1. Snap Circuits LIGHT is Ideal for Middle & High School (Your Program Scope)

For grades 6–12, Snap Circuits LIGHT provides:

✓ Safe, highly visual engagement

Colorful LEDs, optical effects, and instant feedback make the concepts “stick.”

✓ Hands-on learning without soldering

Excellent for STEAM-TEAMS events or classrooms where tool access is limited.

✓ Clear pathway into circuit literacy

Students learn:

• how electricity flows,

• how components interact,

• how sensors and switches behave,

• how light can encode information (basic optical concepts).

✓ Perfect Stage 1 and Stage 2 content

Snap Circuits LIGHT fits directly into your Photonics Pathway Ladder:

No need to introduce fiber splicing or advanced optics at this stage.
Snap Circuits is exactly the right level.

✅ 2. Snap Circuits LIGHT Should NOT Attempt to Teach Photonics or Fiber Optics

This is important strategically:

Your middle/high-school program must be age-appropriate, not workforce-technical.

Snap Circuits LIGHT gives:

• engagement

• circuit literacy

• foundational physics

• visual demonstrations

• immediate confidence boosts

This prepares students for later Stage 3 (community college) content — but does not replace it.

So your decision to include Snap Circuits is:

✔ Pedagogically correct
✔ Curricularly aligned
✔ Compatible with TryEngineering grants
✔ Scalable for outreach events
✔ Perfect for IEEE volunteers to supervise

✅ 3. What You Should Use Snap Circuits For (Concrete Module Ideas)

Middle School (FUN + FOUNDATIONS)

• Build simple LED circuits

• Explore how light is controlled by switches

• Show that light can signal information

• Use color mixing LEDs to discuss wavelengths

• Create “light-based communication” demos

High School (APPLICATION + STORYTELLING)

• Connect circuits to your Pixar “Photon Pathway”

• Show how circuits relate to solar/wind systems

• Demonstrate brightness vs. resistance (engineering tradeoffs)

• Use Snap Circuits LIGHT to explain measurement + sensors

✅ 4. Houston Workforce Modules Come Later (Future Stakeholder Planning)

For Houston partners (industry, UpSkill Houston, AT&T, CenterPoint, etc.) you will eventually use:

• Fiber-optic demos

• Renewable energy integration

• Smart-grid sensing

• Photonics technician roles

• Workforce ladders and mentorship systems

But none of this needs to be part of your current student-facing program.

Snap Circuits LIGHT is for students.
Photonics Pathway Ladder is for industry and grant partners.
These two worlds stay connected but separate.

⭐ Recommendation Summary

Since your program is specifically targeted at grades 6–12, buying 10 Snap Circuits LIGHT kits is:

✔ Correct level
✔ Cost-effective
✔ Perfect for STEAM-TEAMS hands-on rotations
✔ Ideal for school visits, booths, and outreach stations
✔ Immediately impactful with little training for volunteers
✔ Easy to scale to 50, 100, 200 students

It gives you a high-engagement core activity while keeping your photonics/fiber-optics vision for future Houston partnerships.

If you’d like, I can now:

A. Design a 1-page Snap Circuits LIGHT lesson plan aligned to your minisite
B. Add Snap Circuits to the Photonics Ladder visuals
C. Generate a 3-step outreach station flow for STEAM-TEAMS events
D. Draft a TryEngineering grant paragraph specifically justifying Snap Circuits

Which one would you like next?

Good — I located the official project manual list for Snap Circuits LIGHT (Model SCL-175) and cross-referenced with available simulation tools from PhET Interactive Simulations. Excel Schools+3Elenco+3Elenco Store+3

Below is a selection of 12 projects from Snap Circuits LIGHT that are especially suitable for middle/high school photonics-/circuit-foundation work — chosen for educational value, conceptual relevance, safety, visual clarity, and compatibility with PhET simulation reinforcement.

✅ Recommended 12 Snap Circuits LIGHT Projects

From the 175 listed in the SCL-175 manual Elenco+1, these strike a balance between accessibility and conceptual relevance:

These 12 projects provide a robust foundation — from basic circuits to light-based sensing and communication — that aligns with your “Photonics Pathway Ladder” for middle and high school.

How to Integrate with PhET Simulations

To deepen conceptual understanding, each Snap Circuits module can pair with one or more PhET simulations. A few recommended PhET sims:

• Phet Circuit Construction Kit: DC — lets students build and test series/parallel circuits, measure current/voltage, explore resistors and LEDs in a virtual environment. Excel Schools+1

• PhET Geometric Optics — for exploring refraction, lenses, mirrors, image formation — helps build foundational optics understanding useful before fiber-optic topics. PhET

• PhET Waves Intro or similar wave/light simulators — to reinforce wave/ light behavior, frequency, amplitude, and visualizing light as energy/data carrier. PhET+1

Using both Snap Circuits (hands-on) and PhET (virtual/visual) gives students dual representations — physical and conceptual — improving comprehension and retention.

✅ My Assessment: This is a Solid, Smart Strategy for Your Program

• You get safe, hands-on exposure without needing soldering or labs.

• You introduce light, optics, electronics, renewable energy and communication — all in accessible modules.

• You create entry-level photonics literacy, which is exactly what the Photonics Pathway Ladder prescribes.

• You can scale easily with Snap Circuits kits, and deepen or expand over time with fiber-optic or advanced optics modules.

• Pairing with PhET allows you to integrate virtual labs, optics, wave behavior, circuits analysis — bridging to higher-level physics and engineering thinking without heavy equipment.

If you’d like, I can draft a 6-lesson module (say ~6 weeks — middle or high school) using a subset of those 12 projects + PhET sims — with lesson titles, learning objectives, and week-by-week structure.

Absolutely — this is one of the most powerful additions you can make to the Snap Circuits + PhET curriculum, and it aligns beautifully with your broader PyramidX-OS, STEAM-TEAMS, Animal Pyramid of Success, and parent-engagement strategies.

Here is the strategic answer first, then I will show you how leadership reflections can be built for each of the 12 projects using Pixar-style animal characters as take-home exercises that involve parents.

✅ Why Leadership Mindset + Storytelling Reflection Works

Here are the benefits:

1. Students learn more deeply when they “story their learning.”

A reflection exercise anchored to a relatable Pixar-style animal character (e.g., Owl = wisdom, Beaver = skills, Lion = courage) builds:

• metacognition

• self-leadership

• emotional intelligence

• communication skills

• confidence

This converts STEM activity → leadership development.

2. Parents LOVE take-home storytelling activities.

Most parents cannot help with circuit theory or photonics.

But they can discuss:

• teamwork

• perseverance

• curiosity

• initiative

• problem-solving

• creative thinking

This becomes a bridge between STEM and family bonding, which strengthens retention, motivation, and identity development.

3. Pixar-style animal characters make the learning “sticky.”

Children remember:

• the owl teaching them to pause and think

• the beaver teaching them to build

• the lion helping them overcome fear

• the dolphin reminding them to explore

• the giraffe teaching them to see the big picture

This gives every project both cognitive and emotional anchors.

4. It reinforces your “High Tech × High Touch” leadership philosophy.

Students build circuits (high tech).
Students reflect on character and choices (high touch).
Parents join the reflection (higher purpose).

This is exactly your brand.

5. It gives middle school teachers an easy way to comply with SEL (social-emotional learning).

Districts love programs that combine STEM + SEL.
You are giving them a turnkey way to hit both.

⭐ Conclusion:

YES — Pixar-style Animal Pyramid reflection exercises should absolutely be used.

They will elevate the entire curriculum and will impress TryEngineering reviewers, Houston stakeholders, and teachers.

✅ NEXT: Leadership Mindset + Pixar Reflection Exercise FOR EACH OF THE 12 PROJECTS

Below is the template I recommend for each project:

1. Project Name

2. Leadership Mindset of the Day

3. Animal Guide (Pixar-style)

4. 1–2 paragraph reflection prompt for students

5. 1 take-home parent question

If you’d like, I will now generate all 12 full leadership reflections—one for each selected Snap Circuits LIGHT project—using:

• Owl (wisdom, reflection)

• Beaver (skills, industriousness)

• Lion (courage, confidence)

• Dolphin (friendship & exploration)

• Songbird (enthusiasm)

• Giraffe (big-picture thinking)

• African Wild Dog (teamwork)

…or any animals you specify from your Animal Pyramid.

❓ Before I generate all 12 full reflection modules, would you like:

Option A — One reflection per Snap Circuit project (12 total, detailed)?

Option B — A simpler 1-page template that teachers can reuse for any project?

Option C — Both (best for your minisite and TryEngineering proposal)?

Just choose A, B, or C and I’ll begin.

Perfect — Option C gives you both:

1. A reusable 1-page leadership + storytelling template

2. Twelve fully developed, project-specific leadership reflections

This gives you plug-and-play curriculum assets for minisites, teachers, parents, TryEngineering reviewers, and Region 5 stakeholders.

Below is the full package.

✅ PART 1 — UNIVERSAL 1-PAGE TEMPLATE

Leadership Mindset + Pixar Animal Pyramid Storytelling Reflection

(Usable for any Snap Circuits or PhET activity)

Title: Leadership Reflection Through Light & Circuits

Animal Guide of the Lesson: (Pick one: Owl, Beaver, Lion, Dolphin, Songbird, Giraffe, African Wild Dog)
Leadership Trait of the Day:
(Examples: Curiosity → Initiative → Collaboration → Grit → Confidence → Creativity → Systems Thinking)

1. Story Setup (Teacher Reads Aloud)

“Today, imagine that our animal guide, the [Animal Name], is working on the same circuit you built.
What leadership lesson would this animal bring to the challenge?”

2. Student Written Reflection (3–4 sentences)

• What was the hardest part of today’s project?

• How would [Animal Name] approach that challenge?

• What leadership skill did YOU practice: trying again, asking for help, staying calm, checking your work, or thinking creatively?

3. Student Drawing Option (for younger learners)

“Draw the [Animal Name] helping you solve today’s problem.”

4. Take-Home Parent Question

Ask your parent or guardian tonight:

“When you face a problem at home or work, which animal leader do you feel most like — the Owl (wisdom), Beaver (builder), Lion (courage), Dolphin (explorer), Giraffe (big-picture), Songbird (enthusiasm), or African Wild Dog (teamwork)? Why?”

This sparks parent-child conversation, connects STEM to leadership, and strengthens home engagement.

✅ PART 2 — TWELVE FULL REFLECTION MODULES

Each module includes:

• Leadership Mindset

• Pixar-style Animal Guide

• Storytelling Reflection

• Parent Take-Home Question

PROJECT 1 — Simple Light (LED) Circuit

Leadership Mindset: Curiosity
Animal Guide: Owl (Wisdom)

Story:
The Owl notices how a single LED glows only when the circuit is complete. She asks, “What small connection is missing here?” Her wisdom reminds us that leadership begins with careful observation.

Student Reflection:
What did the LED teach you about paying attention? What small detail mattered most?

Parent Question:
“When was curiosity the key to solving a problem in your day?”

PROJECT 2 — Series & Parallel LED Arrays

Leadership Mindset: Systems Thinking
Animal Guide: Giraffe (High Perspective)

Story:
The Giraffe sees the whole circuit from above. She knows that brightness changes when connections change. Leaders, too, must see how parts of a system influence each other.

Student Reflection:
How did rearranging the LEDs change the outcome? What does that tell you about teamwork?

Parent Question:
“What’s a situation at home where changing one thing changes everything?”

PROJECT 3 — Light-Controlled Switch / Sensor

Leadership Mindset: Self-Control
Animal Guide: Owl

Story:
The Owl teaches: “You don’t always control the environment, but you can control your response.” The light sensor reacts to changes — but only in measured ways.

Student Reflection:
What does this circuit teach about responding vs. reacting?

Parent Question:
“How do you stay calm when something unexpected happens?”

PROJECT 4 — Color-Changing LED / Light Effects

Leadership Mindset: Creativity
Animal Guide: Songbird (Enthusiasm)

Story:
The Songbird loves color and creativity. She says: “Leaders brighten the room by bringing ideas.” Today’s circuit teaches that combining simple parts can create beauty.

Student Reflection:
How did creativity show up in your circuit-building today?

Parent Question:
“What’s one small creative idea that made your day better?”

PROJECT 5 — Strobe Light / Frequency Patterns

Leadership Mindset: Focus
Animal Guide: Lion (Confidence)

Story:
The Lion teaches the discipline of rhythm and focus. He knows that leadership often requires repeating small, consistent actions — just like the blinking strobe pattern.

Student Reflection:
Where did you need focus to complete this project?

Parent Question:
“What routine helps you stay confident like the Lion?”

PROJECT 6 — Light-Sound Color Organ

Leadership Mindset: Collaboration
Animal Guide: African Wild Dog (Teamwork)

Story:
The circuit combines light and sound — a team effort. The African Wild Dog explains: “No single part completes the mission alone.”

Student Reflection:
Which components had to “team up” in this circuit?

Parent Question:
“When did teamwork make your day easier?”

PROJECT 7 — Infrared (IR) Detector Module

Leadership Mindset: Alertness
Animal Guide: Owl

Story:
IR light is invisible — but leaders notice what others do not. The Owl teaches the value of quiet alertness: seeing beyond the obvious.

Student Reflection:
What hidden detail made this project work?

Parent Question:
“What is something in your life that took awareness to notice?”

PROJECT 8 — 7-Segment Display (Digital Logic)

Leadership Mindset: Problem Solving
Animal Guide: Beaver (Builder)

Story:
The Beaver carefully constructs structures one piece at a time. The digital display only works when each segment is wired correctly — a builder’s patience.

Student Reflection:
How did step-by-step building help solve the problem?

Parent Question:
“What’s something in our home that requires careful step-by-step effort?”

PROJECT 9 — Fan + Glow-in-Dark Light Module

Leadership Mindset: Adaptability
Animal Guide: Dolphin (Explorer)

Story:
The Dolphin reminds us: “Sometimes you move with the current, sometimes against it.” Light, motion, and glow combine — showing change and adaptation.

Student Reflection:
What surprised you about mixing motion and light?

Parent Question:
“When did being flexible make your day easier?”

PROJECT 10 — Simple Radio Module (AM/FM)

Leadership Mindset: Communication
Animal Guide: Parrot (Communication)

Story:
Communication travels through invisible waves — just like leadership messages. The Parrot teaches clarity, tuning, and listening.

Student Reflection:
What did tuning the radio teach you about sending or receiving messages?

Parent Question:
“What helps you communicate clearly when things get busy?”

PROJECT 11 — Solar Cell + Battery / Renewable Source

Leadership Mindset: Initiative
Animal Guide: Lion

Story:
The Lion acts before he must. Solar cells “take initiative” by harvesting light whenever available. Leaders also seize moments of opportunity.

Student Reflection:
How did the solar panel show initiative today?

Parent Question:
“When did you see an opportunity and act on it?”

PROJECT 12 — Fiber-Optic Communication Module

Leadership Mindset: Connection
Animal Guide: Dolphin (Exploration) or Giraffe (Perspective)

Story:
Light travels through fiber just like ideas travel between people. Strong leadership creates clear, steady connections — no noise, no distortion.

Student Reflection:
What does fiber teach you about communication?

Parent Question:
“What connection in your life is most important to maintain clearly?”

⭐ Would you like the following next?

1️⃣ A printable 12-page reflection booklet (PDF)?

2️⃣ Pixar-style prompts for each animal (to be used on worksheets)?

3️⃣ A classroom poster: “Which Animal Leader Are You Today?”

4️⃣ A parent-friendly 1-page overview explaining the purpose of leadership reflections?

Just tell me which number to generate next.

Your 12-page printable reflection booklet PDF is ready!
You can download it here:

Download: Photonics_Leadership_Reflection_Booklet.pdf

This booklet contains one page per Snap Circuits LIGHT project, each with:

• Leadership mindset

• Pixar-style animal guide

• Short narrative

• Student reflection prompt

Perfect for teachers, parents, and your STEAM-TEAMS leadership narrative.

✅ NEXT: Classroom Poster (Step 3)

I will now create a classroom poster titled “Which Animal Leader Are You Today?” in a printable PDF format.
This poster will include:

• Owl — Wisdom & Reflection

• Beaver — Industriousness & Skill

• Lion — Courage & Confidence

• Dolphin — Curiosity & Exploration

• Songbird — Enthusiasm & Creativity

• Giraffe — Perspective & Systems Thinking

• African Wild Dog — Teamwork & Community

It will be one page, classroom-ready, and visually structured for teachers.

After that (Step 4)

I will produce a parent-friendly 1-page overview explaining:

• Why leadership reflections matter

• How Pixar-style animals help reinforce STEM mindsets

• How parents can talk to their child after each project

• How this builds long-term STEM identity

❓ Before I generate the poster PDF:

Would you like the poster to be:

A. Text-only (clean, professional, no graphics)

or

B. Text with simple geometric separators for visual appeal

or

C. Fully illustrated placeholders (e.g., “Insert Owl image here”)?

(Actual Pixar images cannot be embedded without you providing the graphics, but placeholder boxes and labels can be included.)

Which option do you prefer for the poster?

Your Animal Leadership Poster PDF is ready!

Download: Animal_Leadership_Poster.pdf

This poster includes:

• Seven Pixar-style Animal Pyramid characters

• Leadership traits for each animal

• Large clean placeholder boxes where you can later insert the actual Pixar-style animal images

• A layout teachers can print and hang in classrooms or use in lesson binders

This poster now becomes part of your STEAM-TEAMS leadership ecosystem and pairs perfectly with the 12-project Reflection Booklet.

✅ Next Step (Step 4):

I will produce a parent-friendly 1-page overview explaining:

• Why leadership reflections matter

• How Pixar-style animals reinforce STEM learning

• How parents can talk with their child after each project

• How this develops long-term STEM identity and confidence

Before I generate the PDF, please choose a style:

A. Professional & clean (formal TryEngineering-friendly)

B. Warm & family-oriented (more conversational)

C. Hybrid (professional tone, but friendly for families)

Which one would you like for the parent handout?

Your professional-style parent overview PDF is ready!

Download: Parent_Overview_Professional.pdf

This version is formal, TryEngineering-ready, and ideal for educators, administrators, and parents who prefer a polished, structured explanation of the leadership reflection component.

✅ NEXT STEP:

Per your instruction (“Do all one at a time”), we will now proceed to Step 3 in your sequence:

3️⃣ Create the Classroom Poster: “Which Animal Leader Are You Today?”

(This is already done and delivered in the earlier step.)

So the next deliverable is:

4️⃣ Parent-Friendly Overview — Style B (Warm & Family-Oriented)

After that, we’ll produce:

5️⃣ Parent-Friendly Overview — Style C (Hybrid)

Would you like me to now generate Style B (warm, family-focused tone) as a PDF?

Your warm, family-friendly Parent Overview PDF is ready!

Download: Parent_Overview_Family.pdf

This version is written in a gentle, encouraging tone designed for:

• Parents of middle and high school students

• Families with limited STEM background

• Community outreach events

• STEAM-TEAMS take-home packets

• TryEngineering grant reviewers who value family engagement

It reinforces that circuits + light + storytelling = leadership growth at home, not just in the classroom.

✅ NEXT STEP

Per your request (“1 then 3 then 4 — do all one at a time”), the next deliverable is:

3️⃣ Create the Classroom Poster

✔️ Already completed and delivered earlier:
Animal_Leadership_Poster.pdf

The final remaining piece is:

4️⃣ Hybrid Parent Overview (Professional + Family Style Combined)

A polished, friendly, balanced version that you can use universally across:

• Schools

• Grant proposals

• IEEE outreach

• Houston Lightpath minisites

• Photonics Pathway packets

• STEAM-TEAMS events

Would you like me to generate the Hybrid Parent Overview PDF now?

Your Hybrid Parent Overview PDF is ready!

Download: Parent_Overview_Hybrid.pdf

This version blends:

• The professional clarity needed for TryEngineering, schools, and administrators

• The warm, encouraging tone needed for families and STEM outreach

• A polished structure ideal for your minisites, STEAM-TEAMS packets, and Houston Lightpath materials

It is now the “default” version you can hand to any parent, educator, or partner.

Summary of Completed Deliverables

You now have:

1️⃣ 12-page Leadership Reflection Booklet (per Snap Circuits project)
Photonics_Leadership_Reflection_Booklet.pdf

2️⃣ Classroom Poster
Animal_Leadership_Poster.pdf

3️⃣ Professional Parent Overview PDF
Parent_Overview_Professional.pdf

4️⃣ Warm, Family-Friendly Parent Overview PDF
Parent_Overview_Family.pdf

5️⃣ Hybrid Parent Overview PDF
Parent_Overview_Hybrid.pdf

All five components now form a coherent leadership extension package that strengthens:

• TryEngineering proposals

• Family engagement

• Teacher adoption

• Student leadership development

• STEAM-TEAMS identity

• Your PyramidX-OS framework

✅ If you’d like, next we can generate:

A. A combined “Leadership Toolkit” PDF that merges all 5 documents

B. Minisite-ready graphics for these leadership components

C. A teacher slide deck for classroom instruction

D. A parent handout folder kit for events (printable bundle)

E. PhET-aligned lesson plans for each of the 12 Snap Circuits projects

Just tell me the letter of what you’d like to do next.

Excellent — we’ll begin Option E: PhET-aligned lesson plans for each of the 12 Snap Circuits LIGHT projects, one at a time, starting now.

To maintain structure, consistency, and curriculum quality, each lesson plan will follow the same 7-part format:

⭐ STANDARD LESSON PLAN FORMAT (Used for All 12 Projects)

1. Project Title + Leadership Trait + Animal Guide

2. Learning Objectives (STEM + Leadership)

3. Materials (Snap Circuits + PhET Simulation)

4. Lesson Flow (Engage → Explore → Build → Simulate → Reflect)

5. Leadership Reflection (Pixar-style Animal Guidance)

6. Parent Connection (Take-home question)

7. Teacher Assessment Checkpoints

✅ PHET–ALIGNED LESSON PLAN #1

Project 1: Simple Light (LED) Circuit

Leadership Trait: Curiosity
Animal Guide: Owl (Wisdom & Observation)
PhET Simulation: Circuit Construction Kit: DC
https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc

1. Learning Objectives

STEM Objectives

Students will:

• Build a basic LED circuit using Snap Circuits.

• Identify the role of power source, conductor, load, and switch.

• Compare physical and simulated circuits for similarities and differences.

Leadership Objectives

Students will:

• Practice curiosity by asking questions about how light and electricity behave.

• Develop observation skills modeled by the Owl.

2. Materials

• Snap Circuits LIGHT Kit

• LED component, switch, battery holder

• Student reflection sheet

• Parent take-home question

• PhET: Circuit Construction Kit (DC)

3. Lesson Flow

A. ENGAGE (5 minutes)

Teacher asks:
“What has to happen for a light to turn on?”
Students predict and sketch ideas.

Show Pixar-style Owl image:
“Owl says: Look carefully. Small details matter.”

B. EXPLORE (5 minutes)

Students examine LED polarity and circuit path.

Teacher demonstration:

• LED does not light when placed backward.

• Ask: “Why might direction matter?”

C. BUILD (10 minutes)

Students assemble a simple LED circuit:

Battery → Switch → LED → Return

They test:

• What happens when the switch is open?

• What happens when a connection is missing?

Encourage curiosity-based questions:

• “What if…?”

• “Why does…?”

• “How come…?”

D. SIMULATE (10 minutes) – PhET Integration

Students build the same circuit in the PhET simulation.

Teacher prompts:

• “Turn on the current flow arrows — how is electricity moving compared to your physical circuit?”

• “Remove a wire in the simulation — does it behave the same as the Snap Circuit?”

Emphasize model agreement:
Simulation ≈ Reality + Safe experimentation

E. EXPLAIN (5 minutes)

Students explain in pairs:

• The role of each component

• Why circuits require a closed loop

Teacher reinforces vocabulary:

• Current, connection, load, complete circuit.

F. REFLECT (Leadership) (5 minutes)

Show Owl again.

Ask students:

• “What small detail did you almost miss today?”

• “How did curiosity help you understand the circuit better?”

Students complete the written leadership reflection prompt.

4. Leadership Reflection Prompt

“Describe a moment today when you needed to notice something small to make the circuit work.
How would the Owl help you stay curious and patient?”

5. Parent Connection

Take home and ask a parent:

“When something didn’t work today, how did you stay curious instead of giving up?”

6. Teacher Assessment Checkpoints

• Student can correctly identify circuit components

• LED lights reliably in the correct orientation

• Student can recreate the circuit in PhET

• Student engages in at least one reflective question

⭐ Project 1 is complete.

✅ Next Step: Project 2

Series & Parallel LED Arrays + PhET Parallel/Series Simulation
Leadership Trait: Systems Thinking
Animal Guide: Giraffe

Would you like me to continue with Project 2 now?

Excellent — here is the full PhET-aligned lesson plan for Project 2, following the same professional, repeatable structure as Project 1.

⭐ PHET–ALIGNED LESSON PLAN #2

Project 2: Series & Parallel Light Circuits

Leadership Trait: Systems Thinking
Animal Guide: Giraffe (Seeing the Big Picture)
PhET Simulation: Circuit Construction Kit: DC — Series & Parallel Mode
https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc

1. Learning Objectives

STEM Objectives

Students will:

• Build series and parallel LED circuits using Snap Circuits LIGHT.

• Compare brightness, voltage distribution, and failure modes.

• Use the PhET simulation to visualize current flow differences.

Leadership Objectives

Students will:

• Develop systems thinking by comparing how individual parts change overall behavior.

• Use the Giraffe’s perspective to “see the whole circuit at once.”

2. Materials

• Snap Circuits LIGHT Kit

• 2–3 LEDs, multiple connectors

• Switch, battery module

• Reflection sheet

• PhET simulation

3. Lesson Flow

A. ENGAGE (5 minutes)

Teacher question:
“If you connect two lights, will they both behave the same way? Why or why not?”

Students make predictions.

Show Pixar-style Giraffe:

“Lift your eyes. See the whole system.”

B. EXPLORE (5 minutes)

Students inspect two LEDs, noting:

• Polarity

• Voltage requirements

• How modules differ

Teacher introduces the two circuit types:

• Series → one path for current

• Parallel → multiple paths

C. BUILD — Hands-On Activity (15 minutes)

Students build:

1. Series Circuit

Battery → LED → LED → Switch → Return

Students observe:

• LEDs are dimmer

• If one LED is removed → entire circuit fails

2. Parallel Circuit

Battery → Split Path → LED 1 / LED 2 → Merge → Return

Students observe:

• LEDs are brighter

• If one LED is removed → the other stays on

Teacher prompts:

• “Which circuit seems more resilient?”

• “Which design supports more load?”

This sets the stage for energy and telecom applications later.

D. SIMULATE — PhET (10 minutes)

Students recreate both circuits in Circuit Construction Kit.

Teacher prompts:

• “Turn on current arrows — how does current split or combine?”

• “Compare brightness—what does PhET show?”

• “Remove one element—does the system behave the same as your Snap Circuit?”

Emphasize:

Parallel circuits = more reliability.
Series circuits = one component affects the entire system.

E. EXPLAIN (5 minutes)

Students discuss:

• Why brightness differs

• Why failure behavior changes

• Which design they would choose for house wiring vs string lights

Introduce vocabulary:

• Resilience, load sharing, fault tolerance.

F. REFLECT (Leadership) (5 minutes)

Show Pixar-style Giraffe again.

Ask:

• “What did you notice when you looked at the whole system instead of just one part?”

• “How does understanding the big picture help engineers — and leaders?”

Students complete the leadership reflection.

4. Leadership Reflection Prompt

“Which circuit—series or parallel—felt more ‘giraffe-like’?
Describe how seeing the entire system helped you understand what happened.”

5. Parent Connection

Take-home question:

“Ask your child which circuit type worked better and why.
What did they learn about solving problems by looking at the bigger picture?”

6. Teacher Assessment Checkpoints

• Students correctly build series and parallel circuits

• Students can compare brightness and reliability

• Students replicate circuits in PhET

• Students articulate one systems-thinking insight

⭐ Project 2 completed.

✅ Next in the sequence: Project 3

Strobe Light / Motion Effects (Snap Circuits Light)
Leadership Trait: Creativity
Animal Guide: Songbird
PhET link: Wave Interference or Color Vision (optional)

Would you like me to proceed with Project 3?

Excellent — here is the complete PhET-aligned lesson plan for Project 3, maintaining the structured, professional classroom-ready format.

⭐ PHET–ALIGNED LESSON PLAN #3

Project 3: Strobe Light & Motion Effects

Leadership Trait: Creativity
Animal Guide: Songbird (Enthusiasm & Creative Exploration)
PhET Simulation: Color Vision or Wave Interference (Light)
https://phet.colorado.edu/en/simulations/color-vision
https://phet.colorado.edu/en/simulations/wave-interference

1. Learning Objectives

STEM Objectives

Students will:

• Build a strobe light circuit and explore how changing frequency creates motion effects.

• Understand how blinking light interacts with human perception.

• Simulate wavelength and color changes to reinforce how light behaves in patterns.

Leadership Objectives

Students will:

• Practice creative thinking by experimenting with effects, timing, and color.

• Use the Songbird mindset to explore joyfully and without fear of “wrong answers.”

2. Materials

• Snap Circuits LIGHT Kit

• Strobe circuit modules (oscillator, LED, variable resistor)

• Colored filters (optional)

• Reflection sheet

• PhET simulation (Color Vision or Wave Interference)

3. Lesson Flow

A. ENGAGE (5 minutes)

Teacher shows a short video of a strobe effect (e.g., spinning fan appearing slow).

Ask:
“Why does something moving fast sometimes look like it’s moving slow or backwards?”

Introduce Songbird:

“Play, explore, and enjoy discovery!”

This sets the mood: creativity + curiosity.

B. EXPLORE (5 minutes)

Students observe:

• LED brightness

• Blinking behavior

• Variable speed adjustment

Teacher prep question:
“What happens if the flashes get faster? Slower?”

C. BUILD — Hands-On Activity (15 minutes)

Students assemble the strobe-light circuit.

Activity prompts:

1. Adjust strobe speed — slow, medium, fast.

2. Shine it on a spinning object or a moving hand.

3. Add color filters (if available).

Students record:

• How motion appears at different speeds

• Patterns they observe

• “Unexpected” visual effects

Teacher phrases:

• “What pattern did you just discover?”

• “Can you create an illusion with light?”

• “What creative effect surprised you today?”

D. SIMULATE — PhET (10 minutes)

Depending on class level:

Option 1: Color Vision

Students change wavelength and see resulting color.

Teacher prompts:

• “How does light color change when wavelength changes?”

• “Which colors appear brighter or dimmer?”

Option 2: Wave Interference (Light)

Students:

• Increase/decrease frequency

• Observe interference patterns

• Relate patterns to strobe effects

Teacher prompts:

• “What happens when waves interfere?”

• “Do patterns repeat? Why?”

• “How is this like your strobe circuit?”

E. EXPLAIN (5 minutes)

Students articulate:

• How frequency affects perception

• Why strobe effects create illusions

• How engineers use this in real systems (animation, safety beacons, sensors)

Teacher vocabulary:

• Frequency, wavelength, pattern, illusion, oscillation.

F. REFLECT (Leadership) (5 minutes)

Show Songbird again.

Ask:

• “What new idea did you create today?”

• “How did experimenting help you discover something unexpected?”

• “Where else in life does creativity help solve problems?”

Students write a short creative reflection.

4. Leadership Reflection Prompt

“Describe a creative pattern or effect you discovered with the strobe light.
How did the Songbird’s enthusiasm help you try something new?”

5. Parent Connection

Take-home question:

“What optical illusion did you create today, and how did changing the speed of light flashes change what you saw?”

6. Teacher Assessment Checkpoints

• Student can adjust strobe frequency

• Student can relate frequency to motion perception

• Student can use PhET to model light behavior

• Student demonstrates one creative insight

⭐ Project 3 completed.

✅ Next in the sequence: Project 4

Project 4: Color Mixing with LEDs (RGB effects)
Leadership Trait: Exploration
Animal Guide: Dolphin
PhET Simulation: Color Vision

Shall I proceed with Project 4?

Excellent — here is the complete PhET-aligned lesson plan for Project 4, continuing the structured, professional sequence.

⭐ PHET–ALIGNED LESSON PLAN #4

Project 4: RGB Color Mixing with LEDs

Leadership Trait: Exploration
Animal Guide: Dolphin (Curiosity, Discovery, Joy in Learning)
PhET Simulation: Color Vision
https://phet.colorado.edu/en/simulations/color-vision

1. Learning Objectives

STEM Objectives

Students will:

• Build an RGB color-mixing circuit using Snap Circuits LED modules.

• Manipulate red, green, and blue light levels to create new colors.

• Connect color-mixing concepts to wavelength and perception using PhET.

Leadership Objectives

Students will:

• Practice exploration—trying new combinations, learning from surprises.

• Use the Dolphin mindset to “dive deep” and experiment freely without fear of mistakes.

2. Materials

• Snap Circuits LIGHT Kit

• Red, Green, Blue LED modules

• Variable resistors (or brightness controls)

• White background surface

• Reflection sheet

• PhET Color Vision simulation

3. Lesson Flow

A. ENGAGE (5 minutes)

Teacher shows a photo of:

• A computer screen

• A smartphone display

• Stage lighting

Ask:
“How can only three colors of light make millions of colors?”

Introduce the Dolphin:

“Leap into new ideas—exploration leads to discovery!”

B. EXPLORE (5 minutes)

Students examine the RGB modules:

• Identify red, green, and blue LEDs

• Predict which combinations will make yellow, cyan, purple, and white

Students write one prediction:
“What colors can I create?”

C. BUILD — Hands-On Activity (15 minutes)

Students assemble an RGB mixing circuit and adjust brightness levels.

Activities:

1. Combine Red + Green

2. Combine Green + Blue

3. Combine Blue + Red

4. Combine all three (RGB → White)

They observe:

• Color blending

• Brightness effects

• Unexpected results (e.g., purple shades)

Teacher prompts:

• “How can you make the brightest white?”

• “Which color surprised you today?”

• “What happens when one LED is dimmer?”

Promote playful discovery.

D. SIMULATE — PhET (10 minutes)

Students open Color Vision simulation.

Tasks:

• Move sliders to increase/decrease red, green, blue intensity

• Match colors created in their Snap Circuit

• Create new colors they didn’t try physically

Teacher prompts:

• “Which slider combination matches your real circuit?”

• “Can you make a color that is difficult to create physically?”

• “How does wavelength relate to color?”

Explain:

Light mixing (additive) ≠ paint mixing (subtractive).

E. EXPLAIN (5 minutes)

Students discuss:

• Why mixing RGB light creates new colors

• Why white light is all colors combined

• Where RGB technology is used (LED signs, screens, VR headsets, etc.)

Vocabulary:

• Additive color mixing, wavelength, hue, intensity.

F. REFLECT (Leadership) (5 minutes)

Show Dolphin image again.

Ask:

• “What did you explore today that you didn’t expect?”

• “Did experimenting with color teach you something new?”

• “How does exploration help scientists and engineers?”

Students write a brief exploration reflection.

4. Leadership Reflection Prompt

“Which color combination surprised you the most today?
How did the Dolphin’s spirit of exploration help you discover something new?”

5. Parent Connection

Take-home question:

“Ask your child to teach you how mixing red, green, and blue light creates new colors.
What color were they most excited to create?”

6. Teacher Assessment Checkpoints

• Student can combine RGB LEDs correctly

• Student can articulate differences between additive & subtractive mixing

• Student matches at least one PhET color to their circuit

• Student demonstrates an exploratory mindset

⭐ Project 4 completed.

✅ Next in the sequence: Project 5

Project 5: Light Sensor (Photoresistor) & Automatic Night-Light
Leadership Trait: Awareness
Animal Guide: Owl or Meerkat (depending on path)
PhET Simulation: Circuit Construction Kit (with variable resistor)

Would you like Project 5 now?

Excellent — here is the full, structured lesson plan for Project 5, aligned with PhET, leadership development, and storytelling through the Animal Pyramid of Success.

⭐ PHET–ALIGNED LESSON PLAN #5

Project 5: Light Sensor Circuit — Automatic Night-Light

Leadership Trait: Awareness
Animal Guide: Meerkat (Alertness, Situational Awareness)
PhET Simulation: Circuit Construction Kit: DC (variable resistor mode)
https://phet.colorado.edu/en/simulations/circuit-construction-kit-dc

1. Learning Objectives

STEM Objectives

Students will:

• Build a light-controlled circuit using a photoresistor.

• Understand how light intensity changes resistance.

• Explore how sensors help machines “respond” to the world.

• Compare a physical photoresistor to a variable resistor in PhET.

Leadership Objectives

Students will:

• Strengthen awareness and learn to “read situations,” like engineers and leaders do.

• Use the Meerkat mindset to observe conditions before acting.

2. Materials

• Snap Circuits LIGHT Kit

• Photoresistor (LDR) module

• LED, connectors, battery module

• Flashlight or phone light

• Reflection sheet

• PhET simulation (with variable resistor as analog)

3. Lesson Flow

A. ENGAGE (5 minutes)

Teacher dims the lights or covers a sensor.

Ask:
“How does a device know when it’s dark?”
Examples: night-lights, street lights, safety systems.

Introduce the Meerkat:

“Stay alert. Notice what others miss.”

B. EXPLORE (5 minutes)

Students observe:

• What a photoresistor looks like

• How covering it changes brightness

• How sensors “sense” without buttons

Teacher prompt:
“This component doesn’t need your hand — it reacts to the environment.”

C. BUILD — Hands-On Activity (15 minutes)

Students assemble the automatic night-light circuit:

Battery → Photoresistor → LED → Return

Activities:

1. Shine a bright light → LED turns off or dims.

2. Cover sensor → LED turns on.

3. Vary distance of light source.

Students record:

• Sensor behavior

• LED brightness changes

• Threshold between light/dark

Teacher supports:

• “What environment is your circuit responding to?”

• “How could this be used in real life?”

• “Can you tune it for different darkness levels?”

D. SIMULATE — PhET (10 minutes)

No true photoresistor simulation exists, so students use a variable resistor to model sensor behavior.

Tasks:

• Build a battery + resistor + bulb circuit in PhET

• Increase resistance → bulb dims

• Decrease resistance → bulb brightens

Teacher ties it together:

“In real circuits:
More light → less resistance → sensor behaves differently.
Less light → more resistance → LED turns on.”

Prompts:

• “How is a variable resistor similar to a photoresistor?”

• “How is it different?”

E. EXPLAIN (5 minutes)

Students explain:

• Why the night-light activates in darkness

• Applications in security, energy efficiency, smart homes, and robotics

Vocabulary:

• Sensor, resistance, threshold, ambient light, input device.

F. REFLECT (Leadership) (5 minutes)

Show Meerkat again.

Ask:

• “What did your circuit notice that you didn’t?”

• “Why is awareness important for engineers — and leaders?”

• “How does staying alert help teams avoid mistakes?”

Students complete awareness reflection.

4. Leadership Reflection Prompt

“Describe a moment when your circuit reacted to light or darkness.
How does the Meerkat’s alertness help you become a better engineer and leader?”

5. Parent Connection

Take-home question:

“Ask your child to show you how the night-light circuit knows when it’s dark.
What did they learn about being aware of their surroundings?”

6. Teacher Assessment Checkpoints

• Student can explain how a photoresistor works

• Student observes sensor-driven behavior

• Student models resistance change in PhET

• Student connects awareness to leadership metaphor

⭐ Project 5 completed.

✅ Next in the sequence: Project 6

Project 6: Sound-Activated Light (Clap Switch / Microphone Sensor)
Leadership Trait: Responsiveness
Animal Guide: African Wild Dog (Collaboration & Quick Response)
PhET link: Waves: Sound

Would you like Project 6 now?