“LITERARY CIRCUITS”
DEVELOPED BY:
THE “STEAM TEACHER” – DAMON JONES
 2014 STEAM America
INTRODUCTION
Circuits are everywhere! All of the technology that makes our world work utilizes circuits. From iPhones to Aston Martin's, there is no
disputing the importance of circuitry. STEAM (Science, Technology, Engineering, Art, Math) is everywhere also, and our “Literary Circuits!”
project is a fun way to merge science & artistry, while using technology to aide in the design and engineering of an original visual display.
This project is an opportunity for the child (and parent) to learn about circuits, explore conductive/insulating dough, and apply new knowledge
to enhance the presentation of an original short story or poem. For you, the parent, it’s an opportunity to create a fun STEAM learning
experience at home.
Begin here to watch a video explanation of the project and see what the “STEAM Teacher” created. After that, be sure to explore the video
links in the “Materials & Resources” section and you’re ready to go!
STEAM America recommends this project for grades three (3) through eight (8) as there is no limit to the complexity of the story or poem and
no boundaries to the intricacy of the final visual display. However, younger and older learners can participate as well. The national learning
standards aligned with this project are included in the Appendix to give you an idea of what skills are being developed at each stage of the
project.
Please keep in mind, this project is merely a suggestion! YOU are the teacher now and there is no limit to what your child can create with your
guidance. Feel free to explore various options based on your available resources and the needs of your learner(s).
We’re here to help! Use STEAM America as a resource. We always enjoy hearing your ideas, relishing in your “Aha!” moments, and
answering questions. Feel free to contact us any time at info@steam-america.org.
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KEY VOCABULARY &
CONCEPTS
PREREQUISITE SKILLS & KNOWLEDGE
Reference this vocabulary and concepts
as often as possible. Repetition is key to
retaining new information.
2. How to post a blog. (For examples of simple ways to start a blog see the “Materials &
Resources” section).
1. Experience writing a poem or short story. (If this is the first time, it’s easy to teach!)
3. Using the Internet as a research tool (eg. Google searches)
Concepts: Electricity, Circuits, &
Conductivity
Vocabulary: Electricity, Electrons,
Circuit, Conductive, Voltage, Resistance,
Insulator
S.T.E.A.M. COMPONENTS
The purpose of STEAM education is to create
seamlessly integrated multi-disciplinary project
that seamlessly merge academic disciplines. To
illustrate how the disciplines are integrated I’ve
provided the outline below.
Science: Learning about electricity and circuits
Technology: Using conductive and nonconductive dough, LEDs, etc. to engineer the final
product. The use of computers, the Internet, and
Web 2.0 platforms (blog, social media, etc.)
Engineering: Using conductive/non-conductive
dough (and peripherals) to build a visual display.
Art: Creating an original story or poem; the
creative/design component of making the display;
the colors the dough is dyed
Math: Estimating the amount of dough required to
make the display. More advanced participants
may calculate voltage or resistance, for example.
 2014 STEAM America
MATERIALS & RESOURCES
Videos:
 The STEAM America video resources:
“Literary Circuits” – An introduction and sample by the “STEAM Teacher”
“Circuits Are Everywhere!” -- An awesome explanation of circuits.
 “Awesome Sylvia” Get great ideas for creating with conductive dough
(“Squishy Circuits”) and another great perspective on electricity and circuits.
Squishy Circuits:
Preferred Recipe and Materials for Making “Electric Dough”
Conductive Dough Ingredients
Insulating Dough Ingredients
1 cup water
1 ½ cup flour
1 ½ cups flour
½ cup sugar
¼ cup salt
3 tbsp vegetable oil
3 tbsp cream of tartar (or 9 tbsp
½ cup distilled or deionized water
lemon juice)
1 tbsp vegetable oil
Food coloring (optional)
Other Materials Required Squishy Circuits*
LEDs: Individual or Bulk
Batteries
Battery Connector
Motor & Fans (optional)
*Click the link to find items at Radio Shack or Amazon.com.
Additional Resources:
More information on Bloom’s Taxonomy and higher order thinking skills.
FREE platforms to get your blog started quickly:
 www.blogspot.com  www.tumblr.com  www.wordpress.com
OBJECTIVE(S)
The objectives below are for both the learner and parent-facilitator. Let them serve as benchmarks to gauge the effectiveness of the project and it’s
outcomes. The assessment ideas included are linked to these standards. Ultimately, YOU determine how successful the project was based on these
standards. That’s the beauty of it; it’s a process, and a malleable one at that.
Learner Obj. 1: To design and implement a non-traditional visual display to accompany an original story or poem using conductive and nonconductive dough in order to demonstrate creativity (the story/poem & display design), innovative design (display creation), and an understanding
of electricity and circuits (assessment).
Learner Obj. 2: To strengthen the 21st century skills of communication, critical thinking, and creativity with a purpose of developing leadership
qualities applicable to any academic or career aspiration.
Parent-Facilitator: To successfully facilitate the learning process throughout the project in order to:
-- become more adept at the process of facilitation, and
PROJECT ACTIVITY
This project has no discreet “lessons”, and can be implemented in a timeframe and manner deemed most appropriate to the learning facilitator (i.e.
parent, teacher, older sibling, etc.). The modified version of the “5E” lesson plan format is used below with the corresponding the higher order thinking
skill it develops (see Bloom’s Taxonomy) in parenthesis. As you explore the lesson with your child, they are progressing up the taxonomy and using
higher level thinking and processing skills.
The goal of this project is to introduce (or re-teach) knowledge of circuits, apply that knowledge through the use of conductive/non-conductive
(“Squishy Circuits”) dough, and extend knowledge by creating a visual display using Squishy Circuits that depicts a specific element of an original
short story or poem.
STEP ONE: ENGAGE (KNOWLEDGE & COMPREHENSION)
Watch the introductory video about circuits and identify the important information.
Watch the “Awesome Sylvia” video which includes a method for making conductive/insulating dough and how to make your own circuit!
During each video either have students take notes or stop viewing periodically to discuss concepts and summarize findings. Use review of notes and
conversation to determine understanding before moving on. Make sure to cover:
-what electricity is and how it moves,
-how electricity (electrons) move through a circuit, and
-conductive and non-conductive materials.
STEP TWO: EXPLORE (APPLICATION)
Practice making conductive and non-conductive dough. Use peripherals such as LEDs, fans, servo motors to explore making working circuits using the
dough.
There is no “right” or “wrong” here, let the learner explore. However, it is important to guide their exploration with open-ended questions. For
example, “Why did/didn’t that circuit work?” Allowing participants to discuss observations and encouraging them to form hypotheses about what is
transpiring based on information (data) they gather from their five senses, will facilitate a deeper understanding. See the “Materials and
Resources” section for a video link with ideas of how to construct circuits using conductive/non-conductive dough.
STEP THREE: ENGAGE (APPLICATION & ANALYSIS)
Write an original short story or poem.
Keep the story short; 3-5 paragraphs (or longer for older students). There should be a clear beginning/middle/end, climax, and moral. Poetry can
include any format from free verse to Haiku.
STEP FOUR: EXTEND (SYNTHESIS)
Use conductive/non-conductive dough (and additional components such as LEDs) to design and create an element of the story/poem--a character,
important object, or part of the setting. Additional components like LEDs, servo motors, fans, etc. should make the creation "come alive" and if possible
the actual functionality should coincide with plot/moral of the story or poem.
You may find it helpful to use a notebook to sketch out ideas for the final design.
STEP FIVE: EVALUATE (EVALUATE)
Participants will use a journal entry, blog post, or a presentation to explain their thoughts and ideas and demonstrate an understanding of the degree to
which the objective was mastered. (See the “Materials & Resources” section for ideas on how to start a free blog easily).
The above should include:
--An explanation of what they learned about circuits (encourage the use of new vocabulary)
--A justification of their design and how it relates to the story or poem
--A theory of how their new knowledge can be applied to elsewhere.
 2014 STEAM America
APPENDIX
NATIONAL LEARNING STANDARDS
Here are just some of the learning standards that are applicable to this lesson. They have been identified based on the outline of the project
detailed herein. Depending on the direction you take the project, other standards can easily be incorporated. Click the link below to take you to
the actual standard as well as a brief description of how that standard is integrated into the framework of this project.
Standard Issuing Organization
ISTE (International Society for
Technology in Education)
NAEA (National Art Educators
Association)
Common Core
Standard/Indicator
Project Application
1. Creativity and Innovation
--Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
a) Apply existing knowledge to generate new ideas, products, or
processes.
b) Create original works as a means for personal or group
expression
Create a visual display of an element of the original
story or poem that incorporates a completed circuit.
2. Communication and Collaboration
--Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
a) Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
b) Communicate information and ideas effectively to multiple
audiences using a variety of media and formats.
4. Critical Thinking, Problem Solving, and Critical Thinking
--Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
b) Plan and manage activities to develop a solution or complete a
project
5. Digital Citizenship
--Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a) Advocate and practice safe, legal, and responsible use of
information and technology
Start a free online blog; tweet observations
Understanding and applying media, techniques, and processes
Grade K-4: Know the difference between conductive
and non-conductive dough.
CCSS.ELA – Literacy. CCRA.R.7: Integrate and evaluate content
presented in diverse media and formats including visually and
quantitative, as well as words
Apply new and existing knowledge of circuits to
make design a functioning visual display.
Journal entry or letter to a friend
Once the idea for the visual display is
conceptualized, what materials will be needed and of
what quantity?
Communicating information and ideas online in a
responsible manner.
Grade 5-8: What are some other materials, either
man-made or in nature, that are conductors?
Insulators?
The method used to communicate information and
ideas (journal, blog, etc.)
ACKNOWLEDGEMENTS
1. “Squishy Circuits” (aka “Electric Dough”) were developed by the Thomas Lab, lead by Professor
AnnMarie Thomas, of the University of St. Thomas. For more information on “Squishy Circuits” click
here.
2. To my colleagues who contributed, thank you!
 2014 STEAM America