Ray MS Parade of Lights Float: Special Areas Unite!
Created byRyan Hawthorne
18 views0 downloads

Ray MS Parade of Lights Float: Special Areas Unite!

Grade 7ArtMusicTechnologyComputer Science14 days
In this project, 7th-grade students collaborate across art, music, technology, and computer science to design and build a parade float for Ray Middle School, showcasing the school's values to the Baldwinsville community. Students apply engineering design principles, utilize technology for interactive elements, and integrate learning experiences from various special area classes. The project emphasizes teamwork, problem-solving, and creative expression, culminating in a visually appealing and structurally sound float that represents the school's identity.
Parade Float DesignInterdisciplinary CollaborationEngineering DesignCommunity EngagementCreative ExpressionTechnology IntegrationSchool Values
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we collaboratively design and build a parade float that integrates art, technology, and engineering to showcase our special area classes and represent Ray Middle School's values to the Baldwinsville community?

Essential Questions

Supporting questions that break down major concepts.
  • How does collaboration between different disciplines (art, FACS, digital literacy, robotics, and technology/engineering) enhance the design and functionality of a project?
  • How can we use the principles of engineering design to create a visually appealing and structurally sound parade float?
  • In what ways can we apply our knowledge of technology and computer science to incorporate interactive or automated elements into the float design?
  • How can we ensure that our float design effectively communicates our school's values and the learning experiences in our special area classes to the broader community?
  • What criteria should we use to evaluate the success of our parade float design, and how can we systematically improve our design based on these criteria?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will collaborate to design a parade float that integrates art, technology, and engineering.
  • Students will apply engineering design principles to create a structurally sound and visually appealing float.
  • Students will use technology and computer science to incorporate interactive elements into the float.
  • Students will effectively communicate Ray Middle School's values and special area classes' learning experiences through the float design.
  • Students will evaluate and improve their float design based on established criteria.
  • Students will apply technical skills to construct the float
  • Students will understand technical drawings and specifications
  • Students will demonstrate an understanding of engineering’s influence

ITEEA

ITEEAStandard 7
Primary
Students will develop an understanding of the influence of engineering, technology, and the application of scientific principles on the natural environment.Reason: Addresses the application of technology and engineering principles in a real-world design context.
ITEEA Standard 8
Primary
The lesson encourages students to consider various attributes of design, including creativity, functionality, and efficiency. Students learn to evaluate and improve their designs based on specified criteria, connecting with this standard.Reason: Focuses on the attributes of design, evaluation, and improvement based on criteria.

CTE

CTE Standard - Construction
Secondary
Apply technical skills to construct, install, operate, maintain, and troubleshoot systems. Demonstrate understanding of technical drawings and specifications.Reason: Covers the practical application of technical skills in construction and the understanding of technical drawings.
CTE Standard - Engineering Design and Development
Primary
Apply engineering design and development principles to solve real-world problems. Research and brainstormingReason: Deals with applying engineering design principles to solve real-world problems.

NGSS

NGSS MS-ETS1-2
Primary
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Reason: Addresses the evaluation of competing design solutions against criteria and constraints.
NGSS MS-ETS1-3
Primary
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.Reason: Involves analyzing test data to identify and combine the best characteristics of different design solutions.
NGSS MS-PS2-6
Supporting
Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.Reason: Focuses on communicating scientific and technical information about the importance of molecular-level structure in designed materials.

Entry Events

Events that will be used to introduce the project to students

'Float Design Challenge: The Mystery Box'

Each special area class receives a mystery box filled with random materials related to their subject. The challenge? To brainstorm and sketch initial float design ideas using ONLY those materials, forcing unconventional thinking and highlighting each subject's unique contribution. This sparks immediate curiosity and demonstrates the creative potential within constraints.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

'Blueprint Bonanza: Initial Design Schematics'

Students create initial design schematics, detailing the float's structure, dimensions, and overall aesthetic. This activity emphasizes visual communication and technical understanding.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm individual ideas for the float design, focusing on integrating elements from all special area classes.
2. Create a rough sketch of your float design, including basic dimensions and structural components.
3. Label all parts of the sketch, indicating materials to be used and the function of each component.
4. Write a brief paragraph explaining how your design incorporates and represents each special area class.

Final Product

What students will submit as the final product of the activityA detailed hand-drawn or digitally created schematic of the float design with labeled components and a written explanation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CTE Standard (Construction) - Demonstrate understanding of technical drawings and specifications; ITEEA Standard 8 - Focuses on the attributes of design, including creativity and functionality.
Activity 2

'Material Marvels: Properties & Practicality'

Students research the properties of different materials and justify their choices for the float construction, considering factors like weight, durability, and environmental impact.

Steps

Here is some basic scaffolding to help students complete the activity.
1. List all the materials you plan to use in your float design.
2. Research the properties of each material (e.g., weight, strength, weather resistance, environmental impact).
3. Write a justification for each material choice, explaining why it is suitable for its intended purpose in the float design. Consider factors like cost, availability, and ease of use.
4. Identify any potential environmental concerns related to your material choices and suggest alternatives if necessary.

Final Product

What students will submit as the final product of the activityA comprehensive report detailing the properties of chosen materials, justifications for their use, and considerations for environmental impact.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS MS-PS2-6 - Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials; ITEEA Standard 7 - Develop an understanding of the influence of engineering, technology, and the application of scientific principles on the natural environment.
Activity 3

'Motion Magic: Engineering Design Challenges'

Students focus on the mechanical aspects of the float, designing and prototyping systems for movement, lighting, or interactive elements.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify at least one mechanical or interactive element you want to incorporate into your float design (e.g., moving parts, lighting effects, sound system).
2. Sketch a detailed diagram of your chosen element, including all necessary components and their functions.
3. Build a small-scale prototype of your element using available materials.
4. Test your prototype and record your observations, noting any challenges or areas for improvement.
5. Write a summary of your design process, including the initial idea, the prototype construction, testing results, and proposed modifications.

Final Product

What students will submit as the final product of the activityA functional prototype of a mechanical or interactive element, along with a detailed design process summary.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CTE Standard (Engineering Design and Development) - Apply engineering design and development principles to solve real-world problems; NGSS MS-ETS1-2 - Evaluate competing design solutions using a systematic process.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Parade Float Design Rubric

Category 1

Design Integration & Representation

Focuses on how well the float design integrates elements from all special area classes (art, FACS, digital literacy, robotics, and technology/engineering) and effectively represents Ray Middle School's values.
Criterion 1

Integration of Special Area Classes

Evaluates the extent to which the design seamlessly incorporates elements from each special area class.

Exemplary
4 Points

Design innovatively and seamlessly integrates elements from all special area classes, demonstrating a deep understanding of each subject's contribution.

Proficient
3 Points

Design effectively integrates elements from most special area classes, showing a good understanding of each subject's role.

Developing
2 Points

Design integrates elements from some special area classes, but connections may be superficial or unclear.

Beginning
1 Points

Design shows limited integration of special area classes, with minimal connection to subject matter.

Criterion 2

Representation of School Values

Assesses how effectively the design communicates Ray Middle School's values and identity to the broader community.

Exemplary
4 Points

Design powerfully and creatively represents Ray Middle School's values, showcasing the school's unique identity and culture.

Proficient
3 Points

Design clearly represents Ray Middle School's values, effectively communicating the school's mission and character.

Developing
2 Points

Design attempts to represent Ray Middle School's values, but the connection may be unclear or underdeveloped.

Beginning
1 Points

Design shows little to no representation of Ray Middle School's values.

Category 2

Technical Design & Functionality

Focuses on the technical aspects of the float design, including structural integrity, material selection, and the incorporation of mechanical/interactive elements.
Criterion 1

Structural Soundness & Material Choice

Evaluates the feasibility and safety of the float's structure, as well as the appropriateness of the chosen materials.

Exemplary
4 Points

Design demonstrates a sophisticated understanding of structural engineering principles, with innovative and well-justified material choices that ensure safety and durability.

Proficient
3 Points

Design demonstrates a good understanding of structural engineering principles, with appropriate material choices that ensure safety and durability.

Developing
2 Points

Design shows basic understanding of structural considerations, but material choices may be questionable or safety concerns may be present.

Beginning
1 Points

Design lacks structural integrity, with inappropriate material choices that pose safety risks.

Criterion 2

Mechanical/Interactive Elements

Assesses the design and functionality of any mechanical or interactive elements incorporated into the float.

Exemplary
4 Points

Mechanical/interactive elements are ingeniously designed, flawlessly executed, and significantly enhance the float's visual appeal and engagement.

Proficient
3 Points

Mechanical/interactive elements are well-designed, functional, and contribute to the float's overall appeal.

Developing
2 Points

Mechanical/interactive elements are attempted, but may be poorly designed, unreliable, or detract from the float's overall appeal.

Beginning
1 Points

No mechanical/interactive elements are included, or the elements are non-functional and poorly integrated.

Category 3

Design Communication & Documentation

Evaluates the clarity and completeness of the design schematics, material justifications, and process documentation.
Criterion 1

Design Schematics

Assesses the clarity, accuracy, and detail of the float design schematics.

Exemplary
4 Points

Schematics are exceptionally clear, detailed, and accurate, providing a comprehensive visual representation of the float design.

Proficient
3 Points

Schematics are clear, detailed, and accurate, providing a good visual representation of the float design.

Developing
2 Points

Schematics are partially complete or lack detail, making it difficult to fully understand the float design.

Beginning
1 Points

Schematics are incomplete, inaccurate, or missing essential information.

Criterion 2

Material Justification & Environmental Impact

Evaluates the justification for material choices, considering factors like cost, availability, and environmental impact.

Exemplary
4 Points

Material choices are thoroughly justified, demonstrating a deep understanding of material properties, cost-effectiveness, and environmental sustainability.

Proficient
3 Points

Material choices are well-justified, considering material properties, cost-effectiveness, and environmental impact.

Developing
2 Points

Material justifications are incomplete or lack sufficient detail, with limited consideration of environmental impact.

Beginning
1 Points

Material choices are poorly justified, with no consideration of cost, availability, or environmental impact.

Criterion 3

Design Process Documentation

Assesses the clarity and completeness of the documentation of the design process.

Exemplary
4 Points

Documentation provides a comprehensive and insightful account of the entire design process, including initial ideas, prototypes, testing results, and proposed modifications.

Proficient
3 Points

Documentation clearly describes the design process, including initial ideas, prototypes, testing results, and proposed modifications.

Developing
2 Points

Documentation provides a partial account of the design process, with some gaps or omissions.

Beginning
1 Points

Documentation is incomplete, poorly organized, or missing essential information.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did your understanding of engineering design principles evolve throughout the float design process?

Text
Required
Question 2

To what extent did collaboration with classmates enhance the creativity and functionality of your float design?

Scale
Required
Question 3

Which special area class (art, FACS, digital literacy, robotics, technology/engineering) do you feel contributed the most to the float's overall design, and why?

Multiple choice
Required
Options
Art
FACS
Digital Literacy
Robotics
Technology/Engineering
Question 4

What challenges did you encounter when trying to integrate different subject areas into a cohesive float design, and how did you overcome them?

Text
Required
Question 5

How effectively did your float design communicate Ray Middle School's values and the learning experiences in special area classes to the Baldwinsville community?

Scale
Required
Question 6

If you had the opportunity to redesign the float, what specific changes would you make to improve its visual appeal, functionality, or representation of Ray Middle School?

Text
Required
Question 7

How did your research into material properties influence your choices for the float's construction?

Text
Required