciplinary curriculum and tested it, after which I collected feedback from students participating in the lesson, from a colleague, who tested the plan, and also asked the AI ​​to check the curriculum for compliance with the assessment rubric.

Lesson Title: BOOKmarks for BOOKday

Students age:11-12 Quantity: 8

During this lesson, students made bookmarks for Book Giving Day, which is very popular in Armenia. Most importantly, the bookmarks were made from biomaterials. The biomaterials were produced by them at FabLab. A detailed lesson plan can be found here.

Learning objectives:

  • Understand what biomaterials are and identify examples (e.g., leaves, flowers, recycled paper, natural fibers).Lesson Structure: 3 phases (classroom + laboratory + final processing)

  • Design and create a flexible, eco-friendly bookmark

  • Develop creativity and fine motor skills

  • Explain the importance of sustainability and eco-friendly materials.

  • Recognize basic principles of design (color, texture, balance).

This is feedback from Arevik Mkrtchyan, Art teacher of our school, FabLab Dilijan 25’ Alumni

Lesson Testing&Observation Feedback

Lesson Topic: Bioplastic Making and Bookmark Design

Age Group: 10–12 years old

Number of Students: 8

Lesson Structure: 3 phases (classroom + laboratory + final processing)

Overall Impression

The lesson was successful, effectively combining environmental education, scientific experimentation, and creative practice. Students were engaged throughout the entire process—from concept to final product—which supports the development of project-based thinking and a sense of responsibility. The lesson also included a meaningful socio-cultural component, as students created bookmarks with the intention of gifting them during Book Giving Days, which are celebrated at school on Hovhannes Tumanyan’s birthday. During these days, it is a common tradition at schools for almost everyone to exchange books with one another.

Strengths

Relevance of the Topic and Value-Based Component

The lesson addresses the important issue of plastic pollution, helping students develop environmental awareness.

Balance Between Theory and Practice

The theoretical part (presentation, explanations, demonstration of samples) provided a good foundation for the practical work.During the hands-on phase, students applied their knowledge using real materials.The use of a laser cutter increased student engagement and supported the development of technical skills.

Before each stage teacher clearly states:

• what we are doing

• why we are doing it

• what outcome is expected

The Experimental Component

Introduce comparative experiments: different bioplastic compositions, relationship between varying thickness and different strength, Students draw conclusions based on observations.

Interdisciplinary Approach (STEAM)

The lesson integrates Art (design and composition), Chemistry (bioplastic production), Technology (laser cutting, measurements), eviremantal and social learning.

Creative Freedom

Students were given the opportunity first to make experimentations with different components, experimenting with materials and talking about what do they think about the characteristic of each material, students were doing work seriesly but there was a playfullness in the process, they choose materials (flowers, coffee grounds, threads), which encouraged imagination and self-expression.

Tangible Outcome with Social Value

Creating bookmarks and gifting them enhanced the meaning of the work and increased motivation.

Observations

Some phases (especially the laboratory part) were quite intensive, clearer time management would be great.During the bioplastic preparation, not all students were equally involved in measuring and mixing processes.The theoretical part contained dense information, which might be challenging for some students to fully absorb at once.

Recommendations

  • Clearer Structuring of Each Phase

  • More accurate time allocation for each phase of the lesson.

  • Role Distribution in Group Work

  • Assigning specific roles within groups is recommended, such as:

  • Measurer, mixer, designer, recorder.

  • This will ensure active participation from all students.

  • Adding one other session of work will allow to change the roles and have deeper experience.

Reflection Phase

Include short discussion about enviremental issues and about the role that learners can have in their community after lesson. It would be great if learners will continue thinking about sustainability and have a little discussion, for example about the topic “where else can bioplastics be used?”

Before the experiment, students discussed plastic pollution and shared some ideas. It would be great to have another conversation after the lesson, where they can reflect on how plastics could be replaced with bioplastics,in wich other products they can make with bioplastic or brainstorm new ways to collect and reuse material waste. This could help them feel more engaged and responsible.

Simplifying the Theoretical Part

Break the theoretical content into smaller segments and include guiding questions to make it more interactive.

Conclusion

This lesson is a strong example of project-based learning that integrates science, art, and environmental education. It should be further developed by incorporating deeper experimentation and encouraging more student-led inquiry.

Arevik Mkrtchyan, Art Teacher

Reflection

1. What was the specific feedback about how the project aligns with learning goals? How does the assessment align with the learning goals? Does the assessment protocol make sense within the lesson (ie. type of assessment, pacing, difficulty of implementing)

Specific feedback was obtained in the form of short quizzes that tested the students’ knowledge acquired during the lesson, and I also created a Google Form where I asked questions about their impressions of the lesson.

2. What are some changes you made or will make based on the lesson testing and feedback?

After the testing and feedback, I’ll add information about other types of biomaterials. It’s also worth exploring this idea further and exploring other applications for biomaterials. Perhaps next time we’ll try laser cutting biomaterials.

3. Did you succeed integrating sustainable goals? Are they include in the learning goals and assessment? There were any challenges related to the integration?

In this project, I implemented SDG 12, SDG 13, SDG 14, SDG 15, SDG 4 sustainable goals. In this project, I implemented the following sustainable goals. Some of these goals were included in the assessment tests. There were no integration difficulties.

🎯 SDG 12: Responsible Consumption and Production This is the main goal Students learn to use biodegradable materials instead of plastic. Encourages reducing waste and choosing sustainable alternatives. 👉 Making bookmarks from gelatin shows how everyday items can be created in an eco-friendly way.

🌱 SDG 13: Climate Action Using biomaterials helps reduce reliance on fossil-fuel-based plastics. Raises awareness about environmentally responsible choices.

🌊 SDG 14: Life Below Water Traditional plastics pollute oceans, while gelatin biomaterials are biodegradable. Helps students understand how material choices impact marine life.

🌿 SDG 15: Life on Land Promotes protection of ecosystems by reducing non-biodegradable waste. Encourages respect for natural resources.

🎓 SDG 4: Quality Education The lesson builds knowledge about science, sustainability, and innovation. Supports hands-on, meaningful learning