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The Arizona STEM Acceleration Project

LED Lights, Circuits, and Electricity: Snap Circuits

Part 3 of 3

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LED Lights, Circuits, and Electricity:

Snap Circuits

A 4th grade STEM lesson

Shari Burtenshaw

7/5/2023

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Notes for teachers

This lesson was taught in 30 minute sessions, so If you have longer class periods, you may be able to accomplish multiple parts in one session.

To save time, prep the sets before hand with all the batteries installed. The Rovers require a screwdriver to open the battery area.

Part 1

Part 2

List of Materials

Snap Circuit sets: links to purchase sets, if needed

Lots of AA, 9 volt batteries for the power packs

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Standards

Science and Engineering Practices:

ask questions and define problems
develop and use models
plan and carry out investigations
engage in argument from evidence

Cross cutting concepts

systems and system models
energy and matter

Core Ideas:

P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.

U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

Standards

4.P4U1.1 Develop and use a model to demonstrate how a system transfers energy from one object to another even when the objects are not touching.

●Energy is transferred from one object, which is an energy source or resource, to another.

●Energy is present whenever there are moving objects, sound, light, or heat. (4.P4U1.2)

4.P4U1.2: Develop and use a model that explains how energy is moved from place to place through electric currents.

4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding based on the discussion.

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Objectives:

Today students will learn to read Snap Circuit instructions, communicate those instructions to another student, and build a working circuit by applying knowledge learned in previous lessons..

Students will be able to describe the flow energy as coming from the battery pack, through the circuit and back to the battery pack, completing the circuit.

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Agenda (1.5 - 2 hours)

Introduction of Snap Circuits

Plastic Base plate set up and use
Reading the instructions

Black numbers are placement level numbers
White numbers on blue wire blocks tells how many pegs the wire will cover.

Colors and Letter codes refer to motors, switches and lamps
Basic set investigations
Rover Set investigations

Junior/Classic/Arcade: during 2– 30 minute sessions; clean up takes longer. I usually plan for 5 minutes of clean up but with these we really needed 7 to 8 minutes to put everything away.

The Rover sets are much more complicated and I passed those out 1 rover per group of 4 students. The rover remote controls work on 3 different frequencies and if kids are on the same frequency, they will control each others rovers. Also, there are projects that don’t use the remote. I kept all the remotes with me at my station. When a group felt they were ready for the remote, I came over and made sure they were synched to the right frequency. We would test the remote and if their remote did not make their rover move, they were not rewarded with the remote and told to check their build for problem spots. Students often had an idea about certain parts that had given them problems and we would talk about how to fix it.

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Intro/Opening

Snap Circuit Building Base

Have you ever played the game Battleship with the grid and you’re trying to find the secretly placed boats of your opponent? This base is set up like the grid in the game Battleship. The pegs are numbered horizontally and given letters vertically. You will use these points of reference to build your circuit on the plastic grid. The plastic grid serves a way for the circuit to keep its shape as you build.

A

B

C

D

1

2

3

E

F

G

4 5 6 7 8 9 10

Intro/Anticipatory Set/Opening page 1

My students have eagerly been waiting for the day we get to play the snap circuits. These sets have been stored on my shelves in view of the students and I couldn’t get through the introduction information fast enough for their liking. They wanted to build right away. Do not pass out the materials until after the introduction. The students will be playing with the box, ven if it’s not open and will not be paying attention. I could tell which students really wanted to be successful in this; they were the ones that listened to how the manual works and how the pieces work together. These are kids that were successful first. Those that did not listen well the first time, thinking that it would be like putting together Legos, they were sorely mistaken and had to have me remind them of how to use the kits.

I had students trying to build their circuit on the table instead of on the grid. They got frustrated when their pieces moved around and did not make a complete circuit. Remind them to use the grid to build their circuits.

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Intro/Opening continued

This is an example of what the directions might look like to build your circuit.

Notice the Placement Level Numbers

Always lay down all level 1 components first, then level 2 and then level 3.

Pay attention to the direction the components are facing. Remember how energy only flows through the circuit in one direction. If the direction of your components is incorrect, the circuit will not be complete.

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Hands-on Activity Instructions

This activity can be done individually or in small groups of 2 or 3.
Hand out two sets to each table of 4 students.
I used the junior, classic, and arcade sets on the first 2 days. You can use whatever type of sets you have, since the kids will be using the manual that goes with the set.
Help the students choose a project from the manual to become familiar with the sets. Some students tried to do create what was on the outside of the box but the set did not have all the proper pieces.
Allow students to work through the project and see if they can accomplish the task with the circuit properly working.

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Hands-on Activity Instructions cont.

Circulate the room as group are working helping with trouble shooting the circuits.

Are all the components on the correct level?
Are the right pieces being used?
Will electricity be allowed to flow through the circuit; closed vs. open circuits?
Are the batteries properly installed in the pack? Are all the components properly snapped together?

Rover setup and troubleshooting notes are in the presenter notes.

Hands-On Activity continued:

Rover notes: The Rover sets are much more complicated and I passed those out 1 rover per group of 4 students.

Snap Rover RC Cars: Set up Rover as shown with the plastic grid already on the base. This is done to ensure base is placed correctly on the wheels since the cables that connect to the side snaps are one side of the model and will not reach if the model is build in the wrong orientation. Also, if the plastic grid is not on the wheels to start, you will not be able to place it on the wheels after it is built since the electric pieces will be covering the access to the connectors.

The rover remote controls work on 3 different frequencies and if kids are on the same frequency, they will control each others rovers. Also, there are projects that don’t use the remote. Students who chose less complicated “projects” from the manual found that they were projects that did not require the remote.

I kept all the remotes with me at my station. When a group felt they were ready for the remote, I came over and made sure they were synched to the right frequency. We would test the remote and if their remote did not make their rover move, they were not rewarded with the remote and told to check their build for problem spots. Students often had an idea about certain parts that had given them problems and we would talk about how to fix it. Once fixed, they would call me over again to test. Once working, they were able to drive the roer around the room. Since only 3 groups could be driving at once, I would encourage the first group to make modifications to their rover, giving their frequency to the next group that was ready with their rover. If I ended up with 4 to 5 groups ready at once, I would have students take turns having their rovers on and working, letting everyone get a chance to drive the rover a little bit.

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Assessment

Ongoing assessment is built into these class sessions. As students work through building their circuits, were they able to follow the directions from the manual, make a complete circuit, describe the flow of energy through the circuit, troubleshoot their mistakes, and get to drive their rover?

Students can be assessed based on their perseverance: did they keep trying until they got the light/motor/remote control to work? Did they willingly discuss their ideas with their peers and work together if someone had a question about what was going on?

You could have students write an exit ticket about what they learned as well.

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Differentiation

My students are generally very low, so the remediation is built into the lesson. Some of my students needed to be guided through each step of the process.

Also, if a student is really struggling with getting the circuits to work, I prompt them with noticing the direction of each component of the circuit, that energy was flowing through the circuit from the battery and through the circuit and back to the battery, asking if each component is properly snapped to the plastic base. Students needed reminders that the diagram to put everything away is on the back of the manual.

Remediation

Extension/Enrichment

For more advanced students, I would not give them an introduction. I would give them the sets and require them to figure out the manual and placement levels on their own.

I would also encourage them to build their own design instead of using one of the projects from the manual.