What Makes Your World Shine? (Parallel and Series Circuits Lesson Plan)

by Chibitronics Community in Classroom

Published on April 17, 2017

Tags : Art, Design, Engineering, Kid Crafts, Language, Science, Social Studies, Writing

This activity introduces parallel circuits and series circuit using Chibitronics LED light stickers. The students will be able to identify and represent things that are part of their world by making a light-up card. This activity is an extension to the basic circuits. If your students already have some experience in creating basic circuits with an LED light sticker and a battery, you could encourage them to design circuits with more lights.

Materials

2 or more LED light Stickers
1 or more coin cell batteries (3V) Store your batteries separately, and away from other bits of metal. This avoids accidental connections that can drain the batteries.
1 Binder clip
Conductive copper tape (The edges on the copper tape can be sharp. Watch your fingertips.)
Parallel Circuit Template
Series Circuit Template

Tools

Drawing supplies
Scissors

Chibitronics Products

Classroom Pack of Red, Yellow and Blue LED stickers
Classroom Pack of White LED stickers

Circuit template

https://chibitronics.com/wp-content/uploads/2017/04/Circuit-Sticker-sketchbook-template-2.pdf
Grades
Elementary
Estimated Time
60 mins
Lesson Objective

Build a circuit with two or more lights.
Design a light-up card
Learn how series circuits and parallel circuit works

Standards

ISTE standards
Creativity and innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
Technology operations and concepts- Students demonstrate a sound understanding of technology concepts, systems, and operations.
c. Troubleshoot systems and applications

NGSS Standards
Practice 1 Asking questions and defining problems
Practice 6 Constructing Explanations and Designing Solutions

Instructions

Let’s Start
Create two examples of your own light-up card, one with series circuit and another with parallel circuit. Share your projects with your students.

  • Revisit basic circuit. Ask the students what they recall about their first circuit.
  • Pass around the template, copper tape, battery, LED lights and binder clip. Refer to this tutorial to make the circuit

https://www.facebook.com/notes/10152517060703240/
This has both types of circuits and explains the concepts quite nicely!

We have another post specifically focused on series versus parallel circuits here:
https://chibitronics.com/parallel-and-series-circuits/

 

You could divide the class in two groups and distribute series circuit template to one group and parallel circuit to the other group. Later you could encourage members of both groups to form pairs and share their circuits with each other.

Once the circuit is complete and working, have the students share them with each other. You could use this step as an opportunity to provoke questions and also encourage the students to share their questions with the group.

Question prompts
Describe what… ?
What would happen if …?
Why do you think that …?
How would you…?
What is the difference between…?
Remember to ask, “What questions do you have?”

If their circuits are not working, give students opportunities to troubleshoot. Allow them to identify the problem themselves and support them if they need scaffolding. You could also encourage them to ask their peers for help.

  • Ask students to share things that they want to illuminate. You could encourage them make a list of things that they are familiar with and are part of their world.

Creative prompts
Things that shine
Things that glow in the dark
Things I wish could illuminate

If a student get stuck, you could share some examples such as stars, fireflies, firecrackers, jewels, eyes, heart, sparkling soda etc. Remember there are no right answers. Let them run wild with their creative ideas.

  • Have the students quickly share their list with their peers.
  • Ask students to choose one object from their list. Ask them to fold their templates and draw the object or multiple copies of the object in the front. Encourage them to align these objects in their drawings with the lights.
    Students can choose it they would like to add or remove a light from their circuit based on their drawings. This could be an opportunity for them to apply their knowledge and skill of creating series or parallel circuits.

Students can choose it they would like to add or remove a light from their circuit based on their drawings. This could be an opportunity for them to apply their knowledge and skill of creating series or parallel circuits.

Wrap-Up

  • Encourage students to decorate their cards and share things that are part of their worlds with a large group.
  • Give the students a chance to share their learning experiences with the group.

Reflective prompts
How would I do this differently?
What are some ideas for projects that I can make using parallel and series circuits?
What are the things I am curious to know more about circuits and electronics?

Make sure to notice children’s engagement and process while doing this activity. Listen to their ideas and ask them questions about their creations.

Projects Gallery
Explore new ideas, materials and themes.

Circuit Sticker project_4circuit sticker project _3

Alignment to Standards
We think the following standards are most relevant to this activity. You could adapt this list for your class session. The complete list of all the standards can be found on the respective websites of each framework.

ISTE standards

  • Creativity and innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
    a. Apply existing knowledge to generate new ideas, products, or processes
    b. Create original works as a means of personal or group expression
  • Technology operations and concepts- Students demonstrate a sound understanding of technology concepts, systems, and operations.
    c. Troubleshoot systems and applications

NGSS Standards

  • Practice 1 Asking questions and defining problems
  • Practice 6 Constructing Explanations and Designing Solutions

You could also refer to Bloom’s Taxonomy as part of your classroom assessment.

Blooms TaxonomyFig: Bloom’s Taxonomy
image credit: patheos.com

Good Luck for the session! Don’t forget to share your experiences with the chibitronics community. We are always excited to hear new stories!

circuit stickers project

 

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