Module 3.1: Diversity and Collaboration

For this assignment, I created a project where 7- 8s built paper circuit townhouses modeled after New York City architecture. This is a project I thought up last year, but did not have enough time to execute. The 7- 8s study electricity in science and a 5-borough place-based investigation of New York City in social studies.

I thought this would be a good opportunity to integrate science and social studies, as well as incorporate some identity work. As part of their city study, 7-8s take a field trip to each borough. When the trip takes place in a student’s borough, they choose a location that is significant to them and the entire class visits the location to learn about their classmate. Once students finish building the townhouse, the instruction will be to add details from their neighborhood.

I shared the idea with the head teacher, and she thought that the townhouses would be a good addition to the city landmark expo that they already put on for families.

Prototyping

I knew that I wanted the building to resemble a townhouse, and to have a switch to turn the lights on and off.

The battery was located behind the doornob. A brad closed the circuit when it touched the battery, but it was difficult to keep the door shut.

Prototype on recycled copy paper:

This first prototype also included a single LED.

On the second prototype, I changed the circuit to a parallel circuit, lighting 2 LEDs. I moved the brad to the door to look like a knob. I extended one leg out from the door, with each leg touching copper tape to complete the circuit. Initially, I attempted to design it so that the brad turned like an actual knob and the legs slid into a slot behind the inner wall. This was too tricky.

I modified it so that one leg was taped into the circuit, and the other extended and snapped to the wall with the help of a magnet placed behind the wall. In this version, the battery is fixed in a pocket created by to bottom flaps.

Video Demonstration Link

Leading the Activity with Students:

First, I introduced circuits to the class using Energy Sticks. The stick lights up and makes a sound using the human body as an energy source.

I started with a simple diagram on the board that includes a power source and a light with wires. We focused on the idea that a circuit is a circle that opens and closes to turn on and off.

First, we, as a group, built a circuit by connecting everyone in the class in a circle, holding hands. Then, students worked in groups to make as many creatively shaped circuits as they could.

In the next class, they learned how to make a simple paper circuit using copper tape, an LED, and a coin cell battery. Everyone was able to complete the circuit for the most part - only a few needed to troubleshoot during the next class.

In the final class, I shared the townhouse template and gave instructions for where to fold, cut, place copper tape, and add the LEDs. For this project, the materials per student are a townhouse template printout, cardstock, copper tape, an LED, a brad, a paper clip, craft tape, and a 3V Coincell battery.

This townhouse activity will have taken three sessions to complete. Some students had their townhouses taped up by the end of the second session, but still need to add details to the outside of their townhouse.

Activity Steps:

1. Glue the template to a colored sheet of cardstock.
2. Cut along solid lines.

(Teacher comes around, adding brad doornobs as this is happening.)

1. Fold inward along dotted lines. (White should be on the inside.)
2. Lay flat and add copper tape over the orange lines. Be sure to wrap tape over the edges where arrows indicate and to cover the leg of the brad against the paper, leaving one sticking out to complete the circuit when the door is closed.
3. Add one LED.
4. Add a battery to overlapping bottom flaps and clip in with a paper clip.
5. Add a second LED, testing that it lights up to ensure it is installed in the correct direction.
6. Tape a magnet inside the townhouse where the brad leg touches the facade to create a strong door closure.
7. Once both lights turn on, tape the overlapping piece of the roof and base together.
8. Open and close door to ensure that the circuit works.

Successes: The kids loved the activity and will display them in their expo alongside their NYC landmark structures.

Challenges: This template design was too hard for the age group. I would simplify it to look like the example below. This new template would make it easier for them to complete the project within one class period with less need for teacher support. My initial placement of the windows was one of the trickiest parts of the design. Students had a hard time cutting them out. The windows being on the edges that get connected will help to make the cutting piece easier. I would also print this template directly onto white cardstock and allow students to decorate at the end. It was too much trouble to have them glue the template to the colored cardstock.

1. What are the challenges of using electronics in your space? How can you design an activity using electronics that takes into account your children’s age and cultural backgrounds?

A challenge of integrating electronics into my science and elective classes is the varied skill level and exposure to circuits of the students. I’ve noticed in my electives that boys and kids with access to maker-type extracurriculars are more likely to enroll in electronics electives, while the girls tend to choose sewing and art-based electives. I think this is mostly due to a lack of consistent exposure to electronics-based education.

Historically, I’ve introduced basic paper circuits in the 9-10s as part of a light unit, and last year, I switched to introducing it in the 7-8s because it made more sense with their electricity unit. Through this switch, I’ve noticed that young kids, and especially young girls, are more interested in electronics integrations into art projects than when I’ve introduced it to Upper Schoolers. I wonder if consistent exposure to electronics integrations through science and engineering classes will shift the demographic of students choosing electronics-based electives once in the Upper School.

I gave the 8-9s an exploratory day with paper circuit supplies to see if it would be interesting to them to revisit, introducing vibrating motors. Next year, I’ll be teaching science for grades K through 5th and would like to include electronics integrations at each level. I’ll focus the integrations in environmental engineering lessons to make connections to their environment. This will help build skills early, and I hope it will inspire students to use their skills to observe and be agents of change in their communities.

1. Explain one successful educational activity in which you collaborated with other educators. What are the advantages and disadvantages of working with other educators? What are the main aspects to take into account to prepare an educational activity among 2 or more educators?

The 8-9s undertake a Native New York mammal research project and poster presentation every year. This is a study initiated in science, and it is supported in writing through the creation of porque stories, Spanish where they learn about the parts of a mammal and produce skits with handmade puppets, and in art through needle-felted sculptures of their mammals.

The main advantage of an interdisciplinary project like this is that students are given multiple entry points to better understand a topic. I also think it’s fun to explore how a science topic can be relevant and explored through different media with different teachers. A disadvantage can be having less flexibility to change plans within subject areas, so that projects line up as needed.

For our team, we check in through email to set up an outline of essential dates towards the end of January, and then move to a spreadsheet that we use to track progress of the different components of the projects in each subject area per student. The spreadsheet houses all communications to minimize any important information getting lost and gives us a place to leave notes on students as needed.

1. How could you integrate both culturally reflective learning and digital fabrication in your environment? Could you come up with some project ideas using digital fabrication in which the cultural diversity of students is highlighted?

This year, I tested the integration of digital fabrication with a 5th-grade shop activity for Black Lives Matter Week of Action in Schools. Students used Canva to create illustrations that embodied the movement and black identity. We cut them on the laser cutter and ended up with tiles. We haven’t done anything with the tiles, but next year I would like to explore how to do it differently.

I think there are many opportunities to use digital fabrication to explore identity and culture building 3-D modeled self-portraits to designing printmaking tools and panels of clothing using the laser cutter. In science, it might be harder for me to justify the activities, but it would be a fun elective series.