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.
Students will explore the basic human senses, animal senses and then make …
Students will explore the basic human senses, animal senses and then make connections to senses and sensors in robotics. Students will learn about the cuttlefish, a marine organism that uses adaptive camouflage by sensing its surroundings and environment. Students will be introduced to the concept of biomimicry and how we can use nature-inspired ideas to create innovative solutions to real-world problems. Finally, students will learn about the Sphero RVR color sensor and how to write a program that emulates a biomimicry solution – the Cuttlefish Robot.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Code Editor, Laptop/Desktop, Robotics Kit, Tablet.
Students will learn about swarm and group behaviors in animals and robotics, …
Students will learn about swarm and group behaviors in animals and robotics, with real-world examples, why the behaviors are important in nature, and potential applications with robotics for real-world problems. Students will be introduced to Infrared (IR) communication, in general, and then specifically in its use with the Sphero RVR. Finally, students will practice using the IR sensor by working in groups of 4 or more to program Leader and Follower RVR that use IR sensors – transmitters and receivers – to communicate or ‘talk’ to each other.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Code Editor, Laptop/Desktop, Robotics Kit, Tablet.
Oftentimes, when educators, parents, and other stakeholders think of STEAM, they envision …
Oftentimes, when educators, parents, and other stakeholders think of STEAM, they envision middle or high school students preparing for careers in engineering or technology. STEAM is much more than that, though. It is a way of thinking and learning that can be applied across all grade levels. This package is geared toward primary (K-4) students and focuses on problem-solving, creative thinking, and even critical thinking. There are also opportunities for students to learn about careers in the STEAM fields.
Hi all. Here is a link to my free elementary STEM newsletter …
Hi all. Here is a link to my free elementary STEM newsletter that is published about every month. It contains articles, resources, events, and professional development opportunities pertaining to elementary STEM. It is intended for all elementary STEM educators, in Ohio and elsewhere. Also please send me materials you would like to include in a future newsletter through bobclaymier@gmail.com. Thanks for supporting elementary STEM in Ohio.
Students explore the world of George Clinton and his impact on the …
Students explore the world of George Clinton and his impact on the music industry through sampling. They will start with a 5-minute activity where they listen to George Clinton talk about sampling and summarize his views. Next, they'll listen to songs that have sampled George Clinton's music, comparing them to the original versions. Students then create their own beat or song using George Clinton's music. After class, students have at least 20 minutes to continue working on their beat or song and can choose to share it on Instagram, email it to the teacher, or submit it to Kinfolk Education for a chance to be featured on social media. This lesson provides students with a hands-on way to understand the significance of sampling in the music industry and the impact of influential figures like George Clinton.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
Students discuss the concept of enclaves and how it relates to Earthseed, …
Students discuss the concept of enclaves and how it relates to Earthseed, Sun Ra, and P-Funk. Small groups are assigned different questions to focus on and explore further. In the 10-minute exploration session, students read articles and come up with insights to present to the class. Finally, the 7-minute wrap-up session includes watching a clip of Sun Ra on ancestors and reflecting on the importance of online communities in shaping Black Futures and challenging dominant narratives. An extension of 20+ minutes of work time is also recommended for students to complete a survey about time and memory and review key vocabulary.
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 physics-centered activity, students will investigate the best way to transfer …
In this physics-centered activity, students will investigate the best way to transfer between two moving objects in space. First, students will simulate the planets’ orbits by tossing a ball to each other as they move—focusing on factors that impact the success of their pass. Next, they will be introduced to the Hohmann transfer, and they will create a model that demonstrates how this theory recommends objects move between orbits. They will then wrap up by discussing the various reasons why this transfer is more efficient than traveling between the planets in a straight line.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Laptop/Desktop, Smartphone, Tablet.
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 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, Video Editing Software.
In this lesson, students will find a real person in their community …
In this lesson, students will find a real person in their community to act as their “end-user.” Students will contact this person by phone or email to set up a time for an interview. Students will interview their end-user and record their responses. If possible, students can even observe their end-user in action! The interview responses will be used to create an empathy map and develop a problem statement for this project. Remember that students should only work on the project they selected (a student that chose project 3A will only use the presentation and worksheet for 3A).
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet, Video Editing Software.
In this lesson, students will ideate (brainstorm) ideas for their project, sketch …
In this lesson, students will ideate (brainstorm) ideas for their project, sketch their favorite ideas, and put together a rough budget for their project. Remember that students should only work on the project they selected (a student that chose project 3B will only use the presentation and worksheet for 3B).
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet, Video Editing Software.
In this lesson, students will refer to their sketches and budget as …
In this lesson, students will refer to their sketches and budget as they create prototypes for their project with Micro:bits. This lesson includes examples and tips for creating a prototype with Micro:bits, but this is a great opportunity for students to be creative and dedicate a good amount of time making a polished Micro:bit experience. Remember that students should only work on the project they selected (a student that chose project 3B will only use the presentation and worksheet for 3B).
Estimated time required: 3-4 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet, Video Editing Software.
In this lesson, students will arrange a time to meet with their …
In this lesson, students will arrange a time to meet with their end-user (in person or virtually) to show them their Micro:bits prototype. The end-user will interact with the prototype, and the student will capture their feedback in the activity worksheet. Finally, students will take the feedback and use it to improve their prototype. Remember that students should only work on the project they selected (a student that chose project 3B will only use the presentation and worksheet for 3B).
Estimated time required: 1-2 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet, Video Editing Software.
In this lesson, students will finish their Micro:bits project, create a pitch …
In this lesson, students will finish their Micro:bits project, create a pitch video for their project, share their project 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 content for 3A, 3B, and 3C 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: 3-4 class periods.
Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet, Video Editing Software.
In this lesson, students will solve a design challenge by completing the …
In this lesson, students will solve a design challenge by completing the activity “Ready, Set, Design!” Then, students will define the steps of the design thinking process.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Laptop/Desktop, Tablet.
Smithsonian Folkways Recordings is the nonprofit record label of the Smithsonian Institution, …
Smithsonian Folkways Recordings is the nonprofit record label of the Smithsonian Institution, the national museum of the United States. We are dedicated to supporting cultural diversity and increased understanding among peoples through the documentation, preservation, and dissemination of sound. We believe that musical and cultural diversity contributes to the vitality and quality of life throughout the world. Through the dissemination of audio recordings and educational materials we seek to strengthen people's engagement with their own cultural heritage and to enhance their awareness and appreciation of the cultural heritage of others. Smithsonian Folkways is part of the Smithsonian Center for Folklife and Cultural Heritage.
Our mission is the legacy of Moses Asch, who founded Folkways Records in 1948 to document "people's music," spoken word, instruction, and sounds from around the world. The Smithsonian acquired Folkways from the Asch estate in 1987, and Smithsonian Folkways Recordings has continued the Folkways commitment to cultural diversity, education, increased understanding, and lively engagement with the world of sound.
Discover The Island Cultures Of The South Pacific Their Musical Expressions With Songs Crafts Games Uses Recordings Of Hawaiian Slack Key Guitar Rhythmic Game Songs The Solomon Islands Papua New Guinea Flute Playing
In This Lesson Are Opportunities For Teaching Learning About Some Ways In Which Music Is Aligned With Visual Art A Sampling Of Songs Smithsonian Folkways Recordings Is Presented Alongside The Cover Art Relevant To The Songs Several Well-known Pieces Are Featured The Wide Array Of Recordings First Envisioned Folkways Record' Founder Moses Asch In The
In This Series Of Three Lessons Students Will Engage With Latvian Folk Music Culture History Through Critical Listening Singing Movement Dance Instrumental Performance
Introduce Students To The Melodic Rhythms Of The Tabla
Students Learn The Four Shapes Used In Sacred Harp Singing Sing The Shapes Of Yankee Doodle In A Key Appropriate To Their Voices They Sing The Melody Part Of Chester A Revolutionary-era Tune William Billings If They Are Old Enough Able To Do So They Try A Two-part Version Melody Harmony
Teach The History Geography Of Turkey Focusing On The Anatolia Region
The Following Is Designed For Elementary Middle General Classroom Music Students Can Be Easily Adapted For Other Types Of Music Classes
This Lesson Is Intended To Introduce Students To The Music Of The American Folk Revival That Developed Between The With Notable Figures Such As Pete Seeger Burl Ives Jean Ritchie Paul Robeson Many Others
Through Active Listening Discussions Of Cultural Context Re-creating Ostinati Pentatonic Melodies Students Will Experience Two Contrasting Examples Of The Music Of The Khmer People Of Cambodia
Welcome to Smithsonian Open Access, where you can download, share, and reuse …
Welcome to Smithsonian Open Access, where you can download, share, and reuse millions of the Smithsonian’s images—right now, without asking. With new platforms and tools, you have easier access to nearly 3 million 2D and 3D digital items from our collections—with many more to come. This includes images and data from across the Smithsonian’s 19 museums, nine research centers, libraries, archives, and the National Zoo.
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 Snap Circuits 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: Electronics Kit, Laptop/Desktop, Tablet.
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