Lotus Flower
The Lotus flower was an art and STEM project or a STEAM Project. The students created a flower in a pot with a glowing diode at the center of the petals which can be turned on and off with a switch.
- How do you think you can make the light glow? (primary/function)
- What is the purpose of the cup? (primary/design)
- Can you think of another way of doing that? (primary/design)
- That may not have worked, but how can we change it to try that another way? (primary/function)
- That looks interesting, why have you done that? (primary/reasoning)
- What do you think you will achieve by doing that? (primary/reasoning)
Science |
Technology
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Engineering
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Mathematics
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Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)
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Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
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Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
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N/A
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How to.....Our Story
"The students were all intrigued and excited when presented with the bags and conversations began about what the parts could be for. This was an important stage for intruige and engagement."
- Third-Year Education Student
- Third-Year Education Student
The girls were handed their pink bags and asked to empty the contents onto their tables. They were given the opportunity to look through the contents before being asked to place away the origami and cups.
The girls were left with zip-lock bag filled with all the materials they needed to build a circuit to light a bulb (diode). They were shown a completed Illuminated Lotus Flower, and told that today they were going to make their own. |
Creating Circuits
Students were then asked to try and complete a working circuit, firstly being asked to see if they could get the diode to illuminate.
This was a process of trial, error and patience. Frustration was expected during this time, with the girls finding the activity difficult. This was all a part of the inquiry process making the result so fulfilling when they finally discovered how to complete the circuit. Girls were not assisted, but prompted to guide their thinking. "Can you think of another way of doing that?" "That may not have worked, but how can we change it to try that another way?" |
They were also questioned regarding their reasoning.
"That looks interesting, why have you done that?"
"What do you think you will achieve by doing that?"
As some girls started becoming successful with their circuits, they were able to help others and transfer their new skills. This created an atmosphere of peer teaching and collaborative learning.
"That looks interesting, why have you done that?"
"What do you think you will achieve by doing that?"
As some girls started becoming successful with their circuits, they were able to help others and transfer their new skills. This created an atmosphere of peer teaching and collaborative learning.
"I believe the session was successful as the students I worked with were clearly engaged with the task. It was obvious that they went through stages of excitement, enthusiasm, frustration, doubt and finally were successful. It was also interesting that two girls in my group took control as leaders and were really excited to demonstrate to the others when they found better ways of working. Since at times one of the girls in my group got frustrated to the point of wanting to stop the activity, having a peer to assist in a group type scenario did not single her out and she was able to try a different method."
- Fourth-Year Education Student
- Fourth-Year Education Student
Putting It all Together
Once the students had working circuits they were given a break to "shake it off", have a drink and get ready for the next part of the project.
Students made their origami lotus flowers, which in comparison to their circuits, seemed a lot less of a task. The girls had managed to create their very own Illuminated Lotus Flowers, and were very proud that the had accomplished this. Many said that the process of the circuits had been so frustrating, that they were very happy they had managed to create the finished product. |
Lesson Guide
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Student Explanations
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Students were asked to explain what they had created, how they made the lightbulb light up, and what they found to be difficult during the process. Terminology had also been a focus on the learning, and students were prompted to explain using technical terms for materials and processes. |
Student Reflections