Creating Confidence with Designing our first Cut Files using Cuttle.xyz

In the two previous blog post I introduced three project possibilities that focused on our Night Sky residency at Newport City Elementary Skills and some stellar books and literature connections.

 For each of these projects, students will be using either the laser cutter or Cricut cutter available in their school.  In this post we'll focus on the skillbuilding activity we used  to introduce both students and teachers to a workflow that students could use with the school's  brand new Glowforge laser cutter. 

This workflow will also work when students are designing for their Cricut Cutter. Although both these tools do offer a subscription based design tool, I recommend that students learn to design files using non-proprietary software for designing vector files needed when using a laser or cutting maker tools - like Cuttle.xyz.  It's a great choice for schools for several reasons.

• It's browser based - so it even works on Chromebooks.
• Cuttle.xyz has signed data privacy agreements with several schools
• It's accessible for middle grade students
• They have affordable K-12 pricing
• You can try before you buy with 3 free projects.

One Day 1, we lead each students to creating a hanging constellation disc of the Big Dipper cut from cardstock. We carefully went over safety protocols for using the laser cutter and explained that prototyping often starts with paper and cardboard before moving to wood, acrylic and other materials for the final version. 

This  tutorial video features the steps we used to provide sixth grade students the foundational skills they needed to design laser cut files for all three project choices available for this residency. 

The next step was to get the downloaded SVG files from the students' Chromebooks to the laser cutter. My favorite workflow for this is to create a Google Form using the ADD File question.  The link to this Google Form is made available to the students via their Google Classroom or other LMS  Students quickly learned to submit and resubmit new iteration of SVG files to the laser cutter with helpful comments. 

In this residency,  both the teacher and I used our laptopss to display the SPREADSHEET associated with the Google Form used to submit their SVG files.  One of us circulated around the room assisting students with designing their vector files while the other supervised students cutting their files at the laser cutter.  

Students quickly learned the following steps and were teaching each other the sequence of 

1. Submit SVG file to laser cutter using the Google Form (above).

2. Download their SVG file from the spreadsheet (Google form response) to computer controlling the laser cutter

3. Upload the SVG file to the Glowforge app. 

4. Order the cut layers so the inside cuts before the outside.

5. Change the setting to match the material in the laser cutter.

6. Use AutoFocus to measure depth of the material.

7. Press Print and check the estimated time to make sure it feels reasonable.

8. Make sure you have a fire buddy with spray bottle on standby, then press TEAL GO button on laser cutter.

9. Always supervise you cut. Never walk away from the laser cutter.

10. Wait for the laser cutter to cool down . Open Lid and remove your cut.

By the 2nd or 3rd iteration students felt confident with the sequence and  were independently switching materials between cardstock, cardboard, and draftboard as they revised their designs. 

It was amazing to watch the projects come to life as students safely used real world tools and developed the growth mindset necessary to iterate their way from prototype to a successful project. 

Stay tuned for three more posts that showcased the steps featuring each of the 3 project choices during this integrated  STEAM based MAKER residency.

Project options (paper circuit journal cover,  interactive constellation poster,  projection device) 

Subscribe to this blog or Sign up for our newsletter
to get notified of new post, new resources and tutorials or new events 

And if  you'd like to learn how to  design your own integrated STEAM infused project using creativity, circuits, & stories this summer, join me and other creative educators for a fun filled week of hands on learning at the Project Design Lab June 23 - 27 in Burlington Vermont.  (includes lodging and graduate credit)  

Literature Inspired by The Night Sky

Imagine a classroom where  students are engaged with literature (both reading and writing) while actively designing circuits,  engineering projection device, and creating interactive displays to help an authentic audience more actively observe the night sky.  This is exactly what you would have witnessed last week if you had walked into Liam Gannon’s sixth grade classroom during our maker residency at  Newport City Elementary School

In the week’s prior to the residency, I worked with local educators to design possibilities for STEAM integration that  included English Language Arts. After learning that the students were studying astronomy in science class and learning about The Greeks in their ELA class, I began to see all types of possibilities for interdisciplinary learning between science and ELA.. It was the perfect topic for a project based learning experience. 

• The Night Sky theme combines science concepts with cultural storytelling
• Constellations provide natural bridges between astronomy and mythology
• The subject matter intrinsically motivates students through wonder and imaginationprior to the residency

After looking closely at both the science and language arts curriculum in this K to 6 school, I noticed that space  was a topic that students engaged with in grade 1, grade 3, grade 5 and grade 6.   This provided the perfect opportunity for our sixth grade students to have authentic audience for their hands on projects and lead to the following essential question. 

An additional goal of the project design was that we would introduce students to the school's new laser cutter. Therefore I designed three different project prototypes that would allow for some student voice and choice and also be a skill builder that would create confidence with this new tool for creating and making. 

Paper Circuit Journals: Students create illuminated journals that literally shine light on constellation stories. By building parallel circuits and designing journal covers, they practice and review knowledge gained in 4th grade about energy, while exploring new astronomical knowledge and writing creatively. A student guide inquiry about constellation and retelling of myths  would be printed in booklet format to fit inside the journal cover. 

  
Projection Flashlight Design: An engineering challenge that asks students to create constellation projection devices using a flashlight and maker tools and supplies found in their classroom. This device would be used by younger students during a read-aloud of the picture book - "Usha and the Big Digger".

 
Interactive Constellation Displays: Students develop displays that combine visual, auditory, and interactive elements using circuits and code to communicate what they are learning about astronomy. This project would deepen understanding of energy from the 4th grade NGSS and include some engineering design options while building switches for interactivity with the circuits.  It would also introduce students to computer science through the use of Scratch to control a circuit board such as the Makey Makey. 

In future posts I will include tutorials and resources to help students and teachers create all three of these projects.  You can also create confidence in building each of these projects along or similar projects this summer during a fun filled week of hands on learning at the Project Design Lab June 23 - 27 in Burlington Vermont.  (includes lodging and graduate credit)  

 This post will focus on the curricular integration possibilities with science, research, reading, and writing. 

Curriculum Alignment 

 

In this district,  the  Next Generation Science Standards - .Space Systems: Stars and the Solar System is addressed in Grade 5 and 6.  

The project also allows students to review and apply the concepts learned during their 4th grade exploration of Energy. (Next Generation Science Standards- 4-PS3 Energy)

The district also uses the Amplify Learning - CKLA curriculum for English Language Arts.

As we kicked off our project, the sixth grade ELA classes were immersed in the CKLA-Grade 6 Curriculum Unit (The Greeks).  

This proved to be a great alignment as students explored the constellations in science class and read associated Greek myths, while learning all about Greek culture in their ELA classes.  This project also provides alignment possibilities with the CKLA-Grade 6 Curriculum  unit focused on Beginning StoryTelling   that kicks off in Grade 6. 

When we  noticed that the Space Theme was part of the Amplify Learning CKLA curriculum in Grade 1 and 3, we immediately saw an opportunity for the sixth graders to share their learning about the night sky with younger learners - both through reading aloud to their younger peers and engaging them with discussions about the night sky with their paper circuits,  projection devices, and interactive posters.

The following books were referenced throughout the projects. Some of these served as inspiration and reference books, while some were used by the sixth grade students as read alouds for their younger reading buddies.

1. "Animals in the Sky" by Sarah Gillingham
   

• Perfect for younger learners

• Features 8 animal constellations with crisp, inspiring images

• Ideal for guiding students in drawing their own constellations

2. "Seeing Stars" by Sarah Gillingham
   

• Comprehensive guide to all 88 constellations

• Combines factual information with engaging stories and myths

• Accessible for middle-grade students

3. "Zodiac: Celestial Circle of the Sun" by Jacqueline Mitton
   

• Beautifully illustrated by Christina Balit

• Provides rich descriptions of constellation stories

• Offers deep insights into Greek mythology

4. "Zoo in the Sky" by Jacqueline Mitton
   

• Another beautifully illustrated book by Mitton

• Focuses on animal constellations

• A top recommendation that students love to reference

5. "Out of This World" by Sally M. Walker
   

• Unique approach combining science and poetry

• Features star-studded haiku that bring scientific concepts to life

• Praised for making astronomical spaces feel personal

6. "Our Stars" by Anne Rockwell
   

• Explains the universe with bright pictures and simple text

• Perfect for sparking curiosity in young learners

• Accessible explanation of complex astronomical concepts

7. "Usha and the Big Digger" by Amitha Jagannath Knight
   

• Part of the Storytelling Math series

• Introduces rotation, geometry, and spatial relationships

• Features diverse characters and cultural perspectives

8. "What We See in the Stars" by Kelsey Oseid
   

• Combines art, mythology, and science

• Over 100 original art pieces accompanying scientific facts

• Covers constellations, planets, and celestial phenomena

• Appeals to both young readers and adults rekindling their love of stargazing

Writing Opportunities

The project offers student choice with writing prompts for students who prefer creative writing as well as those who prefer non-fiction writing.

To scaffold the writing process we created this student guide to accompany the project.   This guide included guiding questions for reading fiction (associated myth). It then proceeds to scaffold summarizing and retelling the myth for a new audience. Finally it guides students through writing a new modern day version of the myth. This guide can  be printed in booklet format and inserted in the paper circuit journal cover created in science class. 

The power of learning through creating and making

I want to thank Newport City School for the opportunity to co-design a learning opportunity that invites students to see themselves as creators, storytellers, and explorers.

This project not only embodies the maker movement's core principle: learning is most powerful when students actively construct knowledge, but also

• Encourages scientific curiosity
• Develops storytelling skills
• Fosters engineering thinking
• Promotes collaborative learning

Ready to bring the creativity, circuits, and storytelling into your classroom? The universe is waiting.

Subscribe to this blog or Sign up for our newsletter
to get notified of new post, new resources and tutorials or new events 

And if  you'd like to learn how to  design your own integrated STEAM infused project using creativity, circuits, & stories this summer, join me and other creative educators for a fun filled week of hands on learning at the Project Design Lab June 23 - 27 in Burlington Vermont.  (includes lodging and graduate credit)  

Paper Circuits: Stars and the Solar System

Last week, I arrived at Newport City Elementary excited to kick off a STEAM infused maker residency that integrated science and language arts.  I was looking forward to co-facilitate this learning opportunity with Liam Gannon (6th grade science teaher) It was obvious that the students were already underway with their  science unit on Stars and the Solar System. 

A model of the solar system hung from the ceiling and various stages of paper circuits of various constellations were stored along a student work storage area. 

The students created these using LED's, conductive tape (copper and fabric), and coin cell batteries.

You can find all the supplies and lessons on creating paper circuits on the Brown Dog Gadget site.  Completing the first 2 lessons will provide the foundation for this project. 
Pro Tip:  Many paper circuit tutorials found online use copper tape in their instruction.  This can sometimes be challenging as not all copper tape is created equal.  I would suggest trying to find double conductive copper tape for maker projects. Even that can lead to flaky results that frustrates students.  For the best results, I recommend ordering some conductive fabric tape.  It's AMAZING!  Mr. Gannon students use a combination of both types of conductive tape in their circuits, but they always reinforce the tricky spots with conductive fabric tape. 

Mr. Gannon explained that creating these constellation models was part of the phenomena-based learning pedagogy associated with  the Next Generation Science Standards (NGSS).  Even though we live in an area where the night sky is often clearly visible, few students had actually ever closely observed the night sky.  By using Stellarium Web planetarian and creating a light up constellation model, the students were engaged in the observation of objects found in the night sky.  They also reviewed their understanding of  Energy Transfer (NGSS Standard 4-PS3) 

"To qualify as a scientific phenomenon, an event simply has to be observable.
That is, a scientific phenomenon is an observable event that occurs in the universe. It’s something we can use our science knowledge to explain or predict."  (Amplify: The Power of Phenomena in the Science Classroom)

 As students entered the classroom the first day,  I  immediately noticed a classroom culture that truly cultivates learning, built on consistent routines and clear expectations. In Mr. Gannon's classroom, students moved with practiced confidence through materials distribution, group formation, and discussion participation—routines that maximized the learning time with minimal disruption. His space is organized to facilitate collaboration, with flexible seating arrangements that shift seamlessly between whole-class instruction, small group explorations, and independent work. The classroom space was filled with work in progress rather than just finished work, offering visible evidence that this is a community where learning is the shared purpose, respect is the common language, and every student's contribution matters. 

Mr. Gannon set the tone for each class with a warm-up activity that physically and mentally prepared the students to focus on today's topic.  Monday's warmup challenged the students to find a constellation on the Stellarium planetarium image projected on their interactive Viewsonic board and use the marker tools to draw out the constellation. 

  

One of the highlights of the weeks for me was watching a master teacher exemplify how to facilitate learning through purposeful questions.  Liam’s thoughtful questions and guiding comments throughout the week created just the right “zone of proximal development” for his sixth grade students.  He precisely gauged the  students' current understanding and used questions to scaffold them to deeper thinking. 

 Throughout our week together, I witnessed  his intentional questions and guiding comments  promoting student curiosity, visible thinking, and authentic learning. These are  key elements for deeper learning identified by Salmon and Barrera identified in their participatory action research.  You can read more about these key elements here: 

Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822. https://doi.org/10.1016/j.tsc.2021.100822

Perhaps most importantly, students demonstrated a level of comfort with him and each other. It was obvious that this was a safe place to take intellectual risks and that  Mr. Gannon had established a culture where questions are valued over answers, process is honored alongside product, and mistakes are reframed as valuable learning opportunities.  I knew it was going to be an amazing week as I worked alongside this masterful teacher.   

In the next few post I will share our learning this week along with some extensions that integrate with the Amplify CKLA (language arts) curriculum  in hopes that it might inspire you to design learning opportunities through creating and making.   Here's a sneak preview to the next few posts describing our fun filled week learning through creating and making around this essential question: 

Subscribe to this blog or Sign up for our newsletter
to get notified of new post, new resources and tutorials or new events 

And if  you'd like to learn how to  design your own integrated STEAM infused project using creativity, circuits, & stories this summer, join me and other creative educators for a fun filled week of hands on learning at the Project Design Lab June 23 - 27 in Burlington Vermont.  (includes lodging and graduate credit)