House 1
Students will activate or observe a fan and communicate on/off, more, or stop.
Lesson 27 • Garden skills & food
Power a Tiny Fan
Test low-voltage energy sources and discover what can make a tiny fan move.
Classroom lesson: Future Plant Technology / How Do We Power the Future?Today I can…
build a simple circuit and compare energy sources.
Words to know
Our five words
ENERGYPOWERFANSOLARCIRCUIT
Follow along
What we will do
- 1
Test a battery
Connect or direct the safe battery circuit.
- 2
Test solar
Move the panel between bright light and shade.
- 3
Test produce
Watch or help build a fruit or vegetable cell.
- 4
Watch the fan
Record spins, moves a little, or does not move.
- 5
Try again
Change one connection and retest.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
BATTERYSOLARFRUITSPINTRY AGAIN
Teacher & para guideMaterials, House objectives, access, and safety
Materials
- Low-voltage fan kit
- Battery holder
- Small solar panel
- Lamp or safe bright light
- Produce-cell materials prepared by adult
- Encased leads and simple result chart
Safety first
Use only low-voltage parts. Inspect wires, prevent short circuits, and keep liquid away from electronics. Never eat produce after electrodes are inserted.
Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.
Objectives by House
House 2
Students will match an energy source and record whether the fan moves.
House 3
Students will test two sources and compare the results using a visual chart.
House 4 & 5
Students will assemble a safe circuit, measure or record outcomes, and revise one variable based on evidence.
Access supports
Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.
Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.
Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.
Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.