Lesson 11 is focused on Chapter 7 of Octavia Butler's The Parable …
Lesson 11 is focused on Chapter 7 of Octavia Butler's The Parable of Sower. The first part of the lesson, Engage, involves listening to Chapter 7 and taking visual notes using a graphic organizer. The second part, Explore, involves answering guiding questions related to the chapter, such as how the main character, Lauren Olamina, illustrates the resilience and agency of Black women, what the chapter suggests about the role of community and interdependence in times of crisis, and how Lauren's understanding of Earthseed relates to the theme of Afrofuturism. In the Wrap-Up, students are introduced to Design Challenge 7, which is to storyboard Chapter 7. The lesson allows for at least 20 minutes of work time for students to complete the challenge. Completed works can be submitted for publishing on social media platforms or to Kinfolk's archive.
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 lesson students will use the Revolve Tool in OnShape to …
In this lesson students will use the Revolve Tool in OnShape to design complex circular parts, and they will create their own Custom Rims for an electric car.
Estimated time required: 2-3 class periods.
Technology required for this lesson: 3D Modeling Software, Digital Fabrication Tools, Laptop/Desktop, Tablet.
In the year 2050, robots are everywhere—they clean our houses, build our …
In the year 2050, robots are everywhere—they clean our houses, build our products, and even wash the dishes. Since a robot is made up of multiple moving parts, in this lesson, students will learn how to create multiple parts in OnShape, then put them together in an assembly.
Estimated time required: 2-3 class periods.
Technology required for this lesson: 3D Modeling Software, Digital Fabrication Tools, Laptop/Desktop, Tablet.
The lesson will begin with a 2-minute engagement activity where students will …
The lesson will begin with a 2-minute engagement activity where students will watch clips of P-Funk's music videos and share which songs are popular in their families. Students then examine photos of P-Funk's costumes and discuss the differences between Funkadelic and Parliament's sounds. They examine a photo of Sian Proctor and observe what she wore during her space mission. Finally, students imagine the future of fashion and footwear by designing their own "fits of the future". This lesson combines music, Afrofuturism, and fashion, and highlights the impact of influential figures like Sian Proctor and P-Funk.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
During this lesson, students will meet Tiempa, the course’s narrator. Tiempa is …
During this lesson, students will meet Tiempa, the course’s narrator. Tiempa is a time travelling cat from the future and will guide the students on this time-travel themed adventure. Finally, students will create sketches of their three favorite innovations from the present and submit their sketches.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
In Lesson 2, students will learn about paper prototyping by re-creating a …
In Lesson 2, students will learn about paper prototyping by re-creating a paper model of one their innovation sketches from Lesson 1. They will capture a photo or video of this paper prototype and submit it to their teacher.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
In Lesson 3, students will learn about the different technology they will …
In Lesson 3, students will learn about the different technology they will use in DPI: hands-on prototyping, graphic design with Gravit, 3D modeling with TinkerCAD and OnShape, and 3D printing. They will watch videos and answer questions about the various technology, and then use cardboard prototyping to create a model of a digital product.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
In this lesson, students will define sustainability and its three “pillars”. Next, …
In this lesson, students will define sustainability and its three “pillars”. Next, students will learn about the sustainability concept of “upcycling” by watching a video and then creating a prototype of a time machine using upcycled materials.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
Celebrate National Read Across America Day by listening to authors read and …
Celebrate National Read Across America Day by listening to authors read and find a special selected book for each month to celebrate Diverse Readers with Kaleidoscope.
For the Unit 2 Project, your students will choose from three different …
For the Unit 2 Project, your students will choose from three different project options each with a different user, then use design thinking, robotics, and entrepreneurship to create a Sphero RVR solution for a real-world problem! The projects will guide the students through the problem, precedents of existing robotic solutions, users with interviews for empathy mapping, a budget worksheet for building, and finally a programming challenge that can be implemented and tested. In Lesson 1, each student will read all three project overview and choose the project they want to work on for the remaining lessons!
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Laptop/Desktop, Robotics Kit, 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. In Lesson 2, each student will choose one user to create an Empathy Map for one user based on their Project Choice from Lesson 1, either 2A, 2B or 2C. Students should only work on the lesson 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, Laptop/Desktop, Robotics Kit, Tablet.
In this lesson, students will ideate, sketch designs for their RVR attachment …
In this lesson, students will ideate, sketch designs for their RVR attachment and write pseudocode following the Unit 2 Lesson 3 Activity Worksheet. Note: Students should only work on the lesson 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, Laptop/Desktop, Robotics Kit, Tablet.
In this lesson, students will create a physical prototype of their RVR …
In this lesson, students will create a physical prototype of their RVR attachment and secure to their RVR then use Sphero Edu to write block code for their programming challenge that will be tested on the Challenge Map in Lesson 5. Note: Students should only work on the lesson 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: 2-3 class periods.
Technology required for this lesson: Code Editor, Laptop/Desktop, Robotics Kit, Tablet.
In this lesson, students will run their Sphero Edu program on the …
In this lesson, students will run their Sphero Edu program on the Challenge Map in the classroom, revise/debug the program as needed to solve the programming challenge, share their project with their peers, give/receive feedback on each other’s projects and finally record a video of the RVR running the Challenge Map, submit to your teacher and answer a series of reflection questions. Note: The lessons 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, Laptop/Desktop, Robotics Kit, Tablet.
This lesson introduces students to the Sphero RVR and some of its …
This lesson introduces students to the Sphero RVR and some of its programming functions. Students will charge and connect the RVR to their device via Bluetooth connection. The Draw programming function will be demonstrated, and students will explore Draw on their own. Finally, students will practice vocabulary words from the AIR course and the book "Plastic, Ahoy!" by designing their own Pictionary cards to play Pictionary with the Sphero RVR as the ‘drawing utensil’ that will be programmed to trace out images and/or symbols that students have chosen to represent vocabulary words.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Code Editor, Laptop/Desktop, Robotics Kit, Tablet.
This lesson introduces students to autonomous programming with the Sphero RVR. Students …
This lesson introduces students to autonomous programming with the Sphero RVR. Students will learn about self-driving vehicles and how they work. Then students will see how to program the Sphero RVR using the Block Program Type. Finally, students will revisit The Docks map from Unit 0 Lesson 2 (Pseudocode Algorithm Activity) and working in pairs will program their RVR to navigate three different Map Challenges (and optionally to create their own map challenges).
Estimated time required: 2-3 class periods.
Technology required for this lesson: Code Editor, Laptop/Desktop, Robotics Kit, Tablet.
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