No code · Grade 3 · Guided practice
How the project responds
What you will make: Explain and test the input–output rule without adding a computer.
The core project does not require programming. Optional blinking or timed-controller extensions need a teacher-selected board and a separate, matching circuit plan; do not attach this battery circuit to a computer pin.
Before you start
- Teacher prepares and checks the exact low-voltage circuit, component ratings and LED current-limiting resistor where used.
- Disconnect power before changing any connections; follow the main lesson’s safety directions.
Build it one step at a time
- Draw two boxes labeled input and output. Connect them with an arrow.
- Copy the rule below. Predict the output for each input state.
- Teacher checks the circuit and approves power-on. Change only the input, not the wiring.
- Run three trials of both states, recording what actually happens.
- If the result differs from the rule, switch power off and ask the teacher to check the circuit before adjusting it.
Your input–output rule
Open switch → LEDs off; closed switch → LEDs on.Predict, test and record
Write your name and date on the printed page. Run every test, note the actual result, and retest after one change.
| Try this input | Expected result | Actual result / retest |
|---|---|---|
| Before activating the input | No alert/light | ________________ |
| Activate input using the lesson’s safe test | Expected light/alert | ________________ |
| Return to the starting state | Returns to no alert/light | ________________ |
If it does not work
- Test the circuit on the table before mounting it; record three on/off cycles. Keep all powered parts away from the face during testing.
- A diagram of a rule is an algorithm, not uploaded code. If you choose a programmable extension, first identify the exact board, input module and output ratings.
Make one change
Change one approved mechanical feature or probe placement, keeping the circuit unchanged, then repeat the same tests.
We changed __________. We predicted __________. Our test showed __________.
Teacher pacing: Use a 45-minute coding session: 5 minutes to predict, 10 to model a first working response, 20 for paired building, 7 for tests and 3 to save and explain. Continue in another meeting if setup or debugging takes longer; do not rush hardware checks.
Grade 3 support: Model one block at a time; partners alternate choosing blocks and explaining the result. Accept spoken or drawn test evidence.
Print support: The lesson’s Print button includes this guide, recipe and test table.
For teachers
Engineering standards
This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.
3-5-ETS1-1
Teams define who needs the light-up creature mask and set measurable performance, safety, material, and time limits.
What students show: User-centered problem statement with criteria and constraints.3-5-ETS1-2
Teams compare at least two circuit, code, or enclosure ideas against the success criteria.
What students show: Labeled system diagrams and a recorded design choice.3-5-ETS1-3
Teams run a repeatable test—ask viewers to identify the creature's mood, then test comfort, visibility, and light reliability—then change one variable and retest.
What students show: Test table, code or build revision, and evidence-based explanation.Materials
- Cardboard, paper, craft sticks, tape, reusable building pieces, and student-proposed materials
- Project platform: Cardboard + paper circuits + vinyl/laser details
- Breadboard, paper-circuit supplies, or low-voltage power when needed
- a handmade switch, flap, or pull tab input component or student-designed substitute
- one or more glowing creature features output component or student-designed substitute
- LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
- Vinyl + laser fabrication materials for an optional case, sign, mount, or model
- Computer with approved coding or simulation tools when needed
- Planning sheet, ruler, and test-data table
Teacher preparation
- Build and test one possible reference solution without making it the required design.
- Prepare a basic-materials table plus optional electronics and fabrication stations.
- If coding is used, prepare a starter option for a visual story sequence or optional blinking pattern; students may propose another workable control method.
- Prepare optional fabrication templates and a file rule beginning G3_19.
- Mark adult approval points before power-on and machine fabrication.
Step by step
How to teach it
Meet the user and define success
- Introduce the application: Create a wearable or display-only creature artwork that communicates a mood or story without words.
- Identify the user, need, criteria, and constraints.
- Draw a system map with input → code → output.
Build a first solution
- Choose basic, electronic, and fabricated materials based on the team's idea.
- Build with power disconnected whenever electronics are used.
- Complete an adult check, then troubleshoot one connection or physical feature at a time.
Create the behavior
- Create the first working control using a visual story sequence or optional blinking pattern.
- Predict what one rule, connection, or code change will do before testing it.
- Make the system understandable with labels, diagrams, comments, or coding blocks.
Test and improve
- Use the same procedure each time: ask viewers to identify the creature's mood, then test comfort, visibility, and light reliability.
- Record at least three results.
- Change one code, circuit, or physical-design variable and retest.
Fabricate and present
- Design a vinyl + laser fabrication part that protects, mounts, or explains the electronics.
- Adult reviews and operates fabrication equipment where required.
- Connect the finished system and demonstrate how the evidence improved it.
Assessment
- Problem statement names a real user and measurable need.
- Circuit matches the team diagram and uses components safely.
- Program connects the intended input to the intended output.
- Test conditions remain consistent and include recorded evidence.
- Revision addresses a documented failure or user need.
Supports & extensions
- Use color-coded wires and a photograph of each breadboard step.
- Provide block coding or partially completed code with one change at a time.
- Assign roles: circuit builder, coder, tester, and recorder.
- Let students explain findings orally or with labeled diagrams.
- Extension: add a second sensor, output, data display, or operating mode.
Safety & responsible use
- Use only teacher-approved low-voltage classroom electronics; never connect projects to wall current.
- Disconnect power before changing wires or components.
- Use the correct resistor with every standard LED and stop immediately if a part becomes hot.
- An adult handles soldering, laser cutting, printer setup, blades, and final power approval.
- Keep liquids away from boards unless a sealed, teacher-approved sensor activity specifically requires them.
No-machine alternative
Build with cardboard, paper mechanisms, paper circuits, or a free on-screen simulator. Students may invent another safe way to model the same function, then compare ideas, test one variable, collect evidence, and revise.
Printable student design brief
The challenge
Create a working light-up creature mask for this need: Create a wearable or display-only creature artwork that communicates a mood or story without words.
Success criteria
- Creature is original and visually expressive
- Light supports the story instead of being decoration only
- Wearable version fits safely and allows clear vision
Constraints
- No sharp edges or lights directly in front of eyes
- May be a wall artwork instead of wearable
- Begins with cardboard and adds machines only where useful