See Lesson on SCOPES-DF https://www.scopesdf.org/lesson-plan-builder/?post=14720

1. Identify the subject area and concepts that you want your students to learn in your classroom

2. Research the internet to find inspiration

3. Design the files and prototype the object, model, or manipulative in your local learning lab.

4. Determine the learning objectives of your lesson

5. Use the SCOPES template to develop your lesson plan.

6. Post your lesson to the SCOPES website.

7. Copy the link from your SCOPES lesson plan and paste it on your portfolio website.

Assessment Rubric for Field Activity 1

1.  Identify the subject area and concepts that you want your students to learn in your classroom

• Choose something that your students are having trouble with or find a lesson plan that could use a teaching aid to improve student learning. 

• This should not be about the technology in the makerspace. 

• The table below has examples and also room for your own ideas, please use it:

Subject Areas: Classroom Learning and Social Environment, Art & Design, Literacy

Related Concepts: Introductions, Sharing preferences, articulating strengths, Aesthetics, shading, light and dark spaces, Communication - written (spelling) & verbal (questioning)

This activity aligns with constructivist learning theory, which emphasizes that knowledge is constructed through active engagement and social interaction. By incorporating a hands-on task that requires students to communicate, observe, and problem-solve together, this approach builds foundational group dynamics before the main content work begins.

The puzzle strategy also:

• Promotes cooperative learning: Students rely on one another to complete the task, modeling interdependence.

• Activates social interaction: Grouping through movement and shared purpose lowers affective filters and increases student comfort, especially for those hesitant to choose their own groups.

• Supports differentiated grouping: Teachers can pre-sort puzzle pieces to create heterogeneous groups based on academic strengths, language proficiency, or learning styles.

• Engages multiple modalities: The physical aspect of the activity supports kinesthetic learners, while the puzzle-solving element appeals to logical thinkers.

Lesson Description

Teachers use laser cut puzzle pieces to help organizing student teams. Once teams are created, you will be designing a badge to assist you in interacting with others in the classroom socially and to communicate with others about your language preferences, STEM expertise, and other pictorial representations of your identity. This pairs will with the follow up activity to support language for English Language Learners as the Name Badge acts as a tool to facilitate dialogue between students - students engage in speaking and listening activities with the use of the tangible aid and embedded artifacts.

The goal of these learning objectives is to support students’ to introducing themselves to other classmates. Teachers, in the beginning of the year, often perform tasks with students that include making introductions. Rather than just having students recite their names, I thought having teachers create these name plate artifacts for students (i.e., on their first week of school) would help facilitate more deeper conversations going beyond names and into things on the nameplates that could prompt and facilitate additional conversations. I believe this would make the learning activity much more interdisciplinary as it brings together 1) purpose of the ‘getting to know you’ activity, 2) building on social-emotional learning by getting students to find commonalities, and 3) encouraging and supporting language development for all learners- and especially those learning multiple language. In California in the USA in particular, such a lesson would attend to the Common Core State Standards, language development, and ‘Belonging’ which are part of new Social Justice Standards as part of Teacher Performance Expectations (TPEs). This encompasses activity-based learning and attending to social-emotional learning and being multidisciplinary in that it promotes language development, attending to literacy of speaking and listening, and purposeful for assisting with classroom norm building and management strategies.

Fabrication Task

Design:​

• Use your plate form of choice (Google Slides, Canva, etc.) Create your introduction message with fabrication specialty / STEM Expertise​

• Artistically design your name - attending to the font choice, size, placement, and readability for others​

• Include your languages spoken​ to communicate with others your linguistic preferences and how you can communicate with others 

• Design a professional image that describes you

  1. Draw a picture (by hand, take a picture, and upload - or draw in illustrator)

• Design a personal image that describes you

  1. Draw a picture (by hand, take a picture, and upload - or draw in illustrator)

• Anything else you want to include on your badge?

Preparation for Fabricating:

1. Plan for how you want your image. What do you want the laser to do?

Engrave – burn an image on the surface, Score – mark a light line, Cut – go all the way through,  Choose based on your design needs.

2. Choose the right format for the job! What type of file are you using?

Raster (image or photo) → for engraving

Vector (line drawing) → for cutting/scoring

3. Which machine are you using? (We are using the Glowforge for today!)

Epilog – more manual control, uses CorelDraw or Illustrator

Glowforge – easier setup, cloud-based with auto settings

4. What material are you using? (hand out the wood

Safe: wood, acrylic, cardboard, paper, leather

 Choose only laser-safe materials

5. How will you set up your file?

Use color codes (in your slide):

Red = cut, Blue = score,  Black = engrave

Line weight = 0.001 in (hairline)

Save as SVG or PDF

Fostering Language Development through Discussions on STEM Identities

Step 1: Practice Speaking and Listening in Pairs (repeate three times)

• In pairs, students take turns sharing their name plates.
  Encourage students to explain:
  Why they chose their images or phrases, What science means to them, Provide a sentence frame to support language development:
  “I chose this because…”
  “One thing I’m curious about in science is…”
  Partners respond with a listening frame: “I heard you say… That’s interesting because…” "Can you tell me more about...''  "Something Similar to me is..."

• Encourage students to use their name plate when communicating to others:

• Encourage students to use their PARTNERS name plate when asking questions:

Step 2: Share in Small Groups or Whole Class 

Invite students to share their name plates in small groups or with the whole class.
Encourage respectful listening and 1–2 follow-up questions from peers.
Model and reinforce listening norms: eye contact, nodding, responding appropriately.

Step 3: Reflect and Continue the Language development with friends and family

• Have students reflect in writing or as a class: “What did you learn about your classmates through their science identities?”
  
  

• Have students take the name plates home and communicate to parents or guardians what each of the  messages and symbols they made and how they made it at school.
  
  

The Science 

Laser cutters are able to reproduce designs on flat materials using a process called thermal separation. As the laser beam hits the surface of the material, it either melts, burns, or vaporizes it. Using an air assist system, a jet of pressurized air blasts away the molten or vaporized material as the laser passes over it. After the laser beam fully penetrates the surface of the material, the beam cuts the selected geometry shape. 

To Engrave, the laser cutter also vaporizes the material, using a beam of far less intensity, and traveling at a higher speed to chisel the surface rather than fully cut, leaving deep visual marks. 

To learn more about the Science of Laser Cutters watch the video below! 

https://www.youtube.com/watch?v=tTnXn498F90

Links to an external site.

Post-Lesson Reflection

 - Compare the lesson plan with a similar activity that does not include the physical teaching aid. 

In the past I have engaged students in similar purposes of sharing about themselves, self-identification, or branding, and it was mostly through discursive modes or accompanied by pictorial drawings. While I think the draws and discussions are worthwhile, I noticed that adding the purpose of integrating the technology of the laser cutter helped keep the original purpose in tact while adding on layers of student collaboration, excitement and motivation to use a new tool, and students even had a lot more interest in each others' work - whereas in the drawings, students were not asking detailed questions like " how did you make that", "what else are you going to include on your plaque". 

- Identify challenges and opportunities in integrating digital fabrication technologies in the lesson plan.

Some of the challenges for integrating DFT into lesson planning is considering the extent to which students are already familiar with the technology or will be able to pick it up or considering classroom management issues - when beginning new technologies often require heavier dedication of the teacher to helping facilitate the technology. Some of the opportunities include expanding the lesson purpose to include or address additional standards and learning objectives to aim for more of a 'project-based' approach. 

- Reflection on the personal learning experience.

 I notice that I get so many ideas from how my students re-interpret the directions as they are going through the activity. I'm always weary about giving too many verse too few (open-ended) directions. I tend to lean towards more open-ended directions to allow students to take the base activity in their own directions and add their level of creativity.  Then, if/when some other students who need more guidance, I can assist those individually.   

• A major initiative and standard requirements for teachers in California follows: The California English Language Development Standards (CA ELD Standards) amplify the California State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA/Literacy). The CA ELD Standards, when used in tandem with state content standards, assist English learner students to build English proficiency, refine the academic use of English, and provide students access to subject area content. EL students need a purpose for using language (social function), need to understand how to use the language meaningfully, and access resources to be knowledgeable in language selection to be precise and convey exact meaning.

• Using fabricated name plates with personal images and messages has been a meaningful experience in my classroom, both for me and my teacher candidates. Modeling this activity as a teacher, I’ve found that this simple project opens up rich opportunities for language development, particularly in speaking and listening. When students present their name plates, they speak with genuine enthusiasm about their lives, which naturally builds vocabulary and confidence, especially for English learners. It also encourages attentive listening and peer interaction, creating an authentic need for communication. On the tech side, guiding students through finding images, using basic design software, and understanding how to print and display their work has been a great way to introduce them to purposeful technology use and got students to ask/respond to these prompts. What I’ve appreciated most, though, is how this activity helps build relationships. Students learn about each other in a way that fosters empathy and connection, and our classroom feels more like a community because of it. Reflecting on the experience, I’ve come to see these name plates not just as a creative project, but as a foundational tool for language growth, digital literacy, and social bonding right from the start of the semester. 

How I Made Name Badges Using the Glowforge

1. Designed the Name Badge Layout
   I started by creating the name badge design using a simple google slide  (exported as SVG). I included the shape of the badge, names, and any additional details like logos or icons. I made sure to use proper line types:
   Red lines for cutting (thin stroke)
   Black or blue for engraving (filled text or graphics)

2. Prepared the File for Glowforge
   I saved the finished design as an SVG file, which Glowforge uses to distinguish between cuts and engravings.

3. Uploaded the Design to the Glowforge App
   I logged into the Glowforge web app and uploaded the SVG file. I then placed the wood and ensured it was properly aligned.

4. Selected the Material and Settings
   I selected the appropriate material type from Glowforge’s material list. This automatically set the correct speed and power settings for cutting and engraving.

5. Checked Placement Using the Camera Preview
   I used the built-in camera preview to position the design accurately on the material and adjusted the layout to fit as many badges as possible on a single sheet.

6. Started the Engraving and Cutting Process
   Hit GO! The machine first engraved the text and design, then cut out the badge shapes.

7. Removed and Cleaned the Badges
   After the laser cutting was complete, I cleaned off any residue or masking using a damp cloth or isopropyl alcohol, depending on the material used.

8. Added Rope for Wearing Around the Neck
   I made sure each badge had small holes for stringing (either designed into the file or added manually). Then, I cut and threaded rope or lanyard cord through each hole and tied a secure knot, turning each badge into a wearable name tag.
   
   

-Additional Thoughts about integrating physical objects, desiging using software, and fabricating using tools:

Designing and fabricating student name plates became a powerful exercise in both identity expression and instructional design. I began to see the name plate not just as a label, but as a meaningful object—one that could support language development, foster classroom community, and prompt thoughtful conversation. It served a dual purpose: for each student, it became a personal “object” to express themselves, and an “object to think with,” inviting others to ask questions, make connections, and build relationships.

As I imagined what this could look like in practice, I realized how important it would be to start with student input. Before making the name plates, I would first interview each student with simple but personal questions: What’s your name? What’s a fun activity you enjoy? Do you have pets or a favorite animal? These questions offer just enough insight to create a design that feels unique and reflective of who they are.

Using Inkscape, I could then begin the design process—setting a consistent size for each name plate, placing holes for threading yarn so students could wear them, and importing clip art or images based on their responses. The software makes it easy to arrange and edit these features, and it’s especially helpful for batch production. For fabrication, I’d use the Glowforge laser cutter, which allows for precise and efficient production. I could lay out six 4”x6” name plates on a 12”x12” board and complete a full class set in just four rounds—much more practical than cutting each one individually.

Reflecting on this process, I realize how this kind of project blurs the lines between making, teaching, and relationship-building. It’s technical, but it’s also deeply human. The name plates become tools for practicing speaking and listening, building confidence, and nurturing curiosity. I’m excited by the possibility of integrating more of this kind of fabrication work into the classroom—not just for engagement, but for deeper connection and learning.