In this lesson, students will ideate and sketch designs and pseudocode for …
In this lesson, students will ideate and sketch designs and pseudocode for their project, then create prototypes of their designs with Micro:bit or MakeCode Arcade. Students should only work on the material that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.
In this lesson, students will share their projects with their peers, give/receive …
In this lesson, students will share their projects with their peers, give/receive feedback on each other’s projects, export and submit their designs, and answer a series of reflection questions. Note: the lessons for 1A, 1B, and 1C are almost identical in this section. This is a great chance for students to teach each other about their specific project choice and user!
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.
Mapper's Delight is an iPhone app that shows how rappers cover the …
Mapper's Delight is an iPhone app that shows how rappers cover the globe with references to cities, neighborhoods and regions, using augmented reality to put music and language at your fingertips. With access to data from 1 million transcribed song lyrics, explorers discover how the world's most popular form of poetry and performance engages language arts, STEM, and cultural and data literacy for the 21st century.
Estimated time required: 1 class period.
Technology required for this lesson: Tablet or Smartphone.
Rap music is often about the first person narrative point of view. …
Rap music is often about the first person narrative point of view. When one listens to rap they are listening to a story about a person who, like any other author, comes from a specific community, in a specific time and a specific place. That community may be separated or distinguished from that of the listener by media, history, or experience, but in many ways they are still connected. The artist is, at the same time, a unique expression of the community they claim to represent (local perspective) and someone who is subject to the same generalizations when they are viewed from someone not of that community (visitor’s perspective).
Estimated time required: 1 class period.
Technology required for this lesson: Tablet or Smartphone.
Using the Rap Almanac database students will be able to run simple …
Using the Rap Almanac database students will be able to run simple and/or advanced searches using keyword words, rhyme phrases, people, places, or by the complexity of text found in hip hop lyrics.
Estimated time required: 1 class period.
Technology required for this lesson: Tablet or Smartphone.
This is a lesson on David Ruggles, a 19th-century Black activist and …
This is a lesson on David Ruggles, a 19th-century Black activist and abolitionist, who made contributions to the struggle for Black freedom and equality. The lesson aims to educate students about his life, impact and his relevance in the context of enclaves, Afrofuturism, and Black Futures. The lesson begins with the students experiencing augmented reality technology and observing the David Ruggles artwork. Students then engage in group discussions, taking notes on their observations, and sharing their findings with the class. The students read a Zoom-In on Frederick Douglass and Hydrotherapy, exploring symbols related to David Ruggles, and depicting one such symbol. In the final wrap-up session, the students will create social media-style videos on different topics related to David Ruggles, which they will share with the teacher and potentially post on Instagram to spread the word.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Smartphone, Tablet, Tablet or Smartphone.
This lesson focuses on exploring Seneca Village, a Black enclave in 19th-century …
This lesson focuses on exploring Seneca Village, a Black enclave in 19th-century New York City, through augmented reality portals, artifacts, and reports. The objective of the lesson is for students to understand the significance of Seneca Village for the Black community and its impact on Black history and culture. Students will use augmented reality technology to observe the Seneca Village art and discuss their observations in small groups. Next, they work together in small groups to read a Seneca Village biography and a Zoom-In article about Black people in New York in hopes of being able to answer trivia questions.Questions cover topics such as the purpose of Black people acquiring property in Seneca Village, the impact of Central Park on the village, the significance of Seneca Village in the Underground Railroad, and the reasons for its eventual demolition.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
This lesson focuses on the history and impact of the Young Lords …
This lesson focuses on the history and impact of the Young Lords Party. The lesson objectives are to analyze the history of the party and its impact on communities, understand the relationship between the party and enclaves, Afrofuturism, and Black Futures through augmented reality and art, read their biography and Zoom-In, craft text-dependent questions, and create a podcast script. Students interact with a monument, craft text-dependent questions based on the information they analyzed and create a podcast concept that incorporates the use of technology and art. They also pitch their concept to another group for feedback. Finally, they record a video pitch, incorporating feedback from their peers, and sharing it via email or on Instagram. The lesson also includes extensions such as allowing students 20 minutes of work time to record the video. This lesson provides students with an opportunity to think critically and creatively.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
This is an applied project where your students will choose from three …
This is an applied project where your students will choose from three different project options, then use the design thinking process to create a Micro:bit project that solves their user’s problem. In Lesson 1, each student will read all three project overviews. Then, they will choose the project they want to work on for the remaining lessons in the project!
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.
In this lesson, students will learn more about their user and complete …
In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. They will then read about three different users and select one for their project! Students should only work on the material that corresponds to their project choice. For example: if a student chose Project 2A, they would only work on the Project 2A content.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.
In this lesson, students will ideate and sketch designs for their micro:bits …
In this lesson, students will ideate and sketch designs for their micro:bits project. Additionally, they will create a budget for their prototype. Note: the presentation and worksheet for this lesson are the same for all project choices. Regardless of project choice, all students will brainstorm and sketch ideas!
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.
In this lesson, students will use Micro:bits and MakeCode to create a …
In this lesson, students will use Micro:bits and MakeCode to create a prototype of their wearable. Note: Students will all be working on their prototypes during this lesson, regardless of project choice.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.
In this lesson, students will finalize their Micro:bits wearables, create a poster …
In this lesson, students will finalize their Micro:bits wearables, create a poster advertisement for their project, share their project with their peers, give/receive feedback on each other’s projects, submit their designs, and answer a series of reflection questions. Note: the content for 2A, 2B, and 2C are almost identical in this section. This is a great chance for students to teach each other about their specific project choice and user!
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.
This lesson is about exploring the importance of challenging dominant narratives in …
This lesson is about exploring the importance of challenging dominant narratives in history and the role of augmented reality in doing so. A field trip to the New York, New Publics exhibit is recommended but not required. Students will examine the wallwork Kinfolk 2040. They will also complete a Time + Memory survey to analyze the impact of time and memory on Black identity and history. Through various activities and discussions, students will reflect on how they can understand the interplay between time, memory, and identity to shape the pursuit of Black Futures.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Smartphone, Tablet, Tablet or Smartphone.
Students will use design thinking, creativity, problem-solving, and procedural skills to create …
Students will use design thinking, creativity, problem-solving, and procedural skills to create a music mix track. This activity—which uses a tablet or smartphone and a free app—helps students develop a STEM mindset. It is important to allow students to work through the process as independently as possible with the facilitator acting only as a guide.
Estimated time required: 1 class period.
Technology required for this lesson: Audio Editing Software, Smartphone, Tablet.
In this lesson, students explore the "Discovery" phase of entrepreneurship by reading …
In this lesson, students explore the "Discovery" phase of entrepreneurship by reading about an ocean cleanup company that recycles plastic and turns it into sunglasses. Then, students apply this entrepreneurial knowledge to a problem that the main characters encounter in the book “Plastic, Ahoy!” by Patricia Newman or from a video interview with the scientists.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
Focus on Octavia Butler's interview with Charlie Rose on June 1, 2000 …
Focus on Octavia Butler's interview with Charlie Rose on June 1, 2000 and a few of her quotes. The lesson aims to engage students in a discussion of Octavia Butler's views on science fiction and the use of figurative language. It explores the relevance of Octavia Butler's quotes to science fiction and love. The students are divided into small groups to analyze one of five quotes and its relevance to science fiction and love. The lesson concludes with a design challenge for students to create a Valentine's Day card inspired by Octavia Butler, interpreting the relationship between science fiction and love. The students have 20 minutes of work time and the option to publish their cards.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
In this earth science-focused activity, students will investigate habitability factors on Earth …
In this earth science-focused activity, students will investigate habitability factors on Earth and Mars. They will begin by analyzing the factors that make Earth habitable and enjoyable, and they will create an advertisement that promotes its livability to extraterrestrials. They will then apply the results of their analysis as they develop a plan for optimizing the Martian colony while minimizing environmental impact. Finally, they will create a second advertisement that reflects this plan and encourages human travel to Mars.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Laptop/Desktop, Smartphone, Tablet.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
