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.
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.
Science Over Everything is a blog dedicated to helping middle and high …
Science Over Everything is a blog dedicated to helping middle and high school students understand current events in science and why they are relevant to their daily lives. Our site is intended to be a resource for teachers, providing each blog post with classroom activities to help the students comprehend what they are reading and fit the articles in a school's curriculum.
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.
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.
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 watch pre-recorded video interviews to learn about the wants and needs of their user! Students should only work on the materiel 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: 1-2 class periods.
Technology required for this lesson: Electronics Kit, Laptop/Desktop, Tablet.
In this lesson, students will ideate (brainstorm) ideas for their Snap Circuits …
In this lesson, students will ideate (brainstorm) ideas for their Snap Circuits projects and visuals/posters. Then, students will create a prototype of their poster using paper, pencil, and coloring implements. Finally, students will create their Snap Circuits prototypes. 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: 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 1: 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: Electronics Kit, Laptop/Desktop, Tablet.
Lesson 5 is about exploring the future and the possibilities it holds. …
Lesson 5 is about exploring the future and the possibilities it holds. Students listen to Sun Ra's "Space is the Place" and research recent Jupiter or Saturn-related discoveries from various sources. They then make a prediction about the future and describe a future they would like. The lesson concludes with a design challenge where students weave together their prediction with their desired future. Students are encouraged to share their ideas and discuss what inspires them to envision the future. An optional extension allows students to engage in discussion and publish/submit their predictions and futures on social media.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
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