understanding plant life cycle – SCOPES-DF
More Options

Lesson Details

Subjects *
Science
Age Ranges *
8-11,
Fab Tools *
Laser Cutter,
Author
Syuzanna Martirosyan

Author

Syuzanna Martirosyan

Summary

During this lesson, I showed students the life cycle of a plant, using the example of an apple, and since the students had no experience with digital production, I showed them how to find examples of other fruits on the internet and how they could create a vector file. They chose the fruits and made

What You'll Need

 

  • plant life cycle diagram
  • Whiteboard and markers for class discussion
  • Worksheet for individual reflection activity
  • Projector or screen to display visuals (optional)
  • Markers, pencils, and pens
  • Timer (for group activity timing)
  • Laser cutter
  • materials – plywood , felt

 

Lesson Materials

Learning Objectives

Biology Knowledge:

Students will identify and explain the stages of the plant life cycle, including germination, growth, flowering, and seed dispersal.

Hands-on Application:

Students will assemble a plant life cycle model using laser-cut components, reinforcing their understanding through practical, hands-on activity.

Collaboration and Teamwork:

Students will work in groups to design and create parts of the plant life cycle model, fostering communication and teamwork skills.

Introduction to Digital Fabrication:

Students will gain exposure to digital fabrication tools and processes, learning how laser cutting can be used to create educational models.

Critical Thinking and Problem-Solving:

Students will engage in problem-solving by designing and assembling their parts, connecting them to form the complete life cycle.

Reflection

What Worked Well:

Engagement:

The students were very excited and curious.

 

Collaboration:

It worked very well because everyone in the group agreed and chose their desired fruit to make a vector document.

 

Understanding the Concept:

The students also thought it was good that when they visualized it this way, they understood the plant’s life cycle better.

 

Which wasn’t so good

Time Management:

Time was short, as this lesson was designed for 3 class periods, so I tried to complete it within 1 class period.

Technological Fluency:

Since the students had no experience working with lasers, the students had to be introduced to the safety rules for using lasers in advance.

Overall, this activity successfully blended biology and digital fabrication, making learning both interactive and memorable. It also highlighted areas to refine for an even more effective learning experience in the future

 

The Instructions

Introduction to Plant Life Cycle and Digital Fabrication

In this step, I introduced the plant life cycle and demonstrate how digital fabrication tools, such as the laser cutter, can be used to create models of each cycle stage. Students saw how to design and cut one part of the life cycle model as a demonstration.

  1. Introduction to Plant Life Cycle (5 minutes)
  • Briefly introduce the plant life cycle.
  • Show a completed model of the plant life cycle.
  • Explain that students will create their own models for different fruits using the same steps demonstrated.
  1. Demonstration of Design Process (10 minutes)
  • Walk the class through the design process of the apple’s life cycle model, explaining the software used and how you prepared the laser-cut components.
  • Show how to break down the design into manageable pieces and explain how students can apply the same process to their chosen fruit.
  • Emphasize creativity and encourage students to think about their selected fruit’s characteristics when designing.

 

 

 

Group Work – Design and Create Fruit Life Cycle Stage

Students worked in groups to design and create their own part of the plant life cycle model, focusing on their chosen fruit.

Group Selection (5 minutes)

  • Divide students into groups (3).
  • Each group selected one fruit ( pear, orange, mandarin) to represent in the plant life cycle.
  • Provided templates or access to design software if necessary, and guide the groups in planning the design for their fruit’s life cycle stage.

Group Design and Laser Cutting (10 minutes)

  • Allow groups to work together on designing their fruit’s stage, ensuring they consider the biological characteristics of their fruit (e.g., seed, sprout, flower, or fruit).
  • Guide students in preparing their designs for cutting, ensuring they follow the steps shown during the demonstration.
  • If necessary, the laser cutting will be handled separately, and students can focus on the design phase.

 

Assemble, Present, and Reflect

In this final step, students assemble their life cycle stage models, presented their work, and reflect on the learning experience. This provides an opportunity for each group to explain their model and share what they learned.

  1. Assembly (5 minutes)
  • Once the components are ready, students will assemble their fruit’s life cycle stage.
  • Encourage them to label their models and add creative touches such as colors or textures.
  • Ensure each group’s model represents the correct stage of the plant life cycle.
  1. Presentation (5 minutes)
  • Each group will briefly present their fruit’s stage in the plant life cycle.
  • Students will explain the biological significance of the stage and the design process they followed.
  • Allow groups to share any challenges they faced and how they overcame them.
  1. Reflection and Discussion (5 minutes)
  • Lead a class discussion on what students learned about both biology and digital fabrication.
  • Ask students to reflect on the project: What went well? What could be improved? How did the digital fabrication process enhance their understanding of the plant life cycle?

 

Lesson Feedback

Contact us

Having trouble? Let us know by completing the form below. We'll do our best to get your issues resolved quickly.

"*" indicates required fields

Name*
Email*
This field is for validation purposes and should be left unchanged.
?