KitHub Afterschool Maker's Guide V1.0

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cc
hello@kithub.cc
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Afterschool Makers Facilitator’s Guide
What is Afterschool Makers?

Afterschool Makers is a once-a-week program for kindergarten through 5th grade.
Students will engage in their own take-home projects that introduce them to STEAM
through creative materials. Projects allow students to have fun and be creative while
building their hands-on making skills. The program will engage young students to think of
themselves as creators and inventors.
What is KitHub?
Introduction
KitHub empowers educators and students to dive into hands-on, fun STEAM
projects by providing standards-based kits with materials and easy-to-follow lesson plans.
With the support of KitHub, young innovators will gain the confidence and skills they need
to create, experiment and design creative projects using electronic parts.
We are passionate about providing hands-on STEAM and making experiences for
children. Our founders have designed and facilitated workshops for thousands of children
and educators. Now they are taking their knowledge from the workshops and packaging
the activities into affordable programs and kits that can be completed in your classroom or
afterschool makerspace.
Our kits are designed by STEAM (science, technology, engineering, art, and math)
experts to engage and delight the curious mind. Our lessons are created by certified
teachers who have experience teaching hands-on STEAM in the classroom. We provide
supplies, lessons, and assessments so that you’re ready to teach when you receive your kit.
Real-World Connection
KitHub is different because we use real electronic components and craft supplies
that students are familiar with rather than proprietary parts. This means that students use
materials and supplies that real electricians and engineers use! Knowledge gained from our
Buy the kits for this program at shop.kithub.cc

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
projects is easily transferrable. Kids can take their creations home and re-work them with
things you have around the house.
Who Can Learn with KitHub Kits?

KitHub programs and lessons begin at kindergarten. Our lessons have multiple
entry points and are easy to scaffold to meet each student’s needs. We provide ideas for
differentiation and extensions in the lessons so that afterschool educators can customize
projects for their kids.
At KitHub, we believe the best way to learn STEAM is to provide repeated exposure
to project-based learning processes. Students will be able to practice the skills and thinking
required for STEAM subjects. Any misconceptions will be constantly put to the test.
How Do Students Learn with KitHub?
Learning Outcomes by Activity
Superhero Mask Science/Wearable Tech/Engineering Design/Art
Learning Outcomes:
✔ Complete a circuit using a battery and an LED
✔ Apply metaphor and create a wearable accessory
✔ Learn about conductive materials
✔ Demonstrate understanding of open and closed circuits
Paper Circuit Science/Engineering Design/Art
Learning Outcomes:
✔ Apply technology to make an electronic circuit on paper
✔ Draw a circuit and describe how it works
✔ Write a letter
✔ Make observations about electricity in a circuit
Motorized Bot Science/Robotic Tech/Engineering Design/Art
Learning Outcomes:
✔ Use listening skills to follow directions in a group reading of a fairy tale
https://kithub.cc hello@kithub.cc Page 2

✔ Observe how an object made of a small set of pieces can be disassembled and
made into a new object
✔ Apply scientific ideas and work like scientists do
✔ Provide evidence that energy can be transferred
Game Show Science/Engineering Design/Art
Learning Outcomes:
✔ Plan and design a game show button console

✔ Participate in active learning and review game show questions
✔ Apply technology to creative art-making
✔ Create a simple electronic circuit
Maker Showcase Science/Tech/Engineering Design/Art/Math
Learning Outcomes:
✔ Synthesize knowledge and produce a final project
✔ Plan, design and use a process to make creative tech
✔ Demonstrate appropriate safety procedures
✔ Use engineering processes to develop a project using the materials provided
Research-Based Best Practices in STEAM Education
STEAM is becoming an ever-more-important part of our students’ futures. KitHub

kits prepare them for STEAM success by creating projects that are relevant to real-world
applications, using components that are used in the real world by real engineers. KitHub
lessons apply research-based best practices through project-based learning and explicit
focus on STEAM integration. Kits are open-ended with multiple entry points so that all
learners can experience success.

What’s in the Kit?
Basic Parts
These are the types of parts you’ll find in your Afterschool Maker program kit from
shop.kithub.cc:
AA Coin Cell
Hobby Motor LED
Battery Holder Battery Battery
9v Battery Buzzer Button Copper Tape
Instruction cards

Classroom Management
Student Grouping
Our kits work best with a fluid grouping structure. At times, educators can take
advantage of each student having their own materials and mandate individual work. Some
extension activities require students to combine parts and work in pairs or small groups. All
of our lessons have built-in sessions where students come together as a whole group to
discuss the project. However, because of the open-ended nature of our kits, teachers have
freedom to structure groups in whichever ways works best for students to reach learning
outcomes.
Care and Replacement Parts

Since we use real electronics parts and not pre-manufactured pieces, parts in the kit
can be inexpensively and easily replaced. We find, however, that most educators who have
a quick discussion with kids about the semi-fragile nature of some of the parts (such as the
LED leads) have no need to replace parts.
Getting Started
Activity Order
The program begins with two 1-hour introductory lessons, “What’s Conductive” and
“Superhero Mask.”The following two hour lessons are “Paper Circuit,” “Motorized Bot,”
“Game Show,” and “ Maker Showcase.”
Lesson Plans
How to Use Our Lessons

The lessons in this program include vocabulary, literature connections, extensions,
and printouts for evaluation. You can choose to use as many of the resources as you wish!

Tips, Tricks and Troubleshooting
Common Solutions
The most common problem that we hear about is making a solid connection. Make
sure nothing is in the battery holder impeding connection between the conductive
surfaces. Readjust tape over small wires to make sure they’re touching the battery.
Another problem educators come across is students not understanding positive and
negative sides of electronic parts. This program begins with an introductory activity to help
students understand this concept. The activity ensures that students become familiar with
basic aspects of the parts in the kit so that they can build on that knowledge in subsequent
lessons.
We see troubleshooting as an exciting learning opportunity to figure out more about
how things work. Encourage students to keep asking questions and trying out ideas to find
solutions.
Safety
While our kits are very safe, it’s important to set a standard about safety when
working with electricity or any hands-on STEAM project. Encourage students to:
Protect Eyes
Use Caution with Tools
Watch Out for Others
Use Tools and Parts Responsibility

https://icons8.com

Helpful Info
KitHub has instructions and tutorials online to help educators become familiar with the
materials. It might be helpful to have a deeper understanding of electricity before you
begin. Before teaching the lesson, the instructor may want to brush up on a few electricity
basics:
• Electricity is when particles like electrons flow through a material, such as a

copper wire.
• A conductor is something that allows electrons to move freely. Copper is a

good conductor because it holds only 1 electron in its outermost shell, which has a
capacity of 32. That electron is not bound very tightly to the atom, so it is more likely
to respond to electrical energy.
• Electric current is a secondary energy source. The primary energy source can
be things like coal, natural gas, nuclear power, solar power, or—in the case of
batteries—a chemical reaction. A device such as a battery changes the energy from
the source into electrical energy. The primary energy source can be renewable or
nonrenewable, but electricity itself is neither renewable nor nonrenewable.
• A closed circuit is needed for electric energy to flow. Circuits have a

conductor, a source, and a receiver. The source, such as a battery, pushes energy to
the electrons, which can flow freely through a conductor such as a copper wire. The
receiver is the part being powered by the electric current. The receiver may convert
the electrical energy to to other kinds of energy, such as light.
• Atoms make up conductors such as metals. Electrons orbit atoms in shells with
various capacities. Electricity happens when a source of energy makes electrons
move from atom to atom in a conductor.
• Electrons flow through a material such as a copper wire more easily.
• A switch is kind of like a castle drawbridge: when it’s up and not connected to
the ground, people can’t cross, much like the electrons in a circuit. When the
drawbridge makes contact with the ground, people can cross freely. Woodford,
Chris. (2009) Reed switches. Retrieved from
http://www.explainthatstuff.com/howreedswitcheswork.html. [Accessed (August
2015)]

• A reed switch connects into a circuit and contains two oppositely charged
magnetic “reeds.”. A nearby magnet can attract one reed and repel the other,
causing the switch to open and break the connection, or close and complete the
circuit.
• Some electronic devices use reed switches to turn on and off when a case is
closed.
• If you can’t reuse your electronics, recycle them! Not only can most
electronics be recycled, but some contain harmful parts and chemicals that can
become a problem if disposed of improperly. Try an electronics retailer or look up a
local recycling program at
http://www.epa.gov/wastes/conserve/materials/ecycling/index.htm
• A magnetic field is created when an electric current runs through a magnetic

material.
• While taking electronics apart, you may come across capacitors, diodes,
integrated circuits, resistors, and transistors. Look at the kit instructions for more
information on each of these parts.
Common Student Misconceptions

• The electrons aren’t necessarily moving very quickly—the energy is. Imagine
flicking a marble at the end of a row of marbles—the marbles may only travel to the
next one and stop, but the energy from the flick moves quickly.
• An electric current is the flow of charge. The charges do not disappear when
the circuit is broken, or the “current stops flowing.”.
• *Safety* Make sure students understand that while these materials are safe to
work with, electricity is very dangerous and should not be played with.
• Neither the battery nor the switch create electricity. The electrically charged
particles are already there. The battery provides a source of energy to get the
electrons flowing and the switch just makes or breaks the connection in a circuit.
• Other types of particles can flow with energy to make electricity, but
electrons are what flow in metals.

• Safety glasses aren’t just for experiments with sparks or chemicals! Safety
glasses should be worn any time there is a chance of eye injury in a scientific
investigation.
• Just because you can’t recycle something doesn’t mean it has to be thrown
away. You can always try to reuse old parts to make something else!
What Students Need to Know

It will be helpful if students have done hands-on maker projects before, but this is not a
requirement. It will be best if students have had an introduction to different types of
writing and craft construction.
Students should have basic listening skills and group-work skills. Students should know the
procedures for working with materials in groups and follow appropriate safety routines.

Materials
In addition to the electronics we provide at shop.kithub.cc, you will need the following:
Activity Must Have Nice to Have
What’s • Craft supplies such as pens, • Extra materials such as yarn, stickers,
Conductive colored pencils, markers, etc. beads, etc.
? • Tape • Paper clips
• Copies of Afterschool Maker • Rubber bands
Superhero printouts for the students • Voltmeter
Mask • Various materials to test, such as
paper clips, foil, playdough, and various
metal, plastic, glass, and wooden objects.
Paper • Craft paper or foam • Glue

Circuit • Craft supplies such as pens, • Extra materials such as yarn, stickers,
colored pencils, markers, etc. beads, etc.
• Tape • Prepared examples, displays, and
• Scissors materials for anchor charts
• Writing paper or computers • Paper clips
printouts for the students
Motorized • Containers for the BotBot body • Craft paper or foam

Bot (e.g. recycled food containers, cups, bottles, • Glue
etc.) • Extra materials such as yarn, stickers,
• Craft supplies such as pens, beads, etc.
colored pencils, markers, etc. • Paper clips
• Tape • Rubber bands
• Scissors
• Writing paper or computers
• Copies of Afterschool Maker
Game Show • Small boxes or containers for the • Craft paper or foam
game show button • Glue
• Craft supplies such as pens, • Extra materials such as yarn, stickers,
colored pencils, markers, etc. beads, etc.
• Tape • Paper clips
• Scissors • Rubber bands
• Writing paper or computers
• Copies of Afterschool Maker
Maker • Craft supplies such as pens, • Craft paper or foam

Showcase colored pencils, markers, etc. • Glue
• Tape • Extra materials such as yarn, stickers,
• Scissors beads, etc.
• Writing paper or computers • Paper clips

Vocabulary
Battery - a source of power that helps electricity flow.
Circuit - an electric circuit is a path in which electrons from a voltage or current source flow.
Closed Circuit - a circuit in which electric current can flow in an uninterrupted path.
Conductor - a material that allows electrons to move freely.
Current - the flow of charged particles.
Electricity - a form of energy made by exciting charged particles.
Energy - the ability to cause change
Engineer - a person who designs and builds things
Hypothesis - an idea or guess that can be tested through scientific study and experimentation.
Insulator - a material that does not easily allow energy to flow.
Motor - a machine, sometimes powered with electricity, that has moving parts.
Receiver - an object that receives electrical energy and changes it to light, sound, movement, or
another kind of energy.
Recycle - the process of changing waste into something you can use again.
Reed Switch - an electrical switch operated by an applied magnetic field.
Reuse - to use again, especially in a different way.
Switch - a device for making or breaking the connection in a circuit.

Literature Connections
The Jolly Postman by Allan Ahlberg
Switch On, Switch Off by Melvin Berger
Dear Annie by Judith Caseley
The Magic School Bus and the Electric Field Trip by Joanna Cole
A Letter to Amy by Ezra Jack Keats
Messages in the Mailbox: How to Write a Letter by Loreen Leedy
Sincerely Yours: Writing Your Own Letter by Nancy Loewen
Flick a Switch: How Electricity Gets to Your Home by Barbara Seuling
Electrical Wizard: How Nikola Tesla Lit Up the World by Elizabeth Rusch
My Light by Molly Bang
All About Electricity by Melvin Berger
When Charlie McButton Lost Power by Suzanne Collins
Glowing with Electricity: Science Adventures with Glenda the Origami Butterfly by Thomas
Kingsley Troupe
Electricity and Magnetism by Dana Meachen Rau
Junkyard by Mike Austin
Michael Recycle by Ellie Bethel
The Boy Who Harnessed the Wind by William Kamkwamba

Day 1: What’s Conductive?
Introduction
In this lesson, students will learn about conductive materials that they can use to complete
a circuit. This will give students a hands-on introduction to electricity and basic circuit parts.
For more information and links, visit http://kithub.cc/howto.
Goals
Learning Goals
1. Discover examples of conductive materials
2. Learn about positive and negative sides in a circuit
3. Make a complete circuit to light up an LED
4. Learn about open and closed circuits
Activity 1 part, 1 hour total
• Introduce materials and discuss procedures and purpose for the activity. Introduce
and discuss the vocabulary words circuit, electricity, current, conductor, and insulator.
• Students should find their LED. Tell them to look at the “legs” of the LED and find the
longer side. Explain that the longer side is the positive side and it’s important to know
positive and negative sides when making a complete circuit.
• After students note the positive and negative ends of the LED, have them touch the
positive leg of the LED to the positive side of their battery and the negative leg to the
negative side. Their LEDs should light up!
• Now tell students to nestle the battery between two fingers and touch the legs of
the LED to their fingers to see if the battery lights up. Tell them that people are poor
conductors because electric energy can’t flow through them.

• Next, have students try connecting both sides of the battery to a paper clip and
connecting the paper clip to the legs of the LED. The LED should light up because most
metals, including paper clips, are good conductors.
• Instruct students to repeat this process with several materials to decide which
materials are good conductors. Students may use the attached sheet to organize their
discoveries.
• Talk about what you learned! Discuss the similarities and differences between the
conductive materials and the non-conductive materials. Bring up new materials that
weren’t tested and ask which category students think the material would fall under and
why. Ask students if they had any troubles, if anything surprised them, or if they are still
curious about something.
Extensions
• Use a voltmeter to test more materials.
Evaluate
• Use the What’s Conductive printout to help students reflect.
Day 2: Superhero Mask
Introduction
In this lesson, students learn about conductive materials and basic circuit parts. They will
design and make a superhero mask using materials from the KitHub Classroom kit.
Goals
Learning Goals
1. Apply metaphor and create a wearable accessory

2. Complete a circuit using a battery and an LED
3. Learn about open and closed circuits
4. Locate positive and negative sides of an LED and battery
Activity 2 parts, 1 hour total
Part One 20 minutes
• Tell students that they are going to design a superhero mask with a circuit.
They can use the instruction cards to help them troubleshoot their circuits.
• Give students paper to plan their masks. They should make two—one for a
friend and one for themselves. They should plan out their circuit design, include
color, and include at least one symbol.
Part Two 40 minutes
• After checking students’ designs for their masks, pass out the materials from
the KitHub kit.
• Give students time to make and troubleshoot their circuits.
• While students work, go around and ask questions to guide the process:
What have you tried? What else might work?
Have you tried _____?
Which part do you think is the most important in making the circuit work? How
could you adapt it to make it more effective?
• Give students time to assess their project with the printout assessment. Have
a brief wrap-up discussion to discuss what students learned and check to make sure
they met learning goals.

Extensions
• Put on a superhero play and invite an audience!
• Create more light-up superhero accessories. See kithub.cc/howto for more

details.
Evaluate
• Students can reflect on what they learned with superhero mask printout.
Day 3 & 4: Paper Circuit Pop-Up Card
Introduction
In this lesson, students will design and make a pop-up card with a simple electric circuit
using the materials from the KitHub Classroom kit.
This lesson is great for extra practice with circuits, or for a community project such as
making holiday greeting cards, making cards for people at nursing homes, or sending
greetings to soldiers (tip: check current regulations for shipping items with lithium
batteries).
Goals
Learning Goals
1. Apply technology to make an electronic circuit on paper
2. Draw a circuit and describe how it works
3. Write a letter demonstrating command of the conventions of standard English
4. Make observations about electricity in a circuit

Activities 3 parts, 2 hours total
Part One 20 minutes

Activity
• Gather one copper tape strip, one coin battery, and one LED per student.
• Follow the instructions on the included paper circuits card in your KitHub kit.
This will give students some practice making circuits and working with copper tape
before you make your greeting cards.
Part Two 50 minutes
Introduction
• Introduce materials and discuss procedures and purpose for the activity.
Activity
• Give students time to write a draft of their letter. Students should proofread
their draft with a checklist or peer-proofreading.
• When students are finished with their draft, they can begin designing their
card. They may use the paper their draft is on to draw out their idea. While students
are working, go around and do a quick check to make sure everyone is on track.
• Before students get paper for their final draft and materials to design the
circuits, have a group discussion to recall parts of a circuit and how electricity works.
Create another anchor chart of a simple circuit and have students help label the
parts. Tell the students to check their design to see if it will work from what they
know about circuits. Introduce the term switch and show several examples and
drawings.
• While students are in a whole group setting, demonstrate how to make

pop-up parts on a card. Walk through the steps on making a card.
• Optional: Introduce the rubric for the final draft. Display so that students can
check their progress.

• Distribute materials and walk through step-by-step how to start the card
while students follow:
1. Fold paper.
2. Draw two side-by-side (parallel) lines on the crease where you want the
pop-up to be.
3. Carefully cut on the lines to create the pop-up.
4. Decorate with materials.
Part Three 50 minutes
• Next, make sure students have an idea of where they want to put their
circuit. Then, have them follow along, referencing the anchor chart you made as a
whole class:
1. Place your LED where you want it, making sure you know which leg is longer.
2. Put some copper tape on your paper starting at the shorter side (negative
end) of the LED and trail the tape until it leads to the battery. It’s best if the
battery is somewhere close to a corner.
3. Tape the battery down, positive side facing up.
4. Put some copper tape on the paper, touching the longer (positive) leg on the
LED and trail it to a corner or foldable section close to the battery, but not
connecting with the battery yet.
5. Fold the paper over so that the copper tape is touching the battery. The LED
should light up!
• Give students time to work on the final draft. While students work, go around
to check progress and ask questions to promote thinking such as:
Why does everything in the circuit have to touch for it to work?
What’s going on in your circuit?
Can you define these parts of the circuit?
What do you already know about matter and electricity? How can you use that to
help you understand?

• Students who finish early can share their cards or begin working on
addressing envelopes if you are sending them.
Extensions
• If your kids are sending the letters, discuss parts of an address and how to
write it correctly. Distribute addresses and envelopes to students.
• Try making light-up origami! Incorporated circuits into a paper-folding craft.
Evaluate
• Educators can use the printout rubric to allow kids to self-assess their
projects.
Day 5 & 6: Motorized Bot
Introduction
In this lesson plan, students will use the Motorized Bot kit to make fairytale bots. The goal
is to become familiar with basic circuit materials.
Goals
Learning Goals
1. Use listening skills to follow directions
2. Observe how an object made of a small set of pieces can be disassembled and
made into a new object
3. Apply scientific ideas and work like scientists do
4. Provide evidence that energy can be transferred
5. Design the bot to look like a fairytale character

Part One 1 hour
Activity
• Tell students that they are going to create a robot that moves. Ask for ideas
about how to make a robot and how to make it move.
• If students do not naturally come to the idea, ask what makes some of their
toys at home, or toys they’ve seen on TV, move. If students say batteries, ask how a
battery makes something move. Are batteries the only thing involved? Help students
arrive at the conclusion that they will need to provide electricity, or electrical energy,
for their robot.
• Tell students the materials that you are going to distribute (a battery, two
pieces of tape, two paper clips, alligator clips and a motor to each student.) Until
then, students should have nothing on their desks except drawing supplies and
paper. Tell students to work together to draw what the materials should look like to
make the motor run. (This part is just to make the circuit, they will design the BotBot
later) Students should discuss drawings and ask for advice from group members.
• After students complete their drawings, they can begin to connect their
materials together as shown on their diagrams. If it doesn’t work, they should draw
a new diagram and test again.
• While students work, go around and ask questions such as:
Why did you decide to do it this way?
Why do you think that works/doesn’t work?

What do you think is happening to make to motor turn? What do you think each part is
doing?
Can you design it another way that will still work?
What does your design have in common with other students’ designs that work/ don’t
work?

• Share results as a whole group. Have students come up and draw or discuss
designs that worked and didn’t work. Discuss similarities and differences between
designs that worked and did not work.
• Introduce the vocabulary term circuit. Describe open and closed circuits and
use students’ volunteered designs as examples of each.
• Point out each part of the circuit. Students should point to their own circuits
and repeat. Have students try taking each part out of the circuit to see what
happens. Introduce and discuss the rest of the vocabulary. Talk about and give
examples for each type of energy: electric, sound (the motor), mechanical and light.
• Invite students to share their ideas in the whole-group setting. The teacher
should be guiding students’ thinking with questions, keeping in mind common
student misconceptions.
Questions like these might be helpful:
What’s going on?
Go back to your definitions, does your explanation make sense based on that
description?
What do you already know about matter and electricity? How can you use that to help
you understand?
• During discussion, begin to identify groups or students with correct

explanations, and guide students to build from there.
• Give groups another 5 minutes to come up with a complete summary of how

circuits work. Each group should give a quick presentation of knowledge to check for
understanding.
Part Two 1 hour
Activity
• Begin this section by reading a common fairytale or recalling a recently read

fairytale. Recall some fairytale characters and talk about character traits that make

them unique. Tell students that the challenge today is to make a robot into a
character from a fairytale story.
• Now that they’ve figured out the circuit, students can create their robot. The
circuit needs to be attached to the “body” (the cup or bottle brought from home) in a
way that will make the robot move around.
• Pass out the remaining materials from the kit to each student. Give students
time to explore the materials and design their robot.
• While students build their robots, go around and ask questions to guide the
process:
What have you tried? What else might work?
Have you tried _____?
Which part do you think is the most important in making the robot move? How could you
adapt it to make it more effective?
How are you decorating your Bot to make it look like a fairytale character? What can you
add to make it look more like the character?
• Students may come up with other ideas, but one of the most effective ways
to make the Bot wiggle is to attach a piece of tape or tape a small object around the
motor like a flag or propeller blade.
• Once students have begun to figure out their designs, have a whole-group
discussion in which some students show their design. Ask questions of the whole
class:
What is effective about this design? What could be better?
What is making the robot move?
What else could they add to the robot using supplies in this room to make it more
effective?
Is there anything else we could have added to our robot using our circuits besides the
motor? (Lights, sounds, etc.)
• Tell students to come up with questions, share ideas or relate information

during the discussion.
• Summarize and elaborate on any misconceptions to finish the lesson.
Extensions
• Write a story about your fairytale Bot!
• Add objects to the robot to give it a purpose. KitHub suggests marker legs or
putting sponges on the bottom and use paints or water to create a crazy design.
Help your BotBot by turning the scribbles into a masterpiece.
• Have BotBot races and time them using a stopwatch. Students could also
measure the path during a certain amount of time. Use the data to make a graph!
• Design the BotBot to push or pull an object. Students can design an

experiment to see how heavy an object the BotBot can move.
• Check out the Circuit Playground Videos at:

https://learn.adafruit.com/category/circuit-playground
• For older children, have them design their own circuit in another mini-lesson.
They can even write a story to go along with it.
• Re-use the materials to make a Zipline Spaceship. There are all kinds of
learning opportunities from these projects that correlate with every subject.
Evaluate
• Kids can use the printout assessment to reflect on what they learned.

Day 7 & 8: Game Show Button
Introduction
In this lesson, students will design and make a game show button with a simple electric
circuit using the materials from the KitHub Classroom kit.
This lesson is a fun way to integrate a hands-on STEAM project with other subjects.
Goals
Learning Goals
1. Plan and design a game show button console
2. Participate in active learning and review game show questions
3. Apply technology to creative art making
4. Create a simple electronic circuit
Part One 1 hour
Introduction
• Tell students they are going to make game show buzzers to play a quiz game.
It may be necessary to play a short video clip or show a picture for students who
may not know what a game show buzzer is.
• Introduce materials and discuss procedures and purpose for the activity.
Activity
• Talk about game show buzzers and how they work. The buzzer will need to
make noise, but only when the contestant is ready to answer a question. Discuss

ways that they could design a game show buzzer to only make noise when needed.
• Have students draw out a design featuring the given materials, including a
box or container to complete their button.
• When students are finished with their design, they can begin designing their
button. While students work, go around to check progress and ask questions to
promote thinking such as:
What’s going on in your circuit?
Can you define these parts of the circuit?
What do you already know about matter and electricity? How can you use that to
help you understand?
• Before students get paper for their final draft and materials to design the
circuits, have a group discussion to recall parts of a circuit and how electricity works.
Recall the term switch from other circuits they’ve made.
• Optional: Have students assess their work with the printout rubric.
Part Two 1 hour
• Play a game show for students to use their buzzers. If desired, you can use
the attached gameshow to review circuits. You may want to revise the difficulty level
or provide hints for younger students. You can also make your own game show to
review material from another subject.
Extensions
• Resuse the buttons to create another game show study session, or do the
same game and have students supply the quiz questions.
• Add the game show buttons to another project. Students can experiment
adding the button to more complex circuits and troubleshooting to learn more
about how circuits work.

Evaluate
• Students can use the printout rubric to assess their project.
Day 9 & 10: Maker Showcase
Introduction
This lesson focuses on practicing reusing electronic parts and putting engineering skills to
the test. It’s a great way to assess knowledge of the standards taught so far, as well as
providing an opportunity for students to explore their interests related to electronics.
Goals
Learning Goals
1. Synthesize knowledge and produce a final project
2. Plan, design, and use a process to make creative tech
3. Demonstrate appropriate safety procedures
4. Use engineering processes to develop a project using the materials provided
Activities 2 hours total, divided as

needed
• Students may work individually, in pairs, or in groups.
• Pose the problem to students, “We’ve made several projects with different
electronic parts. Do you think those parts could be reused to make something
completely different? What could we make?” Recall projects and parts used.

• Give students some time to journal ideas. It might be helpful for them to
gather the parts available and make sure that they have everything available to
make their ideas work.
• Discuss ideas and watch videos to get ideas about what to make. Make sure
before teaching the lesson that students collect/recycle all the materials they might
want to use. KitHub has some ideas here.
(http://us9.campaign-archive1.com/?u=39594263d8b0464fb748232ca&id=eae2829b
52&e=d4c7c83d7f)
• Students should be encouraged to come up with an idea that involves

planning and testing, rather than simply making a model or repeating a previous
construction. For younger students, a list of options may be helpful.
• Students should follow this basic process:
Come Up With a Question

For example, ‘What happens if I change this for that?’ or ‘Which of the
two works better?’
Make a Hypothesis
I think that ____ will happen because
Test the Hypothesis and Collect Data
Make a Presentation
• Discuss the steps and write them down somewhere for students to
reference. Go through the planning sheet as a whole class. Remind students that as
long as they have a good question and followed a process, it’s ok if it doesn’t turn
out like they thought it would!
• While students work, assist by asking questions to help their thinking, such
as:
What do you think we will learn from changing this part or comparing
these designs?
What do you think that part does? It it were removed do you think the toy
would still work? What does the part do by itself?

Can you use what you already know to figure out what’s going on?
Have you completed everything in the process so far?
• Students can invite schoolmates, teachers, and parents to come see their
science fair creations!
Evaluate
• Kids can use the printout assessment to evaluate their own learning.
Extensions
• Encourage students to use what they’ve learned to take apart and reuse
other electronics! Remind them to always check with an adult, remove the source of
electric current, and that it can be dangerous to take apart TVs, computer monitors,
vacuum cleaners, and smoke detectors.

KitHub Resources
How to Videos
If you’re still having difficulties figuring out how a certain part fits in, we have
instructional videos on our website that can help! Check out our How To section
here: https://kithub.cc/howto/
Slack Chat
Join our KitHub Slack group and have your questions answered by KitHub
experts: http://kithub.herokuapp.com
Extra Support
Still need to reach us? Contact us at support@kithub.cc or call us:
213-514-7482.
Extra Materials for Your Classroom MakerSpace
If you find yourself in need of extra materials, we’ve got you covered. We sell extras
of everything in our online store. We would also love to help you build your classroom
makerspace.
Instructions
You will receive instruction cards for each student with your classroom kit. You can
also find instructions on our site here: https://kithub.cc/howto/
Blog
We work hard to keep our blog updated with helpful info and ideas in STEAM
education: https://kithub.cc/blog/
Helpful Links
https://kithub.cc
https://kithub.cc/faq/

Community and Contact
Share With Us!
Twitter
@kithub
Facebook
facebook.com/kithubcc/
Website
kithub.cc/love/
Contact Us
Twitter
@kithub
Facebook
facebook.com/kithubcc/
Slack
kithub.herokuapp.com
Email
support@kithub.cc
Call
213-514-7482
Afterschool Makers Optional Printouts

Is it Conductive?
Name: ___________________________ Date: ____________________
Material Is it Conductive? Notes/ Thoughts

Yes No
Paper Clips
✔

Magnetic Switch Friendship Bracelet
Name: ___________________________ Date: ____________________
My superhero mask
Yes No
has a symbol.
Describe your symbol:
My mask has colors.

Yes No
My mask lights up!

Yes No
I used my time wisely.

Yes No
I did my best work.

Yes No

Paper Circuits
Name: ______________________________________________
Grade yourself in the first box for each item. Then have someone else
grade you in the second box.
X = I did not do this
= I did this
+ = I did this really well
Goal You Friend Goal You Friend

My letter makes
I wrote and edited a
sense and my
rough draft.
thoughts are in order.
I drew out my circuit My card is neat and

before I made it. nice to look at.
I asked questions if I
didn’t understand
I used correct
something or I
capitalization and
recalled what I
punctuation.
learned about
circuits.
My letter is complete
I used my materials
and has at least 3
safely and wisely.
sentences.
I used my best My project has been

handwriting and took checked by
my time. __________________.

Motorized Bots
Name: _____________________________________________________
Circle yes or no for each part of the lesson:
Yes
No
I listened and followed
directions.
Yes
No
I made sure I
understood the
vocabulary words.
Yes No
I was a safe scientist
and I used my
materials wisely.
Draw the parts in one of the circuits you made:

Draw a picture or write about these types of energy that we learned:
Light Energy Sound Energy Electrical Energy
How is your bot like the fairy tale character you chose?

Game Show Button
Name: ______________________________________________
Grade yourself in the first box for each item. Then have someone else
grade you in the second box.
X = I did not do this
= I did this
+ = I did this really well
Goal You Friend Goal You Friend

My button and box
I drew out my circuit
are neat and nice to
before I made it.
look at.
I asked questions if I
didn’t understand
I used my materials something or I
safely and wisely. recalled what I
learned about
circuits.
I participated in the
My circuit works!
game show.

Circuit Game Show!
Use these questions to fill in a free online quiz creator or display this sheet and cover
answers up with sticky notes.
Circuit Vocabulary Parts of Circuits Energy
100 100 100
A: A circuit where all parts A: A part that turns the A: This circuit part lights
are connected and it circuit on and off. up.
works!
Q: What is a switch (or Q: What does an LED do
Q: What is a closed button)? in a complete circuit?
circuit?
200 200 200
A: A circuit that doesn’t A: Use this part is you A: This circuit part moves
work. All the parts aren’t want to make something in around.
connected. your circuit light up.
Q: What does a motor do
Q: What is an open circuit? Q: What is an LED? (or in a complete circuit?
light bulb)
300 300 300
A: The flow of charged A: The part that provides A: This circuit part makes
particles. energy for the circuit. noise.
Q: What is a current? Q: What is a battery? Q: What does a buzzer do

in a complete circuit?
400 400 400
A: Energy made by A: Material in between A: This circuit part

exciting charged particles. parts of a circuit that completes or breaks the
allows electrons to flow. circuit. (Turns things on
Q: What is electricity? and off)
Q: What is wire, alligator
clips, or a conductor? Q: What does a button do
in a circuit?

Use these cards to write quiz questions and answers on the back and make your own game
show!

Name: _______________________________________________________________________
My Maker Showcase Planning Sheet

Check with your teacher after each step!
My Question:
My Hypothesis:

Name: _________________________________________________________________
My Maker Showcase Planning Sheet Continued
What I did:
What happened:

Process and Presentation Checklist
I have… Points
❏The title of my project 5

❏My name 5
❏My question 10
❏My hypothesis 10
❏My data (how you did it and what happened) 10
❏My finished electronic project 10
❏I used my knowledge of circuits 10
❏I used my science safety skills 10
❏I planned out my project 10
❏My process and presentation were organized 10
❏I used my materials responsibly 10
Total Points ________

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https://kithub.

Afterschool Makers Facilitator’s Guide

What is Afterschool Makers?

Buy the kits for this program at shop.kithub.cc

Who Can Learn with KitHub Kits?

How Do Students Learn with KitHub?

Learning Outcomes by Activity

Superhero Mask Science/Wearable Tech/Engineering Design/Art

Paper Circuit Science/Engineering Design/Art

Motorized Bot Science/Robotic Tech/Engineering Design/Art

https://kithub.cc hello@kithub.cc Page 2

Game Show Science/Engineering Design/Art

✔ Plan and design a game show button console

Maker Showcase Science/Tech/Engineering Design/Art/Math

Research-Based Best Practices in STEAM Education

STEAM is becoming an ever-more-important part of our students’ futures. KitHub

https://kithub.cc hello@kithub.cc Page 3

9v Battery Buzzer Button Copper Tape

https://kithub.cc hello@kithub.cc Page 4

Care and Replacement Parts

How to Use Our Lessons

https://kithub.cc hello@kithub.cc Page 5

Use Caution with Tools

Watch Out for Others

Use Tools and Parts Responsibility

https://kithub.cc hello@kithub.cc Page 6

• Electricity is when particles like electrons flow through a material, such as a

• A conductor is something that allows electrons to move freely. Copper is a

• A closed circuit is needed for electric energy to flow. Circuits have a

• Electrons flow through a material such as a copper wire more easily.

https://kithub.cc hello@kithub.cc Page 7

• A magnetic field is created when an electric current runs through a magnetic

Common Student Misconceptions

https://kithub.cc hello@kithub.cc Page 8

What Students Need to Know

https://kithub.cc hello@kithub.cc Page 9

Activity Must Have Nice to Have

Paper • Craft paper or foam • Glue

Motorized • Containers for the BotBot body • Craft paper or foam

Maker • Craft supplies such as pens, • Craft paper or foam

https://kithub.cc hello@kithub.cc Page 10

Battery - a source of power that helps electricity flow.

Conductor - a material that allows electrons to move freely.

Current - the flow of charged particles.

Electricity - a form of energy made by exciting charged particles.

Energy - the ability to cause change

Engineer - a person who designs and builds things

Insulator - a material that does not easily allow energy to flow.

Reed Switch - an electrical switch operated by an applied magnetic field.

Reuse - to use again, especially in a different way.

Switch - a device for making or breaking the connection in a circuit.

https://kithub.cc hello@kithub.cc Page 11

The Jolly Postman by Allan Ahlberg

Switch On, Switch Off by Melvin Berger

Dear Annie by Judith Caseley

A Letter to Amy by Ezra Jack Keats

Messages in the Mailbox: How to Write a Letter by Loreen Leedy

Sincerely Yours: Writing Your Own Letter by Nancy Loewen

Flick a Switch: How Electricity Gets to Your Home by Barbara Seuling

My Light by Molly Bang

All About Electricity by Melvin Berger

When Charlie McButton Lost Power by Suzanne Collins

Electricity and Magnetism by Dana Meachen Rau