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Students design and build a functional paper-based electrical circuit using copper tape, LEDs, and coin cell batteries. The circuit is integrated into an original artwork (symbol, illustration, or abstract design). Students must troubleshoot non-working circuits and revise their designs until the circuit functions correctly.
Electronics Components (per student)
Art & Building Materials
Teacher & Classroom Materials
Optional
By the end of this lesson students will be able to:
Learnign Outcomes:
Standards:
National Core Arts Standards (Visual Arts) 7th grade
How well did the activity align with your intended curriculum or standards, and what adjustments (if any) would strengthen this alignment?
The activity aligned well with the art standard focused on persistence, as students repeatedly tested and revised their circuits until they worked. Troubleshooting and iteration were central to the project.
In what ways did students’ ZPD guide your decisions about pacing, scaffolding, or complexity of the activity?
It was done by starting with direct modeling and moving gradually to independent building. The activity began with a simple one-LED circuit, with optional extensions for advanced learners, ensuring the task was challenging but achievable for all students. There were also different steps in which students made decisions based on their preferred design and testing and troubleshooting to improve designs.
What supports did you provide in the lesson plan to support diverse student needs? How did these supports work in the overall lesson?
Supports included visual circuit diagrams, step-by-step demonstrations, and troubleshooting guidance. These supports helped reduce frustration and allowed students with varying skill levels to successfully engage with the activity.
After testing the lesson, what changes would you make to better meet diverse learner needs or to better maintain the learning objectives?
I would provide pre-labeled LEDs to reduce confusion about polarity. Also, I would create a designated troubleshooting station with examples and guides of common fixes and visual reminders to support independent problem-solving. Maybe, it would also be a good idea after they complete dtheir individual design to make a challenge in pairs for students to create a more complex design using more than one led.
Students are introduced to paper LED circuits through discussion, visual examples, and a live demonstration (teacher's example). This step builds foundational understanding of how simple circuits work while emphasizing persistence and problem-solving as part of the creative process. Students observe a working prototype and begin connecting electronics concepts to art and design. The goal is to spark curiosity and set expectations for experimentation and revision.
Begin by telling students they will be creating art that lights up using simple electronics.
Explain that the focus is not just on making something work, but on learning through trial, error, and persistence.
Show students a prototype of the idea, analyze it with the students, show the path that the circuit follows and ask students what they think.
You can use the following questions:
“Where have you seen lights used in art or design?”
“What do you think electricity needs in order to work?”
“What are some elements that you can see in this circuit?”
Record student responses on the board using simple terms (light, power, path, connection).
Students observe a working prototype and begin connecting electronics to art and design. The focus is on learning through the process rather than immediate success.
Show a completed paper LED circuit prototype.
Point out each component:
LED (explain positive and negative legs)
Copper tape (acts as the wire)
Battery (power source)
Explain that circuits may not work on the first try.
Introduce Key Vocabulary
Circuit
LED
Polarity
Conductive
Students explore the electronic components and learn how polarity affects LED function. This step builds technical confidence before independent building begins. Students handle materials and test LED orientation with guidance.
Make sure to stablish some safety rules before handling the material:
You can start distributing the material
You can use a simulation to show how it works https://www.tinkercad.com/things/5FbwqbJT9uE-circuit-2
Students plan their artwork and circuit path before construction. Students sketch both artistic and technical elements together.
Distribute cardstock or planning templates.
Instruct students to sketch their artwork idea
Remind students:
Circulate to check plans before building.
Approve designs or suggest adjustments through students peer feedback.
Students construct their paper circuits by applying copper tape, placing LEDs, and adding batteries. This step emphasizes careful building and attention to detail while encouraging students to work at their own pace.
Model how to lay copper tape smoothly without wrinkles.
Now it’s the the for students to start:
Students test their circuits and troubleshoot when lights do not turn on. This step centers on persistence, problem-solving, and peer collaboration. Students revise their work based on observations and feedback.
Instruct students to test their circuit.
If the LED does not light:
Circulate and provide targeted support.
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