Template: Math/Science-Engineering Connected Lesson Plan
Title of Lesson: Interactive Light and Sound Show Design
Date: Fall 2025
Author's Name: Designer and Dr. David Burghardt
Grade level: 7/8
Content or Subject Area's: Informed engineering design with computer science and computer control
Duration of lesson: 8 days
General Objectives: Students will design, construct and program an interactive light and sound show that responds to motion using distance sensors, integrating programming logic, timing calculations, and engineering design principles to create a conductor's magical box system.
Learning Outcomes: What knowledge, skills, and strategies do you expect students to gain?
(1-4 stated outcomes) After completion of the lessons, students will be able to: (use action verbs)
1. Use the informed engineering design process
2. Apply mathematical relationships to calculate distance ranges, timing sequences, and sensor eectiveness for optimal system performance.
3. Program conditional logic using if- else statements to control LEDs and sound based on distance sensor input ranges.
4. Design, construct, and test an interactive system that synchronizes light patterns with musical segments triggered by hand motion.
State Standards: (Digital Fluency and Tech Standards) End of Grade 8:
7-8.CT.4: Write a program using functions or procedures whose names or other documentation convey their purpose within the larger task
7-8.CT.5: Create a computational artifact through collaborative eort
7-8.CT.6: Design, compare and refine algorithms for a specific task or within a program
7-8.CT.8: Develop or remix a program that eectively combines one or more control structures for creative expression or to solve a problem
7-8.NSD.2: Design a project that combines hardware and software components
National standards: (ITEEA STEL Standards) End of the 8th Grade:
Standard 3: Engineering Design - Apply design processes to develop solutions for creative expression and interactive systems
Standard 4: Systems Thinking - Understand how sensors, processors, and outputs work together as integrated systems
Standard 7: Design Thinking - Apply design principles to create user-responsive interactive experiences within given constraints
Materials and Resources: Provide a list of materials and resources needed to teach the lesson
Physical Materials: Cardboard for conductor's box, glue gun, tape, ruler, aluminum foil, Hummingbird LED lights (multiple colors), Hummingbird distance sensor, computers with Snap programming software, Hummingbird controllers
Resources: Distance sensor tutorials, programming logic examples, music composition resources, timing calculation worksheets
Focusing Event: Students observe interactive installations or performances where motion controls sound and light (such as museum exhibits or concert performances). Discussion: "How do conductors control orchestras with just hand movements? How might we create a magical box that responds to our gestures to create music and light shows?" This introduces the real-world engineering problem of creating responsive interactive systems that translate human motion into coordinated audiovisual experiences.
Day by day plan
Day 1: Specifications and Constraints (40 minutes) Informed Design Phase: Specifications and Constraints
• Introduce challenge: Design an interactive light and sound show controlled by hand motion in a conductor's magical box
• Review project specifications: minimum 3 distance zones, 10+ second musical segments, synchronized LED patterns
• Discuss constraints: 10-80 cm sensor range, timing lag considerations, box size limitations
• Introduce assessment rubric and informed engineering design process
• Students document initial understanding of the problem and constraints
Day 2: Developing Knowledge - Distance Sensors and Programming Basics (40 minutes) Informed Design Phase: Developing Knowledge
• Learn how distance sensors operate and their eective range (10-80 cm optimal)
• Practice basic sensor programming: reading distance values and displaying output
• Introduction to conditional logic: if- else statements for dierent distance ranges
• Students complete Knowledge and Skill Builder (KSB) 2: Distance sensor activation code
• Calculate optimal box dimensions based on sensor range and desk space requirements
Day 3: Developing Knowledge - LED Control and Mathematical Relationships (40 minutes) Informed Design Phase: Developing Knowledge (continued)
• Learn single and multi- color LED programming techniques
• Students complete KSB 3: LED blinking patterns and color changes
• Mathematical analysis: Calculate timing relationships between sensor lag, music start/stop times, and LED response
• Practice programming synchronized LED patterns with dierent blink rates and colors
• Explore the relationship between distance measurements and zone boundaries
Day 4: Ideate Solutions - Alternative Design Concepts (40 minutes) Informed Design Phase: Ideate Solutions
• Students sketch minimum of 3 alternative design approaches for their conductor's box
• Consider dierent musical approaches: composed melodies vs. imported songs vs. individual notes
• Explore various LED arrangement patterns and lighting eects
• Document dierent box sizes, sensor placements, and distance zone configurations
• Brainstorm creative themes and user experience approaches
Day 5: Solution Analysis and Optimization (40 minutes) Informed Design Phase: Ideate Solutions (continued)
• Students evaluate alternative designs against specifications and constraints
• Select optimal design using multiple criteria: sensor eectiveness, light/sound coordination, user control, feasibility
• Document design trade- os and justify final selection
• Calculate specific distance zones and timing sequences for chosen design
• Plan integration strategy for hardware and software components
Day 6: Build Prototype - Physical Construction (40 minutes) Informed Design Phase: Build Prototype
• Construct physical conductor's box using cardboard and mark distance zones
• Install distance sensor and position LED lights with aluminum foil reflectors
• Mount components and test basic connectivity
• Begin programming the integrated system with if- else logic for multiple distance zones
• Document construction challenges and modifications needed
Day 7: Build Prototype - Programming Integration (40 minutes) Informed Design Phase: Build Prototype (continued)
• Complete programming of light and sound coordination system
• Implement timing calculations to address sensor lag and music overlap issues
• Program distinct musical segments for each distance zone (minimum 10 seconds each)
• Create synchronized LED patterns that change with music transitions
• Test individual components and debug integration issues
Day 8: Test, Evaluate, and Refine Design (40 minutes) Informed Design Phase: Test and Evaluate Design + Refine Design
• Complete the assessment rubric self- evaluation from day 1and justify their selfassessment
• Reflect on the informed engineering design process and lessons they learned