Project 5 of 24
In Progress
LED and battery

The Simplest Circuit

10-30 min

Ages 8+

What Will You Learn?

It is important to think about Shape, Texture, Line and Color when we use LEDs (lights) in our runway pieces. Lights can help tell the story or they can overtake the story, it is all in the design.

Let’s explore circuits using only a coin cell battery (CR2032) and LEDs.

See if you can make the LED light up. If you can, you have just made a circuit! How many LEDs can you light?

Use the Tell Your Story with Color activity sheet and use the LEDs to match some of the words.

A hint about the LED: the longer leg, the technical term is lead – is the positive side (+) technically called the anode and the shorter lead is the negative side (-) or the cathode.

Give campers time to figure out how to light up the LED, before you tell them about the positive/negative leads. When they have made the circuit, then ask what they notice and why it works one way and not the other. Let them explain in their own words before you give them the technical terms or talk about electrons flowing etc.

About This Adventure

Today, fashion designers are not limited to fabrics in their designs. Technology has become part of our story and is much more accessible. Young designers can use tech such as lights, sensors, and microcontrollers to tell their stories.

In this adventure, you will experience and experiment as we go through the MakeFashion Edu process to support campers as they:

  • learn – about the elements of fashion and circuits

  • design – a story and the wearable

  • construct – a fashion tech piece using recyclable materials and lights

  • exhibit – be seen! Our favorite medium is the runway.

You will be able to support your designers as they find their voices and tell their own stories through fashion pieces they create and share.

This adventure is divided into several sections, each with its own projects. The bolded project denotes the page you are on. The arrows mark the section you are in.

Making an Impact

Check out this outfit made with just the simple LED and Coin Battery circuit!

On the fashion piece, we have a symbol that shows a gun with a circle and a cross through it. This means that our group is against guns. The lights on the back of the jacket represent the 109 people that died each day in 2017. The red lights at the bottom of the shoes represent school shootings. In 2019, 51 people died or were injured because of school shootings. For these reasons, we are activists for stricter gun laws and we hope you agree with us.

Stricter Gun Laws

MakeFashion Edu. 2019. San Marcos, CA.

LEDs and Coin Batteries

Aiden B, Christian & Jo’el

About MakeFashion

MakeFashion Edu is an international non-profit working to promote learning through fashion and tech. Through hosting workshops, reach-out and push-in activities, and larger events, MakeFashion Edu sees providing access for young designers to go to industry and project-based learning as one way to pull local communities together.

SteamHead makerspace is a network of people, spaces, and events who collaborate to improve equity in education as the path forward. We believe that by embracing design thinking and a maker-mindset, education can be more engaging and meaningful, and with that more effective in preparing students for success. Check their website for their courses.

Materials:

  • LED
    coin cell battery (CR2032)

See More Projects in these topics:

Arts & Crafts Electronics Fabrication Fiber Arts Wearables

See More Projects from these themes:

Art/Craft Studio Carnival/Theme Park
SteamHead 501c3
WE ARE A MAKERSPACE AND A MOVEMENT. Our mission is to provide access to quality, relevant education focused on integrating design, technology, and community. Because when people have access to great spaces and resources, they make great things.
Print Project

Maker Camp Project Standards

Based on NGSS (Next Generation Science Standards)

National Core Arts Standards

The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:
  1. Generate and conceptualize artistic ideas and work.
  2. Organize and develop artistic ideas and work.
  3. Refine and complete artistic work.
  4. Select, analyze, and interpret artistic work for presentation.
  5. Develop and refine artistic techniques and work for presentation.
  6. Convey meaning through the presentation of artistic work.
  7. Perceive and analyze artistic work.
  8. Interpret intent and meaning in artistic work.
  9. Apply criteria to evaluate artistic work.
  10. Synthesize and relate knowledge and personal experiences to make art.
  11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Please visit the website for specific details on how each anchor applies to each discipline.

NGSS (Next Generation Science Standards)

The Next Generation Science Standards (NGSS) are K–12 science content standards. Learn more.

Forces and Motion

  • 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
  • HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

CCSS (Common Core State Standards)

The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).

Geometry

  • Grades K-2
    • CCSS.MATH.CONTENT.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
    • CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
    • CCSS.MATH.CONTENT.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
    • CCSS.MATH.CONTENT.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
    • CCSS.MATH.CONTENT.K.G.B.6 Compose simple shapes to form larger shapes.
    • CCSS.MATH.CONTENT.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
    • CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
  • Grades 3-5
    • CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
  • Middle School
    • CCSS.MATH.CONTENT.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
    • CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
    • CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
    • CCSS.MATH.CONTENT.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
    • CCSS.MATH.CONTENT.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations.
    • CCSS.MATH.CONTENT.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
    • CCSS.MATH.CONTENT.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

National Core Arts Standards

The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. Also see Standards with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art for Visual Arts.

NGSS MS.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
  • MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
  • MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
  • MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

NGSS HS.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  • HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
  • HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
  • HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.

NGSS 3-5.Engineering Design

The Next Generation Science Standards (NGSS) are K–12 science content standards.
  • 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
For additional information on using content standards with our projects please visit the Maker Camp Playbook.
Makeyland Graphic

Sign up for monthly project ideas for young makers from the leading maker educators.

FEEDBACK