In this activity, participants imagine and draw an extreme environment beyond Earth, then invent a living thing that could thrive in it. They learn that NASA scientists study extremophiles on Earth to imagine the variety of life that might exist elsewhere, and make predictions about where to look for it. Both English and Spanish activity resources are included. Educators should begin with the file named: Imagining Life - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, participants will learn about how gigantic clouds of gas and dust in space, called nebulas, are formed. They'll create their own colorful model nebula using paint and a spinner. Because of the unique quantities and locations of the materials and the forces that spread them out, each model nebula will be unique—just like each real nebula! Both English and Spanish activity resources are included. Educators should begin with the file named: Nebula Spin Art - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

In this activity, participants explore the complex but predictable ways objects in the universe interact with each other. Stars, planets, moons, and other objects in space orbit around each other because of gravity, and NASA scientists can use what we already know about the laws of physics to make new discoveries and predictions. Participants in this activity use orbiting clay balls to make simple, functioning models of interacting objects in space. Both English and Spanish activity resources are included. Educators should begin with the file named: Objects in Motion - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

Playing and exploring movement as a form of propulsion.
In this lesson, students will explore and experiment with the concept of propulsion through play, discovery, explicit instruction, design challenges, and the use of the augmented reality application Aurelia. Learning and activities can be easily scaffolded to address further concepts such as drag, turbulence, fluid friction, efficiency of energy, adaptation, and body plans.

Estimated time required: 1 class period.

Technology required for this lesson: Laptop/Desktop, Tablet or Smartphone.

Playing and exploring movement as a method of propulsion featuring the Aurelia app.

In this lesson, students will continue to explore and experiment with the concept of propulsion through play, discovery, explicit instruction, design challenges, and the use of the augmented reality application Aurelia. Learning and activities can be easily scaffolded to address further concepts such as drag, turbulence, fluid friction, efficiency of energy, adaptation, and body plans.

Estimated time required: 1 class period.

Technology required for this lesson: Laptop/Desktop, Tablet or Smartphone.

Prior to this lesson learners engage in the Arcadia Earth app’s Keep the Great Lakes GREAT section to build their understanding of the Great Lakes and its importance to all animals that call this area home, including humans. Next learners explore food chains with a hands-on activity, Linking the Chain. Students then synthesize what they know about the Great Lakes, food chains and how human behaviors can affect both.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Learners start by using the “Freshwater” section of the Aurelia app. This helps them glean base knowledge of freshwater fish adaptations and their habitats. Students then extend their knowledge to consider how fish have to adapt seasonally, namely in the winter when surface water freezes over. They’ll discover how fish have to physically and spatially respond to those changes within their environment. Although this activity could translate to other freshwater habitats, for this lesson, fish from the North American Great Lakes will be utilized.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

This lesson is focused on analyzing the anti-slavery movement and David Ruggles’ impact shaping our understanding of slavery and race. Students will explore texts such as "The Disappointed Abolitionists", but also the first magazine-like publication owned and edited by a Black man in this country, "The Mirror of Liberty". To further evaluate perspective, students study a Black Future with the story of "Appolition". They will then develop and present a group concept for a speculative statue of an abolitionist of the future, reflecting on the significance of symbols and elements in shaping our understanding of historical events and their lasting impact.

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 plan, students will analyze a photo of Seneca Village and the excavation report to determine the central ideas and information about the village. They participate in a collaborative discussion about the connections between the text Color(ed) Theory by Ananda Williams, Seneca Village, and gentrification. They also research a local Black enclave and present their findings. As an extension, they speculate about the future of enclaves.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

After meeting the requirements of Unit 1, students will be able to: Understand the basics of using a drum sequencer in a virtual music production setting. Understand the basics of drum notation and how it can be transferred into a drum sequencer. Understand simple rhythmic concepts as they relate to music. Use basic rhythmic tools including beats, bars and tempo to achieve desired rhythmic concepts in basic music compositions. Edit and sonically manipulate MIDI drum sounds as the basis for music creation. Become familiar with genres from their own and cultures of others. Become familiar with the basic uses of drum machines in a variety of genres. Critically analyze and write self-reflective narratives on their perceptions of their own work as composer/producers and the creative works of others.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

In this lesson students learn a basic west african drum groove (as this music is the root of most pop, rock, hiphop, jazz and latin music internationally and is still played today) and how to transfer this to the sequencer from standard notation.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Scaffolding from the work in the previous lesson, here we not only practice programming the drum sequencer, but we learn to create and improvise based on the given funk drum groove.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Here, students are introduced to music and instrumentation from MesoAmerica, Africa and America.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Here, students are provided with links to music for directed listening. They are encouraged to write and reflect, with prompts and prompting questions, to the music they hear.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

This lesson emphasizes and provides structure for collaboration. Students create their own beats, evaluate the beats of others and provide feedback. They conduct self-assessments of their own creations.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

This lesson is similar to a capstone-type project where students begin and present (if possible) their own self-produced beats. They are encouraged to write about their experience.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Lesson 6 is an introduction to George Clinton, a prominent figure in funk music and Afrofuturism. It consists of three activities: a 5-minute engagement activity where students watch clips about George Clinton, a 15-minute exploration activity where students examine artifacts related to him, and a 5-minute wrap-up activity where students discuss their takeaways and similarities between George Clinton and Sun Ra. The next lesson will focus on exploring George Clinton's music and the landing of the Mothership.

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 activity, students will explore graph theory in the augmented reality environment. They will identify Euler paths and determine when an Euler path does not exist.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Tablet or Smartphone.

This is an applied project where students can use their knowledge from Chapters 1 and 2! Students will choose from three different project options, then use design thinking and graphic design to create a product for a real user in the 1960s! In Lesson 1, each student will read all three project overviews. Then, they’ll 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: Design Software, Laptop/Desktop, Tablet.

In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. Students will watch a video in which their user describes their wants and needs, then students will complete an interactive worksheet to identify project requirements and craft a problem statement.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.