This week, we worked with squishy circuits and considered how we might incorporate such an activity into the various SOLs required by the state.
For one activity, my group thought about incorporating it into teaching the life cycle, science SOL 2.4, by having groups of students create different models representing a frog’s life cycle using the squishy circuits. The groups would then share their step and explain where it fits into the cycle to the class.
The next activity we thought about was using the squishy circuits to teach symmetry in math, SOL 2.15. Students would have to match up different pieces from different shapes and the one that was its pair to the original would be the one that would, ideally, light up when connected and tested with the circuit.
For language arts, we came up with something for teaching punctuation or working with English SOL 1.4. For this students would construct squishy circuits that resembled ending punctuation and then light up the correct punctuation that they believe would correctly fit a sentence given by the teacher.
And finally, for social studies, we created a squishy circuit game for SOL 2.1 or looking at the contributions of Egypt and China. For this, students would create a squishy artifact to represent both China and Egypt. Then they would be tasked with lighting up the correct artifact that represented which civilization contributed what based on questions given by the teacher.