Grade 5 · Laser & Vinyl · Lesson 14

Interactive Museum Exhibit

Create an exhibit visitors activate to reveal a story through light, motion, or sound.

Time3 × 60 minutes + adult fabricationTeamsTeams of 3–4EquipmentBasic materials + Makey Makey/Scratch + laser/vinyl cutters

Project inspiration · 3 images

See, build, and test

Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.

Finished student example for Interactive Museum Exhibit
01Finished project
Close construction and materials view for Interactive Museum Exhibit
02Construction detail
Students testing and recording results for Interactive Museum Exhibit
03Student testing

Student quick guide

What are we doing?

1

Meet the real-world challenge: Help museum visitors explore a local history, science, art, or invention story through one meaningful interaction.

2

Choose materials, build the control system, and connect the tabs, buttons, touch pads, cranks, or switches to the revealed panels, LEDs, motion, or approved sound.

3

Test the same way each time, study the evidence, and improve one part.

For teachers

Engineering standards

This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.

Assessed

3-5-ETS1-1

Teams define who needs the interactive museum exhibit and set measurable performance, safety, material, and time limits.

What students show: User-centered problem statement with criteria and constraints.
Practiced

3-5-ETS1-2

Teams compare at least two circuit, code, or enclosure ideas against the success criteria.

What students show: Labeled system diagrams and a recorded design choice.
Assessed

3-5-ETS1-3

Teams run a repeatable test—observe the same visitor tasks and record completion, confusion points, and engagement—then change one variable and retest.

What students show: Test table, code or build revision, and evidence-based explanation.

Materials

  • Cardboard, paper, craft sticks, tape, reusable building pieces, and student-proposed materials
  • Project platform: Basic materials + Makey Makey/Scratch + laser/vinyl cutters
  • Breadboard, paper-circuit supplies, or low-voltage power when needed
  • tabs, buttons, touch pads, cranks, or switches input component or student-designed substitute
  • revealed panels, LEDs, motion, or approved sound output component or student-designed substitute
  • LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
  • Laser + vinyl fabrication materials for an optional case, sign, mount, or model
  • Computer with approved coding or simulation tools when needed
  • Planning sheet, ruler, and test-data table

Teacher preparation

  1. Build and test one possible reference solution without making it the required design.
  2. Prepare a basic-materials table plus optional electronics and fabrication stations.
  3. If coding is used, prepare a starter option for a mechanical sequence, Scratch events, or optional controller logic; students may propose another workable control method.
  4. Prepare optional fabrication templates and a file rule beginning G5_14.
  5. Mark adult approval points before power-on and machine fabrication.

Step by step

How to teach it

Day 1 · 0–20

Meet the user and define success

  1. Introduce the application: Help museum visitors explore a local history, science, art, or invention story through one meaningful interaction.
  2. Identify the user, need, criteria, and constraints.
  3. Draw a system map with input → code → output.
Day 1 · 20–60

Build a first solution

  1. Choose basic, electronic, and fabricated materials based on the team's idea.
  2. Build with power disconnected whenever electronics are used.
  3. Complete an adult check, then troubleshoot one connection or physical feature at a time.
Day 2 · 0–30

Create the behavior

  1. Create the first working control using a mechanical sequence, Scratch events, or optional controller logic.
  2. Predict what one rule, connection, or code change will do before testing it.
  3. Make the system understandable with labels, diagrams, comments, or coding blocks.
Day 2 · 30–60

Test and improve

  1. Use the same procedure each time: observe the same visitor tasks and record completion, confusion points, and engagement.
  2. Record at least three results.
  3. Change one code, circuit, or physical-design variable and retest.
Day 3

Fabricate and present

  1. Design a laser + vinyl fabrication part that protects, mounts, or explains the electronics.
  2. Adult reviews and operates fabrication equipment where required.
  3. Connect the finished system and demonstrate how the evidence improved it.

Assessment

  • Problem statement names a real user and measurable need.
  • Circuit matches the team diagram and uses components safely.
  • Program connects the intended input to the intended output.
  • Test conditions remain consistent and include recorded evidence.
  • Revision addresses a documented failure or user need.

Supports & extensions

  • Use color-coded wires and a photograph of each breadboard step.
  • Provide block coding or partially completed code with one change at a time.
  • Assign roles: circuit builder, coder, tester, and recorder.
  • Let students explain findings orally or with labeled diagrams.
  • Extension: add a second sensor, output, data display, or operating mode.

Safety & responsible use

  • Use only teacher-approved low-voltage classroom electronics; never connect projects to wall current.
  • Disconnect power before changing wires or components.
  • Use the correct resistor with every standard LED and stop immediately if a part becomes hot.
  • An adult handles soldering, laser cutting, printer setup, blades, and final power approval.
  • Keep liquids away from boards unless a sealed, teacher-approved sensor activity specifically requires them.

No-machine alternative

Build with cardboard, paper mechanisms, paper circuits, or a free on-screen simulator. Students may invent another safe way to model the same function, then compare ideas, test one variable, collect evidence, and revise.

Printable student design brief

The challenge

Create a working interactive museum exhibit for this need: Help museum visitors explore a local history, science, art, or invention story through one meaningful interaction.

Success criteria

  • Interaction teaches one clear idea
  • A first-time visitor can use it without coaching
  • The design resets for the next visitor

Constraints

  • Uses original or licensed content only
  • Collects no visitor data
  • Students choose the simplest materials that solve the need

Engineer’s notes

Our user needs…
The input tells the system…
Our code decides…
The output responds by…
Our test data showed…
We improved… because…
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