Embedded Files
Light up sparklers explores electronic engineering in activities designed to develop skills and knowledge of circuits. Pupils will gain competence in using batteries and LEDs and will be supported to create their own simple circuit. They will use jamboard (a digital interactive whiteboard) to play with ideas and plan their designs. Tinker time will provide pupils with the opportunity to bring their designs to life, test them and make adjustments. Pupils are asked to keep a digital record of their making process and finished sparkler to share with others.
EXPOLRATION
EXPOLRATION
Pupils will explore batteries and LEDs using skills of observation prompted by open-ended questions. They will gather their 'sparkler' stick to use during tinker time
SKILL BUILDER
SKILL BUILDER
Pupils will build a simple circuit using visual instructions and a video tutorial. They will get the chance to watch Kaasim make his sparkler too!
TINKER TIME
TINKER TIME
Pupils will use what they have learned about circuits to make a safe electronic sparkler. They will use jamboard (a digital electronic whiteboard) to play with their ideas before making their sparkler.
MEET AN ENGINEER
MEET AN ENGINEER
Stephen - Electronics Engineer
Stephen - Electronics Engineer
This project has been inspired by Stephen, an Electronics Engineer.
To help children better understand what engineering is and what engineers do, it is important that they have the opportunity to meet one (even virtually!)
Use this video to introduce a real engineer to your class.
STEPHEN.pdf
1. Collecting sticks
(approx 30 mins)1. Collecting sticks
Take a walk around your school grounds or a local park or woodlands and collect some sticks that would make good wands (about as long as your arm and as thick as your thumb). Aim for one stick per child (depending on how many wands will be made - (this might be determined by the number of batteries and battery packs. 30 are provided in the kit, plus a couple of extras for spares).
2. Exploring batteries
(approx 20 mins)2. Exploring batteries
As a class, discuss and explore what batteries are (use the google slides to help). Look closely. What do you notice? Why are the two ends different? Can you draw a battery and label it with + and - ?
Has anyone used batteries before? What do we use them for? Why do we use them?
Learning points
Learning points
Batteries can be different shapes and sizes
Batteries store electricity
Meaning we can power things that we don't want to plug in
Examples include, electronic toys, remote controls, mobile phones/tablets, torches
Batteries have a positive end and a negative end
When we put batteries into a holder, the flat, negative side slides against the spring
3. Explore LEDs
(approx 20 mins)3. Explore LEDs
Can you draw an LED? What shapes is it made up of? Look closely. One leg is longer than the other. (See example drawing). Can you mark + and - on your diagram? (+ on the long leg, - on the shorter leg). Use the interactive Jamboard to make an LED diagram and label it.
Learning points:
An LED is a small light bulb
When it is connected in a circuit it lights up
LEDs come in different sizes and colours
LEDs can be found in car headlights, traffic light, kitchen cupboard lighting, TV remote control, light-up toys
LED drawing.pdfLED Drawing PDF
LED Drawing PDF
Use this diagram to help discuss what LEDs are. Children could copy the diagram.
Exploring LEDs
Exploring LEDs
Open this Google Jamboard and make a copy so you can edit. Use on the interactive whiteboard, iPad or computer. Children can create their own LED diagram and label the legs.
Suggested resources
Suggested resources
Discovery table containing things that use batteries
Remote controls, flashing toys, fairy lights containing LEDs
Build a simple circuit
(0.5 hours)Build a simple circuit
Can you follow the simple diagram to help you build a simple circuit?
Remember that batteries have a + positive and a - negative end (red wire = positive and black wire = negative).
LEDs have a positive and negative leg (Long leg = positive, short leg = negative).
Trouble shooting:
Trouble shooting:
Make sure batteries are the correct way round and the battery pack is switched on.
Ensure the exposed wire ends of the battery packs are inserted into the connector.
Locate the longer leg of the LED and insert it into the connector in line with the red wire and the other leg into the other slot.
Per child or group
Per child or group
1 AA battery pack
2 AA batteries
1 Wire connector
1 LED
Simple circuit video
Simple circuit video
Use this to show children how to create a simple circuit.
Simple circuit.pdfSimple circuit diagram
Simple circuit diagram
Use this image to remind children how to make a circuit while they are having a go.
Watch Kaasim make his light up wand
Watch Kaasim make his light up wand
Kaasim did the Exploration and Skill Builder activities before making his own wand. See how he gets on.
Watch this clip to find out how you can be an engineer volunteer!
Watch this clip to find out how you can be an engineer volunteer!
Be an Engineer Volunteer!
Be an Engineer Volunteer!
Stephen has an exciting engineering challenge for his daughter's birthday party.
He would like some assistance. Can you help?
Make a light-up sparkler / wand
(1 - 2 hours)Make a light-up sparkler / wand
Tinker time activities are child lead activities aimed to deepen thinking, skills and knowledge gained through the exploration and skill builder activities (together with existing knowledge and skills). The idea is to give children little or no instruction, but let them make their own decisions to create their own design solutions. The learning objective focuses on effectively using the iterative Maker{Cycle} process rather than on the finished product. Children should aim to create several iterations by rapid prototyping their ideas in draft form and test early on in the process. This allows lots of time to see what works and what doesn't. Children will need reminding to test their prototypes along the way.
Project starting point:
Project starting point:
"Help! I really love sparklers but my friend is a bit scared of them because they can get hot and they are also frightened of fireworks! Can you use what you have learned about circuits to make a safe sparkler?"
Use the Design a Sparkler Jamboard digital resource to play with ideas before making your sparkler. What materials will you use? Does your sparkler have a theme? How do you plan to decorate your sparkler?
This activity could be done individually or in pairs depending on the amount of time and resources available.
1x Battery pack (2xAA)
2x AA Batteries
1x Wire connector
1x 10mm LED
Washi tape or masking tape
Decorations - pipe cleaners, feathers, coloured wool, craft sticks
Double sided sticky pads (approx 10)
Sticks (these can be collected from the school grounds, local park or woodland, as from Exploration Activity. Alternatively, tightly rolled newspaper could be used)
Additional craft materials (leaves, tissue paper, etc)
Light up Sparkler Jamboard - Use this on the interactive whiteboard, computer or iPads to let children design their sparkler virtually before making it.
Light up Sparkler Jamboard
Light up Sparkler Jamboard
Use this Jamboard on the interactive whiteboard, computer or iPads to let children design their sparkler virtually before making it.
Risk Assessment
Risk Assessment
RA Light up Sparklers.pdfUse this risk assessment to support your planning and delivery of the Light up sparklers project
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