Hope everyone is having a great summer! Here at the CEEO we are busy getting ready for another great year of STOMP.
As some of you know, working for STOMP one year does not guarantee you employment the following year. STOMP fellows are required to re-apply on a yearly basis. Hopefully you have received an email from Jess Scolnic regarding your continuation application. If not, you can download it here. Continuation applications are due August 29th, otherwise Jess will assume you are not continuing with the STOMP program.
If you are unsure of whether or not you will be continuing with STOMP, you can review your responsibilities on the STOMP Fellow Contract 2014-15. STOMP is expecting 5-10 hours of your time.
If you are not continuing with STOMP, please email Jess.
We are starting to recruit new STOMPers! Please send around the 2014-2015 Fellow_Application to anyone who you think may be interested, including any groups you are involved with! If you are an orientation leader, please pass it on to your freshmen and encourage them to apply. Feel free to give Jess Scolnic’s contact information to anyone for questions. Jess is now accepting applications! The earlier the better!
|Name of Activity||Squishy Circuits and Circuit Diagrams|
|Keywords||squishy circuit, circuit diagram, electricity|
|Grade Level||4, 5, 6|
|Time||1 Hour Total|
|Brief Description||Using experience with squishy circuits and the symbols for elements in a circuit, students will practice building and drawing circuits. The circuits will have batteries, LED lights, and Play-Doh as resistors/wires (that bit can be confusing, especially when talking about short circuits!)|
|Lesson Objectives:||The goal of this lesson is to introduce students to circuit diagrams and to get them to think about designing circuits. They will practice going back and forth between drawing circuits and building them. In addition, students will practice figuring out why a circuit isn’t working the way it’s meant to.|
|Materials Needed:||Each group (2-3 students) should have:
2 LED lights
2 Alligator clips to connect the battery to the rest of the circuits
A worksheet with example circuits for them to build and room for them to draw the circuits that they build
|Preparation and Set Up:||While one person introduces the class, the other person can distribute materials and worksheets to each group.|
|Necessary Background||Teachers should be familiar with the symbols used and with the idea of a short circuit and the idea that electrons flow through the path of least resistance.|
|Extensions:||If a group finishes early, they can play a game where one person draws a circuit (that either works or doesn’t) and the other person has to build it. If the circuit was purposefully designed to be broken, the other person also has to figure out how to fix it.|
|Modifications:||use snap circuits instead of squishy circuits.|
|Umbrella Unit/Curriculum (if applicable)||Intro to Electricity and Circuits|
|Name of Activity||Alternative Energy With Snap Circuits|
|Keywords||energy, sources, snap circuits, batteries, cranks, mechanical, solar power|
|Time||1 Hour Total|
|Brief Description||In this activity students will explore snap circuits without the use of a snap circuit battery. Snap Circuits are great in that they come with other alternative sources of energy, such as the hand crank and solar panel. Students will use these new sources to explore series and parallel circuits.|
|Lesson Objectives:||- Discuss energy and what it does
- Introduce students to other alternative sources of energy
- Explore the use of the mechanical crank and solar panels
- Review previous snap circuit lessons about: series and parallel circuits.
- Incorporate the mechanical crank and solar panels to old circuits (built last week) and new
- Have group and class discussions about specific circuits built
|Materials Needed:||Snap Circuit set (take out batteries)
Snap Circuit cranks (they break easily so remind classroom to be gentle)
Snap Circuit solar panels
extra snap circuit parts (wires, motors, lamps, resistors)
|Preparation and Set Up:||-Have a class discussion about sources of energy other than batteries
-Split up class into groups of two (groups of two ended up forming larger groups. For example when we did this lesson we ended up with a larger group focused on solar panels, another group focused on the crank, and a third group focused on a combination of both)
-Distribute snap circuit kits
|Necessary Background||-Parallel and Series Circuits
-Familiarity with Snap Circuit parts (new and old)
-How to write circuit diagrams (if you want your students to use them)
-Be able to discuss how power changes with how the solar panel and mechanical crank are used. For Example: more sun exposure or faster crank = quicker motors and brighter lamps (more power)
|Procedure||1. Identify the problem: how do we build snap circuits without batteries?2. Discuss what the mechanical crank and solar panels do to provide power. Depending on the focus of your unit, you may also discuss climate change and why renewable resources are so important.
3. Have groups draw circuit diagrams to brainstorm ideas, and make predictions of how the cranks and solar panels may differ from batteries.
4. Have groups decide on a few circuits to build.
5. Have groups build their circuits (incorporating cranks, solar panels, or both).
6. Test the circuit:
7. Have groups discuss:
8. Have groups share with each other their circuits, integrate groups, have them build onto existing circuits or create new ones. This part of the class was very open for exploration.
|Modifications:||Some groups began using found materials around the class to add onto the circuit. For example one group used tape to make a tower of fans powered by a solar panel.Open the circuit building to using other materials in the class room.|
|Previous Activity (if applicable)||http://sites.tufts.edu/stompactivitydatabase/2014/01/22/snap-circuits/|
|Umbrella Unit/Curriculum (if applicable)||http://sites.tufts.edu/stompactivitydatabase/introduction-to-electricity-and-circuits-torres-liebman-pelaez/|