Prototyping Project
The students will ultimately work through the engineering design project to create a prototype of a possible solution for an injury to the integumentary system. They will work with a partner to increase collaborative learning and will present their prototypes to the class at the end of the unit.
Materials
- Technology (for research, can be computers, Chromebooks, iPads, etc.)
- Paper
- Markers
- Pipe cleaners
- Beads
- Foil
- Felt
- Glue
- Other available materials
Overview of Lessons
This unit will cover the time span of two weeks. The lessons will be as follows:
- An Introduction to Functional Skin (1 day)
- Understanding Injuries to the Integumentary System 2 days)
- Existing Solutions (2 days)
- The Design Process in Action (4 days)
- Prototype Presentations (1 day)
An Introduction to Functional Skin (Day 1)
The beginning of the unit will focus on learning about the basics of the integumentary system, the largest organ of the body. First, students will learn the characteristics of normal functioning human skin. Students will be introduced to the layers of the skin and their functions through the Ted-ED video “The Science of Skin” by Emma Brice (TED-Ed., 2018). Students will then conduct a WebQuest to further learn about the skin. They will be answering questions about skin basics on a worksheet after conducting research on Chromebooks.
Understanding Injuries to the Integumentary System (Day 2 and 3)
On day 2, students will be introduced to two common injuries to the skin – burns and skin cancer. The first to be introduced will be burns. This will hopefully be relatable as students have possibly seen someone with a burn before. Burns will be introduced through the lens of sunburns. Through the video, “What Exactly Does the Sun Do to Your Skin?” students will learn how the sun causes a sunburn (Seeker, 2014). This video will be used to describe the science behind sunburns to engage students in an understanding of how burns can occur every day. This video also leaves room for discussion about skin tone as the video brings it up. Students will then engage in a table discussion about skin tones and racial identity. I will frame this this discussion using my own personal story of my own parents and how that contributes to my skin tone as my mother is from the Philippines and my father is a fourth-generation American with ancestral roots in Sweden and England. It is the intention that teachers can use this opportunity to share more about themselves with their students if they feel comfortable. Following the small group discussion students will have the opportunity to discuss this full class. By having the opportunity to discuss with their classmates and teacher about their similarities and differences, they will gain confidence communicating with those both similar and different from them.
On day 3, after discussing sunburns, skin cancer will be introduced. Students will engage in another WebQuest to work through the three main types of skin cancer - basal cell carcinoma (BCC), squamous cell carcinoma (SCC), and melanoma. Through their own research, they will determine the causes of skin cancer and its effect on the skin. This is intended to be a guided research experience as students will work through a worksheet, knowing exactly what answers they should be finding while they are given the freedom to determine their pathway to finding solutions.
Existing Solutions (Day 4 and 5)
On days 4 and 5, existing solutions to these injuries will be introduced. First, Mohs Micrographic Surgery, will be presented as a solution that has been created to treat certain skin cancer. I will finish the mini section on skin cancer by discussing Bob Marley, who died of Melanoma, demonstrating that melanin levels do not protect against cancers. Providing students with a relevant example of skin cancer and its effects will lay the groundwork for a basis of understanding that skin cancer can affect a broad range of the population and should be considered an important medical consideration. The goal of providing students with this information is to educate on the basics of protective nature of skin as an organ, potential for skin to become injured and diseased, and to dispel any myths surrounding the total protective effect of having a darker skin tone.
More serious burns will be introduced though relatable, pop-culture videos. One example is a small section of the Grey’s Anatomy episode Season 15 Episode 17 “And Dream of Sheep” which featured a story where they used Tilapia skin to cover a burn victim to help aid healing and regeneration of skin cells. This is a therapeutic approach to treating skin burns frequently employed by physicians in Brazil (Alves et al., 2018).
After watching and reflecting on these presentations, students will be able to conduct their own research, either on the computer or via readings provided. Students will have half a class period to become an expert on one existing solution and at the end of class students will present in groups of four what they have become an “expert” in.
The Design Process in Action (Day 6 – 9)
Following background material of the problem and possible existing solutions, students will begin the prototype project by working through the design process. They will be walked through each step of the engineering design process as they work through it.
Each day will have a new part of the process to focus on:
- Day 6: Step 1: “Discovery” and Step 2: “Interpretation”
The first step of the process is to discover through empathy. The students will select small sheets of paper that have roles or symptoms on them, of either a burn or skin cancer. Each student will then be asked to embody the role provided to them. Their partner will proceed to interview them, and they should act as though they were portraying that role. Each role will have some connection to having experienced a burn or skin cancer and require a solution. The students will individually define the problem they found through their empathizing conversations.
- Day 7: Step 3: “Ideation”
After defining the problem, students will return to their partners to discuss what they believe the problem to be and confirm with the patient if that is a proper problem to address. The partner pairs will begin to ideate possible solutions.
- Day 8 and 9: Step 4: “Experimentation” and “Evolution”
Following their ideas students will create prototypes out of everyday materials, such as pipe cleaners, paper, foil, beads, or felt, in order to bring their ideas to life in three dimensions. After designing a physical prototype to solve their problem, they will test it with their problem. Students will then gain a second “role card” which will tell them if their prototype worked to solve the solution or not. Many of the “role cards” will state that they need to change an aspect of the prototype for it to work perfectly. This will aim to further develop problem solving skills and tenacity as students learn to keep going when facing adversity.
Prototype Presentations (Day 10)
Following the creation of their projects students will have the opportunity to present their prototypes with the class. Through these presentations students will be asked to share what they created, and most importantly how it was created. There will be a strong emphasis on explaining the problem-solving pathway they took to create their final product. Students will also be given the opportunity to share feedback and additional means of improvement with one another.
