How to Light Up Your Classroom with Bright LEDs

STEM STEAM Science Classroom Maker Space

In this step-by-step tutorial, we show you how we used SMD LEDs and copper tape to create a parallel circuit. The result is a glowing spring card to share with a friend! This project is easy. A perfect beginner activity for introducing LEDs as a STEM or science concept in your classroom. Students will be deLIGHTED {pun intended!} to see their project glow. Get the full download here that includes the printable card and copper tape diagram and information on where we purchased our inexpensive supplies!

STEM STEAM Science Classroom Maker Space

Step 1:
You will notice that the SMD LEDs come in a black strip of 25 small compartments. The tiny lights  can be removed by peeling the strip of clear plastic off of the back of the black strip. As you do this, the small lights will fall out of their containers. Make sure to catch them and place them in a container that you can label and seal so you don’t lose them. I separate by color.

STEM STEAM Science Classroom Maker Space

Step 2:
Print out the card templates on cardstock or heavy paper. Choose two-sided print so that the two pages prints to one sheet of paper. You can also design your own card by drawing or using a computer program to create your desired design.
Step 3:
Fold card in half so that the flowers (or your design) are on the outside. The card will open at the bottom and you should be able to see the inside of the card. This includes the circuit template and personal message lines.

STEM STEAM Science Classroom Maker Space
Step 4:
Open the template back up. Punch holes in the center of each of the flowers. You can use a long hole punch, a paper piercing tool, a sharp pen or pencil, or any other tool you have around.
Our paper punch wasn’t long enough to reach, so we used a tiny screwdriver. We placed our card on a stack of scrap paper to protect the table. Next, we carefully scored around the circle with the edge, pushing firmly but not through the paper. Then we gently pressed around the edge, once again following the edge of the circle and the center circle popped out leaving a
small hole.

STEM STEAM Science Classroom Maker Space
Step 5:
Once you have created a hole in each of the flowers, fold the card back up. Mark you hole location using a marker. The marker will leave a dot on your card template that will show you where to place your LED.

STEM STEAM Science Classroom Maker Space
Step 6:
Locate the dark gray lines on the diagram. You will be placing copper tape strips on the lines. If you are designing your own, simply look where you have marked your LED placements. We had three flowers, and used three LEDs. This is where you will need to map out how you run your copper tape.

STEM STEAM Science Classroom Maker Space
Step 7:
Begin placing the copper tape on the negative (-) side of the diagram, peel off the backing so that the sticky side adheres to the paper.  For your personal design, begin placing the copper tape on one side of the LED dots, keeping one long piece of tape that will run to the battery. The negative side will go under the battery and make contact with the negative terminal on  the battery.
TIP: When making a turn with your copper tape, first fold the tape in the opposite direction of the way you want to go. Then fold it back into the direction and smooth when you are complete.


STEM STEAM Science Classroom Maker Space

Step 8:
Use the side of a pen or marker to smooth the copper tape to the paper.

STEM STEAM Science Classroom Maker Space

Step 9:
Locate the positive side of each circuit and place the copper tape. Place the battery positive (+) side up in the circle. If designing your own, you will once again locate your LED marks and run the copper tape parallel to the first copper tape you placed.
TIP: Place the positive (+) tape VERY close, but not touching the negative (-) side of tape. The strips of copper tape must be very close so that the tiny LED can connect to both sides, but if the tape touches it will short circuit!


STEM STEAM Science Classroom Maker Space

Step 10:
When you get to the battery, stick the copper tape to the positive (+) side of the battery which should be facing up. See photo for close up details.
Step 11:
Using scotch tape, adhere your battery to the cardstock so that it doesn’t move around.

STEM STEAM Science Classroom Maker Space

Step 12:
Time to get out your SMD LEDs! Take a closer look at your LED bulb. You’ll notice a clear side, and if you turn it over, a flat side with a green “T”. This is important for knowing which side is the positive (+) and the negative (-). Energy can only flow through an LED one way, so you must put it on the copper tape the correct way so that it lights up. The top of the “T” attaches to the positive (+) side of the copper tape. When you place your LED, look at the “T” before sticking to the tape!

STEM STEAM Science Classroom Maker Space

Step 13:
To place, we use a small piece of scotch tape to “grab” onto the top of the LED (the clear part). Then lift the tape and LED up and look at the “T” on the bottom. Use the tape to adhere the LED onto the mark that you made in Step 5. If you have the LED on the correct way, it should light up!
Step 14:
If the bulb doesn’t light up, remove the LED, rotate it 180 degrees. You may have had the positive and negative connections placed wrong. Test again. If it still doesn’t work, review our troubleshooting guide.

STEM STEAM Science Classroom Maker Space

Step 15:
Place the other two LEDs following the same process.

STEM STEAM Science Classroom Maker Space

Step 16:
Build a switch! To turn off your card, simply slide a small piece of paper under the battery to disrupt the current between the negative terminal of the battery and the copper tape!

Check out the full tutorial with the download here!


Here’s the same card, but with two switches! Check out the tutorial for this advanced LED project here.

Creating an Authentic Learning Environment in Your Classroom

What does it mean to have a Maker Space in your school? There is not a standard definition of what a maker space, maker lab, or tinkering corner should be. It can be as simple as a corner of your classroom where students can tinker, disassemble a broken computer, make a truss bridge with craft sticks, or just experiment with some safe chemicals. Making, tinkering, hacking are all terms tossed around liberally. But what does it mean in your classroom? The challenge is to allow your students to explore something that peaks their interest. Something that causes them to be engaged and ask questions. Allow your students to try something new and unknown. When you allow a child’s curiosity to drive his or her education, he or she will blow through barriers and boundaries that they’ve set on themselves and sometimes even that you’ve unknowing held.

The whole premise is to get ideas flowing, to fail and find solutions through trial and error, to answer the question what if? Or, it can be a dedicated room where there are many high tech machines that can create almost anything you need or want. The two primary factors are cost and space. You can make it what you want based on funding and space and your own comfort zone. The important thing is to get students tinkering, creating, being curious and making connections to real life….authentic learning. Just do it!

Take the first step. Get out of your rut, step into a world where you learn along with your students. Your students will love the experience and will benefit in ways that you couldn’t imagine.
Once I challenged my students to design a cardboard and duct tape boat that could hold two of them. The finished boat could have only one layer of water-proofing on the exterior. This simple challenge excited them so much that they were doing research on designs, building prototypes and discussing the best way to build their yachts. Of course, some just dove in and started building without any idea of how to do it, but isn’t that what it is all about?
Learning by doing, failing, trying again, and finally reaching success.
Too often, as teachers we want students to follow our guidelines because we are the “experts”, and for purposes of efficiency we can save time. But by making things easier for our students we are missing an important piece in the learning puzzle. Two key ideas, choice and trial and error, are critical to creativity and learning.
Check out our FREE Makers Space resource to learn more about how you can incorporate making in your classroom! Looking for some inspiration? Join our Facebook collaboration board for educators!

Introducing LEDs and Bright Fun to Your Students!

LEDs, or their long name, “Light Emitting Diodes” offer a great deal of cheap, impressive fun in a classroom or Maker Space. We’ve used LEDs with students as young as third grade with great success. Students can explore and create incredible projects once they understand the basics of LEDs. Using SMD LEDs offers many learning opportunities for exploring circuits, trial and error and persistence. Plus, they’re inexpensive…a bonus when you get big results without blowing your classroom budget.

When first exploring LEDs, I was intimidated. My first order from Sparkfun arrived and I couldn’t get the LEDs to work. As it turns out, I didn’t have the LEDs removed from the packaging correctly {true story!}. The first time I placed the LED onto the copper tape it lit up like magic. I was hooked. I wanted to light up everything in sight. It was like a new toy. What else could I make glow?

Completed 3D Washington Monument. It glows red like the real one {Safety first. I think so planes don’t hit it!}.

We’ve been using these powerful little lights mostly to enhance paper projects. We enjoy using them because of their low power consumption and long life span. They have great luminosity and can brighten a dark room. LEDs are great for teaching polarity because the energy can only flow one way through the light. They’re powerful and impressive. And kids love them.

Even Leprechaun’s are rumored to love LEDs!

After my own trials {ahem, having fun}, I was ready to bring them to the Maker Space. I started the students off with some holiday cards that had a template to follow. We created one where Rudolph’s nose glows and the other a Christmas Tree. Then we got crazy. We created a light-up, pop-up 3D glowing Valentine’s Day card. We built a 3D Washington Monument that lights up like the real deal! We made a simple St. Patrick’s Day card for younger students. And we keep exploring…most recently we created a Spring Card that has two switches. So.Much.Fun.


Experimenting with LEDs. How many can you light up at once and for how long?

The kids enjoy it as much as I do! I have had middle school students have great success. Once they grasp the basic understanding of parallel circuits, how to make switches and comprehend what a short circuit is, they incorporate them into their own projects.

We’re now experimenting to determine how long 14 LED lights will stay lit off of a coin cell battery. They were still glowing after an hour. With this new information, we hope to incorporate these LEDs into light up constellations that can be made into an interactive bulletin board where a student can press a button and see the constellation light up! We’ll keep you posted!

You Want to Start a Maker Space. Now What?

You’ve read some blogs, maybe even read a book or two, you follow some insta feeds, and everywhere you go the term “Maker Space” seems to pop up. Hands-on learning is your style. You might even be a little out-of-the-box. Maybe you’re a lot out of the box! You desire to help your students learn how to problem solve and think creatively and be curious. You’re ready to jump in and start a Maker Space in your classroom or school. But where do you begin? Do you need a 3D printer? How big of a space do you need? The beauty of a Maker Space is that there are no rights or wrongs. The challenge of starting a Maker Space is that there are no rights or wrongs! Get my drift? It’s your first Maker Space challenge andyou haven’t even started it up! Get ready, because you are about to grow!

Creating a Maker Space can be something as simple as a small table or desk in a corner of your room. A Maker Space can be as elaborate as a dedicated room or bigger! If you have the space. Determine who will be using this space. Is it your classroom only? You might be collaborating with your other grade level teachers so a dedicated location like a commons area or maybe multiple small stations in multiple classrooms might be the solution. Don’t be afraid to think creatively and be flexible.

Once you have a location figured out you can start it up! It’s okay to start small.  You don’t need a 3D printer make your Maker Space come alive.  Collect clean recyclables and get some bins to sort them in. In fact, if you see a sale on bins, buy more. {You can thank me later!} Make tools available to your students {glue, scissors, a hole punch, scotch tape, masking tape, duct tape, maybe some small hand tools, hot glue gun}. Other materials such as string, craft sticks, pom poms, pasta,  straws…. Let your students start exploring when they have some down time or indoor recess.

Teach your students how to use tools responsibly. Wear safety glasses if needed. We have a five year old who uses the hot glue gun to glue and an eight year old who also uses a hot glue gun to glue and weld! Know your students and let them take on some responsibility and calculated risk. Chances are, many other students will quickly display their ability to be mature when the reward is good!

Once your students are familiar with the Space, offer them challenges. How tall can you build a tower? Build a bridge and see how much weight it can hold. Build a car and see how far it can roll down a ramp.

Need more help? Check out our guide to Designing a Maker Space. We include a huge list of ideas for stocking your Space, funding your Maker Space, four pages of links to incredible resources to help you to spur creativity!

Source: I find some amazing work at The rockets on my image are from there!

Being Too Busy is Really Being Greedy

Spring Fun

Spring Fun

Mrs.  Brainiac back with the answer to last week’s math problem. Last week, we discussed how Jolene Brainiac has been nagging Mrs. Brainiac to post her Friday blog updates. “Come on, Mom. It’s not that hard to share some creative thoughts about Maker Space and science projects, maybe something about turning failure into success or how to engage kids’ natural curiosity about science by providing meaningful activities that spark enthusiasm about learning.”

Blah, blah, blah, Brainiac Jolene.

Summer Fun

Summer Fun

The common denominator is “H” which stands for Husband Brainiac Jerry. So, even though I freed up a great deal of time by eliminating a bunch of other activities, I still have the Head Brainiac around. So, we have been traveling, working on Brain Brigade projects, bike riding and pretty much just having a good old time.

I hope this explains why I was too busy to post my blog. I was having Too Much Fun.

The blog wasn’t the only area of my responsibilities that was neglected due to having Too Much Fun. I forgot to empty the kitchen compost container and it sort of took on a life of its own.

Compost Fun

Compost Fun

So how do we get away from all this talk of being too busy and overwhelmed by all our activities and responsibilities? How do we slow down and smell the roses?

Part of the problem is we need to “learn to say no.” We all know that already but yet we continue to say “yes.” Let’s delve into that. Why is it so hard to say “no” when someone asks for help with a project, or to volunteer for an activity or even just to meet up with the girls and have coffee? We say “yes” and then spend the next week complaining or stressing that we should have said no. We even say, “I need to learn to say “no.””

Revelation coming: We don’t say “no” because we really do want to do whatever it was! True! We want to do those things, whether volunteering for a worthy cause or visiting with friends. What we don’t want to do is spend our valuable time doing these things. Confused?

Let me say that again. We actually do want to volunteer at the local charity fundraiser. But we want to sit around and watch TV or read a book more than we want to work at the fundraiser. And, you can’t have it all.

The reason you can’t say “no” is because it’s stuff that matters. So, we need to “learn to say no to the things we want to do.” Not all of them, but enough that we can de-stress and relax a bit.

It’s sort of like wanting too many things (being greedy). I think we can probably agree that it’s okay to want things, a nice car, decent home, a meal out once in a while. But can we all agree that we shouldn’t get everything we want? If we get everything we want, we would have nothing to look forward to. We already have it all. It’s GREEDY.

It’s the same thing with wanting to do all the activities that are available to you (again, being greedy). So go ahead and do some volunteering, read some books, hang out with friends or family. But realize that sometimes you have to say “no” to the things you want to do in the interest of getting to ENJOY the other things you are doing. Don’t be GREEDY.

And right now, I’m enjoying writing this blog. And I said “no” to something else I wanted to do (which was making myself a snack). And next time I tell you I’m too busy, feel free to tell me to quit being greedy.

Florida Fun

Florida Fun


Maker Spaces: Appleton Maker Space Tour

Last week I traveled to Appleton, Wisconsin and visited the MakerSpace located there. It was located in a small building behind a hair salon. It is a great place for members to tinker, fabricate and collaborate in making projects that appeal to them. Each month members pay a fee to have access to all of the equipment, materials and storage located in the space. The president of the organization, Chris, gave me a tour. There were several large work areas for woodworking, metal work, electronics, planning and storage. All were equipped with the machines for an inventor to do hands on learning.

A maker space is a great space to have access to all of the various machines needed to invent at a fraction of the cost of purchasing these on your own. There were lathes, saws, planers, welders, drill presses, and many more machines that could be useful for anyone wishing to be creative. I really liked their planning room that had a floor to ceiling whiteboard that was 12 feet wide and 8 feet wide. Members can use the board for drawing, creating lists or planning a project.

Chris introduced me to one of the members who is building an airplane in the space. He had the frame and wheels already made and was working on the wings. It reminded me of the old days when early flight pioneers made airplanes in their garages.

Craft Stick Truss Bridgeu

These are the kinds of spaces that we need in schools! We don’t need
all of the fancy and expensive equipment, but we do need areas where students can invent, create, fabricate, and experience failure and success. A corner of a classroom with craft sticks, glue guns, wires, light bulbs, and any number of inexpensive items helps children use their hands and minds to invent. Let’s get away from this culture of constant testing and get back to the real world!