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.

The learning objectives are:

• Understand what biomaterials are and identify examples (e.g., leaves, flowers, recycled paper, natural fibers).

• 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).

**Feedback from Arevik Mkrtchyan **

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

Feedback from students

I used Google Forms to collect feedback from the students participating in the lesson. Judging by the feedback, it was a new experience for them, with new insights. They would like to participate in similar ecological experiments in the future. In response to the open-ended question about how else they could use biomaterials, I collected ideas that I plan to implement in the lesson in the future.

Feedback from AI

The “BOOKmarks for BookDay” lesson plan from SCOPES-DF is an interdisciplinary STEM project that blends material science (biomaterials) with digital fabrication (laser cutting).

Below is an evaluation based on pedagogical structure, technical integration, and classroom feasibility.

Creative & Technical Merit Unique Material Science: Most “maker” lessons focus on plastic (3D printing) or wood (laser cutting). This lesson stands out by having students synthesize their own biomaterials (likely agar-based or starch-based bioplastics). This adds a layer of chemistry and sustainability often missing from digital fabrication lessons.

Proportion & Math: The requirement to “correctly calculate proportions” for the biomaterial provides a genuine, non-contrived application for ratios and measurements, which aligns well with middle-school math standards.

Digital Fabrication: Using a laser cutter to create a “frame” for the biomaterial is a clever way to bridge traditional hand-crafting with high-tech tools.

Pedagogical Strengths

Standards Alignment: SCOPES-DF lessons are generally “Fab Tested” and aligned with NGSS (Next Generation Science Standards) and Common Core.

Scaffolding: The lesson moves from understanding the concept of biomaterials to the synthesis of the material, and finally to the fabrication of the product. This logical flow supports deep learning.

Real-World Context: Tying the project to “International Book Day” gives students a “why”—creating a tangible gift or functional object for a specific occasion.

Implementation Challenges

Drying Time: Biomaterials (bioplastics) often require 24–48 hours to cure and dry. A teacher needs to plan for “dead time” between the synthesis phase and the final assembly phase.

Laser Cutter Access: The lesson requires a laser cutter. For schools without one, this lesson would need significant modification (e.g., using cardstock frames cut by hand or with a Cricut).

Mess Factor: Mixing biomaterials can be messy and requires specific safety protocols (e.g., heat sources for melting agar/starch).

Suggested Improvements

Experimental Variable: To make it a truer science lesson, allow students to vary the “recipe.” For example, Group A uses more glycerin (for flexibility) while Group B uses less (for rigidity) to see how it affects the bookmark’s durability.

Sustainability Discussion: Explicitly include a “Lifecycle Analysis.” What happens to this bookmark if it gets wet? Is it truly compostable? This deepens the environmental science aspect.

Final Verdict

Rating: 4.5/5 This is an excellent, high-quality lesson plan for a Fab Lab or Maker Space. It moves beyond “pushing a button on a machine” and forces students to engage with the chemistry of the materials they are using. It is best suited for Grades 6–9.

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)

1. Critical Alignment: Learning Goals vs. Project Tasks

The project is a strong “vehicle” for these goals because it transforms abstract concepts like “sustainability” into a tangible object.

Sustainability & Biomaterials: Instead of just reading about eco-friendly materials, students are handling them. The act of choosing between leaves, flowers, or natural fibers allows them to physically categorize materials based on their properties (translucency, texture, and strength).

Design Principles: The bookmark format is an excellent “micro-canvas” for teaching Balance and Texture. Because the bioplastic acts as a window, students must consider how the arrangement of internal elements (like pressed flowers) interacts with the laser-cut frame.

Fine Motor Skills: The precision required to place small natural elements into a wet polymer or a thin frame provides authentic practice for fine motor development.

1. Assessment Alignment

To measure these specific goals, the assessment needs to look beyond “did it work?” and focus on “why was it designed this way?”

Reflective Assessment: To assess the goal of explaining the importance of sustainability, the lesson should include a verbal or written reflection. A rubric might ask: “Can the student identify three reasons why using agar-based plastic is better for the environment than traditional acrylic?”

Design Critique: To assess principles of design, a “gallery walk” is a great protocol. Students can evaluate each other’s bookmarks based on specific criteria like “Visual Balance” or “Effective Use of Texture.”

1. Implementation & Pacing

The assessment of these goals is generally easier to implement than the technical math goals, but they require more observational time from the teacher.

Pacing: The “Design” and “Creative” goals happen during the active making phase. The teacher can assess fine motor skills and design choices through “look-fors” while circulating the room.

Difficulty: These goals are highly accessible. Even students who struggle with the math or software components can succeed in the Design and Sustainability goals, making the lesson more inclusive.

Consistency: The “Sustainability” goal is the hardest to assess objectively. It is best measured through a short presentation or a “designer’s statement” that accompanies the final product.

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.I think that, based on the lesson’s results, as well as the feedback from students and my colleague, I could delve deeper into the topic of biomaterials. Perhaps I’ll add an additional section to the lesson on how biomaterials can be used in the future. Perhaps this will be in the form of a discussion or a short assignment. 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

I’d like to share more about my experience making and using biomaterials. From an outside perspective, it seems like magic, a kind of alchemy. Perhaps that’s what’s most appealing. By changing the components and proportions, you can create a completely different material. In my opinion, there are a wide variety of ways to integrate them into the educational process, from mathematical calculations of proportions to subsequent use and disposal.