Skip to content

Module 2 - Week 1

Assignments

  • [X] Task 1: Design a simple electronic circuit using a simulator.
  • [X] Task 2: Build simple circuits using battery, LED and different conductors.
  • [X] Task 3: Answer the 3 reflection questions.

Process

Grade 5 students in our school use this set of “Fun with Circuits” kit for their Science lesson activity. So I have decided to use this kit and set up a simple electrical circuit. This also helps me to understand how students learnt about circuit in their lessons.

Then I tested with different conductors and discovered that pencil lead was the weakest conductor because it didn’t light up as bright as the others.

After that I decided to make a pop-up card using copper tapes, button battery and LED.

Challenges and solutions

When moving from using a light bulb circuit with an AA battery to creating a paper circuit with an LED and button battery, I faced new challenges even though both used the same idea of a closed circuit. My first card with LED wasn’t successful and it didn’t light up. I learned that the LED only works when connected the right way because electricity flows in one direction. It was also harder to connect the copper tape neatly so that the circuit stayed closed. I had to be patient and check for loose connections or gaps in the tape. Through this, I realized that applying what students learned in Science to a real project is not always straightforward.

Reflection Question 1:

Imagine an educational activity using simple electronics components (preferably without microcontrollers) that is suitable for the age group that you are teaching. Describe it (provide goals of activity and methodologies). Consider also the role of the kids: would you classify it as Digital Fabrication for kids or with kids? Why? It is preferable that you integrate any of the circuits you have created in step 1 or 2.

Activity title: Light Up a Smile – 3D Pop-Up Cards with LEDs

Materials: LED, copper tape, button battery, cardstock, colored paper, scissors, glue, markers

Overview: Students design and make a 3D pop-up Childrens’ Day card with a simple LED circuit for children from a special need school. The activity integrates art, science, and empathy, allowing students to learn about circuits while creating something meaningful for others.

Learning Objectives: Students will

  • Understand how a simple circuit works (closed loop, polarity).

  • Build a paper circuit using copper tape, button battery and LED.

  • Design and decorate a functional 3D pop-up card.

SEL Objective:

  • Students demonstrate empathy and care by designing a heartfelt gift.

  • Students show responsibility and teamwork during the making process.

Lesson Flow (FIDS Framework):

1) FEEL:

  • Discuss the purpose: creating cards for children from the Cerebral Palsy Alliance.

  • Prompt reflection: “How can we bring joy and encouragement through our designs?”

  • Introduce examples of pop-up cards and a simple LED paper circuit demonstration.

2) IMAGINE:

  • Students brainstorm and sketch their card ideas.

  • Plan the pop-up design and placement of LED light.

  • Decide on a positive message or theme (e.g., friendship, hope, courage).

3) DO:

  • Build the paper circuit: apply copper tape, connect LED and battery, test functionality.

  • Create the 3D pop-up structure and decorate the card.

  • Troubleshoot and refine both design and circuit.

4) SHARE & Reflect: Students display and share their cards with the class. Ask reflection questions:

  • “What did you learn about making and caring for others?”

  • “How did your design show empathy?”

This activity can be classified as Digital Fabrication for Kids, as the teacher designs the learning experience and provides step-by-step guidance in assembling a predefined paper circuit using LED, copper tape, and a button battery. While students express creativity in decorating and integrating the circuit into their card design, they are not directly involved in digital design or fabrication processes. The main focus is on developing foundational understanding of circuitry and fostering a maker mindset through hands-on exploration. However, this activity serves as an important entry point toward Digital Fabrication with Kids, as it builds essential skills such as planning, prototyping, and troubleshooting. Future iterations could involve students in using electronic cutting machine to create the card patterns, thereby giving them greater agency and ownership in the making process.

Reflection Question 2:

What are the challenges of using electronics in your space? How can this support your students in learning classroom content?

When students transitioned from a light bulb circuit to an LED paper circuit, many initially struggled to apply their prior understanding. They assumed both components worked the same way and were surprised when the LED didn’t light up due to polarity. Handling copper tape also required greater precision and patience. Yet these challenges encouraged students to test, adjust, and refine their work—mirroring real-world design processes. The card-making with LED activity provided a natural opportunity for iteration, where students could improve their designs through repeated trials. This iterative process nurtured the maker mindset, helping students see mistakes as learning steps and understand that scientific knowledge becomes more meaningful when creatively applied through making.

Learning Support: These challenges provide authentic opportunities for students to connect science concepts (energy flow, conductors, circuits) with design and art. Troubleshooting reinforces understanding of open and closed circuits, while designing for others deepens empathy and social awareness. Integrating electronics into an expressive project bridges STEM and SEL learning, helping students apply scientific knowledge creatively and meaningfully in real-life contexts.

Reflection Question 3:

What has been your experience using Project Based Learning / Problem based learning in the past? What were the main challenges?

For past 3 years, I was in-charge of our school’s tier 2 Applied Learning Programme for a selected group of grade 4 and 5 students. Centred on the theme of sustainability, the programme aims to nurture students’ empathy, critical thinking, and inventive skills through the Feel–Imagine–Do–Share (FIDS) design thinking framework. Students identify authentic environmental challenges, conduct research and empathy interviews, and develop prototypes to propose feasible solutions. The programme culminates in participation in a national competition, offering students an authentic platform to apply their learning in a real-world context.

My Experience:

Facilitating this Project-Based Learning (PBL) programme was a meaningful experience that deepened my understanding of how design thinking can foster both cognitive and socio-emotional growth in students. Using the FIDS framework, students were able to empathise with real-world issues (Feel), generate creative ideas through structured brainstorming tools such as SCAMPER (Imagine), and translate their ideas into tangible prototypes (Do). The final Share stage allowed them to articulate their design journey confidently and reflect on areas for improvement.

I witnessed students displaying key 21CC skills such as collaboration, communication, and self-directed learning. Many students showed initiative in collecting data, demonstrated perseverance, and built confidence as they iterated on feedback. As a facilitator, I learned to balance guidance with autonomy—providing enough structure for progress while allowing space for exploration and creativity. This experience reaffirmed my belief that PBL, when supported by design thinking, provides a powerful avenue for developing students’ sense of agency and resilience.

Main Challenges:

The main challenges included managing time across FIDS stages and supporting diverse learner needs. Some groups struggled to narrow down broad topics into focused, actionable problem statements, while others needed scaffolding to conduct meaningful empathy interviews. The prototyping stage also demanded close facilitation to ensure safety, teamwork, and iteration within limited time. Additionally, balancing group dynamics and ensuring every student had an active role required intentional strategies to promote equitable participation.

Despite these challenges, the process highlighted the importance of cultivating a growth mindset—for both students and teachers. Iteration, reflection, and the willingness to embrace failure as part of learning were vital. This experience reinforced the value of the makerspace as a learning environment where creativity, problem solving, and socio-emotional competencies converge to prepare students for future-ready learning.

Tools