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Simple Circuits in the Elementary Classroom
Amy Zschaber, www.artfulartsyamy.com firstname.lastname@example.org @artfulartsyamy
Simple Circuit Parallel Circuit
Copper Tape $12.55 / 36 yards
Button Battery $23.97 / 100
Wire Stripper $10.18 / 1
Electrical Tape $12.99 / 12 rolls
Electrical Wire $5.83 / 25 ft
3 & 5 mm LED $12.57 / 300
STANDARDS (4th Grade) NGSS Science Standards (applicable to this unit) 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Visual Art Standards (applicable to this unit) Artistic Perception 1.5 Describe and analyze the elements of art, emphasizing form, as they are used in works of art and found in the environment. Creative Expression 2.3 Use additive and subtractive processes in making simple sculptural forms. 2.7 Use contrast (light and dark) expressively in a work of art. Historical and Cultural Context 3.1 Describe how art plays a role in reflecting life 3.3 Look at and discuss works of art from a variety of time and places Aesthetic Valuing 4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art.
Dance Standards (applicable to this unit) Artistic Perception 1.1 Demonstrate mental concentration and physical control in performing dance skills. Creative Expression 2.1 Create, develop, and memorize movement patterns & sequences 2.2 Improvise extended movement phrases. 2.6 Perform improvised movement and dance studies with focus and expression. Aesthetic Valuing 4.3 Describe ways in which a dancer effectively communicates ideas and moods.
Music Standards (applicable to this unit) Creative Expression 2.3 Compose and improvise simple rhythmic and melodic patterns on classroom instruments.
brown grocery bag (1/student) 3 volt button battery (2/student) copper tape (15 in/student) LED 3-5mm (3-5/student) Black permanent marker Markers / crayons / oil pastels Scissors
-Teacher Guide for Unit (includes project How-To) http://goo.gl/SxL1Ls password: scoe steam
History of Robots Video http://goo.gl/tKYh7q
Design Process Graphic http://goo.gl/KXPgdr
Basic Circuits Handout http://goo.gl/YMRhNR
Wrecking Crew Orchestra Video http://goo.gl/jIpzue
Basic Circuits Handout http://goo.gl/YMRhNR
Dance Critique Rubric http://goo.gl/junsml
PROCESS 1. Identify & define robots 2. History of Robots video (2:37 minutes) 3. Identify & define parts of a robot 4. Overview project 5. Cut brown paper bag to make vest 6. Decorate bag to look like a robot 7. Identify LED and parts of LED 8. Identify and define basic circuit 9. Students build a basic circuit 10. Identify and define parallel circuit 11. Students build a parallel circuit 12. Wrecking Crew Orchestra video 13. Overview dance portion of the project 14. Demo how to use Incredibox 15. Students compose a beat 16. Students compose an improvised robot dance 17. Students dance 18. Students critique self and others performance
Amy Zschaber / email@example.com
OBJECTIVES 5th GRADE
Science 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost
Visual Arts Creative Expression 2.7 Communicate values, opinions, or personal insights through an original work of art. Aesthetic Valuing 4.1 Identify how selected principles of design are used in a work of art and how they affect personal responses to and evaluation of the work of art. 4.4 Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.
PROCESS 1. Identify and define biomimicry 2. Examples of biomimicry 3. Students hypothesize biomimicry usage 4. Identify and define insect characteristics 5. Review design process 6. Students plan and design their insect 7. Discuss function before form 8. Identify and define basic circuit 9. Explore to power an LED 10. Biomimicry video 11. Wiring directions 12. Students work 13. Students complete reflection
-HaikuDeck Teacher Guide (includes how to steps) https://haikudeck.com/p/b02fbc46dc
-Biomimicry Planning & Design Sheet http://goo.gl/eAExnM
-Biomimicry Video http://goo.gl/mTb8TB
-Basic Circuit Cheat Sheet http://goo.gl/Z9DFz2
-Biomimicry Circuit Insect Reflection on Learning http://goo.gl/UAALxN
-STEAM definition and process graphic http://goo.gl/92lQaz
Wood clothespins (1 per student) 2 four-six inch electrical wires (per student) 2 LEDs per student Electrical tape Assorted pipe cleaners 3-volt button battery (1 per student) Assorted extra building materials Scissors
ART MATERIALS -2 1/8 in x 1 5/8 in box (jewelry box; 1 / student) -5 mm LED (1 / student) -Brads (4 / student) -Jumbo paperclip (1 / student) -Insulated wire (10 in / student) -3-volt button batter ( 1 / student) -X-acto Knife (teacher) -Electrical tape ( 2in / student) -Clear tape (2 in / student -White glue -Paper -Crayons
-White Crayola Model Magic ( 1 oz / 4 students)
RESOURCES -Teacher Guide https://goo.gl/7cjxGr
-Virtual Reality and Brain Surgery https://goo.gl/wbEs0F
-Human Body Template https://goo.gl/q7XLU5
-Art Project Reflection Rubric https://goo.gl/mnJumZ
PROCESS 1. Teachers cut holes in box prior to project 2. Teachers strip ends of wire prior to project 3. Watch Virtual Reality and Brain Surgery Video 4. Ask leading questions about video 5. Overview project 6. Use Model Magic to make bones 7. Use Human Body Template to create a body 8. Follow the directions to cut out body template 9. Glue body template to box lid 10. Identify and define circuits 11. Follow directions to build a circuit around human body
template 12. Test the circuit 13. Put bones in
the box 14. Put lid on the
box 15. Test the virtual
reality Opera-tion! Game model
16. Complete Art Project Reflec-tion Rubric
VAPA Standards Artistic Perception 1.1 Identify and describe all the elements of art found in selected works of art (color, shape/form, line, texture, space, value) Creative Expression 2.4 Create increasingly complex original works of art reflecting personal choices and increased technical skill 2.6 Use technology to create original works of art Aesthetic Valuing 4.3 Develop specific criteria as individuals or in group to assess and critique works of art Next Generation Science Standards MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells MS-ESS1-4 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
Purchasing Materials All of the materials can be purchased via Amazon or a small
electronics shops. Amazon sells kits of 300 LED for under $15. Amazon sells 100 cardboard jewelry boxes for under
$25. Amazon sells 100 3-volt button batteries for under $25. The other items are relatively inexpensive, and might even
be an unused resource at your school!
00 Cover Page Handout02 Lesson Plan Kinetic Robots03 Lesson Plan Biomimicry Insects04 Lesson Plan Operation Game