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Sustainable STEM Lesson 2: Using Engineering Design to Make a Prototype

Sustainable STEM Lesson 2: Using Engineering Design to Make a Prototype
Contributors
Beyond Benign, Inc.
Retired K-12 Educator | Beyond Benign, Inc.
cover image with picture of shark and leaf and mushrooms and megaphone and a hand holding a cellphone
Summary
In this lesson, students will be tasked with designing a biodegradable cell phone case made with mycelium material by Ecovative Design. They will explore how Ecovative is combating the global problem of plastics by using Styrofoam-alternative materials grown from mycelium, which are the parts of a fungi analogous to the roots of a plant. They will then be introduced to the engineering design process, which they will use to design, construct, and evaluate a prototype for their cell phone case.

This project came about from a collaboration between Beyond Benign and Steelcase.

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Moderation state
Published
Object Type
Laboratory experiment
Lecture or course slides/notes (e.g., PPT, Prezi, PDF)
Activities/Technology (e.g., in-class activities, online games, hands-on activities/manipulatives, outreach, virtual tools, etc.)
Assessments
Case studies
Videos (e.g., tutorials, presentations)
Journal articles
Audience
Middle School
Published on
Green Chemistry Principles
Waste Prevention
Less Hazardous Chemical Syntheses
Designing Safer Chemicals
Use of Renewable Feedstocks
Design for Degradation
U.N. Sustainable Development Goals (SDGs)
Quality Education
Industry, Innovation and Infrastructure
Sustainable Cities and Communities
Responsible Consumption and Production
Partnerships for the Goals
NGSS Standards, if applicable
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. 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.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Learning Goals/Student Objectives
Students will…
-Determine design requirements for a cell phone case
-Use the engineering design process to identify and solve a problem
-Design and test prototypes for the cell phone case
-Communicate results from testing of prototypes
-Construct iterations of their cell phone case design
Common pedagogies covered
Collaborative/cooperative learning
Hands-on learning
Problem-based learning
Student-centered learning
Time required (if applicable)
One or two 45-60 minute class periods

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Safety Precautions, Hazards, and Risk Assessment
Wash hands and clean work area before and after each activity. Aprons and goggles are a must.
Teacher Recommendations or Piloting Data (if available)
The full project will require a total of 10-15 days for completion, depending on speed of mycelium growth, which relies on classroom conditions. See lesson 4 for more details.
Digital Object Identifier (DOI)
https://doi.org/10.59877/FVMR6275

File (PDF, PPT, image, etc)

Creative Commons License