In this lesson, students will ideate and sketch designs for their project, then create prototypes of their designs in Gravit. By the end of this lesson, students will have completed three graphic designs in Gravit for their user.

Estimated time required: 3-4 class periods.

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

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.

Estimated time required: 1-2 class periods.

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

In this activity, students will compare the growth rates of linear, quadratic, and exponential functions, by analyzing the differences between terms in sequences and determining if the growth is constant, accelerating, or exponential.

Estimated time required: 1-2 class periods.

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

In this lesson, learners will use the Membit app to explore and experience artifacts within an augmented reality. The purpose of this lesson is to explore the rich history of African American changemakers of Harlem, New York. Learners will examine primary and secondary virtual artifacts and use inquiry to analyze why the contributions of Arturo Alfonso Schomburg might be seen as historically significant. This is the first in a series of four lessons designed to aid learners to place the individuals of Harlem into a broader historical context and to consider how society decides whose achievements are worthy of remembrance and how to memorialize such figures.

Estimated time required: 1 class period.

Technology required for this lesson: Internet Connectivity, Tablet or Smartphone.

In this lesson, learners will use the Membit app to create a memorial / museum exhibit within an augmented reality. Learners will curate an exhibit of primary and secondary virtual artifacts and analyze why the contributions of someone might be seen as historically significant. This is the fourth in a series of four lessons designed to aid learners to place the individuals of Harlem into a broader historical context and to consider how society decides whose achievements are worthy of remembrance and how to memorialize such figures.

Estimated time required: 1 class period.

Technology required for this lesson: Internet Connectivity, Tablet or Smartphone.

In this lesson, learners will use the Membit app to explore and experience artifacts within an augmented reality. The purpose of this lesson is to explore the rich history of African American changemakers of Harlem, New York and to consider how society decides whose achievements are worthy of remembrance. Learners will examine primary and secondary sources and analyze why the contributions of Lillias White might be seen as historically significant. This is the second in a series of four lessons designed to aid learners to place the individuals of Harlem into a broader historical context.

Estimated time required: 1 class period.

Technology required for this lesson: Internet Connectivity, Tablet or Smartphone.

In this lesson, learners will use the Membit app to create a memorial / museum exhibit within an augmented reality. Learners will curate an exhibit of primary and secondary virtual artifacts and analyze why the contributions of someone might be seen as historically significant. This is the third in a series of four lessons designed to aid learners to place the individuals of Harlem into a broader historical context and to consider how society decides whose achievements are worthy of remembrance and how to memorialize such figures.

Estimated time required: 1 class period.

Technology required for this lesson: Internet Connectivity, Tablet or Smartphone.

This lesson will focus on fish form and function. After discussing basic fish anatomy, students will explore ecosystems in Aurelia and build their own fish. This lesson will expand on fish anatomy and how certain forms allow different fish to thrive in a given environment. At the end of the lesson, students will be able to look at a fish and explain how it uses its morphological adaptations to its advantage and how it interacts with other individuals in its environment.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, students will explore what can be learned about a planet by studying the forms of water that exist there. They will begin by using fun facts about Mars to create a comic detailing its cold climate. After finding a frozen reservoir on Mars during the virtual experience, students will look more closely at what can be discovered from studying ice cores. They will ultimately develop a recommendation about which phase of water should be studied to learn more about life on Mars.

Estimated time required: 2-3 class periods.

Technology required for this lesson: .

In this lesson students will learn about a process called “Design Thinking.” First, they will complete a hands-on activity called “Ready, Set, Design!” where they will build rough prototypes out of simple craft supplies. Then, they will take a closer look at the design thinking process by analyzing their experience in an activity worksheet.

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 different project options, then use the design thinking process to create a ThingLink 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! Note: this project requires your class to have access to a paid “ThingLink” education count. Your students can create free personal ThingLink accounts, but it is recommended to use the paid education version for privacy reasons.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

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: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will ideate (brainstorm) ideas for their ThingLink projects and visuals/posters. Then, students will create a prototype of their poster using paper, pencil, and coloring implements. Finally, students will create their ThingLink prototypes. 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: 2-3 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

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: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will learn how to create interactive images and 2D experiences using a website called ThingLink.

Estimated time required: 1-2 class periods.

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

In this lesson, students will learn about 360 images and virtual reality. Then students will create their own “VR” show and tell experience using ThingLink and 360 images. Students can capture 360 images on a 360 Camera, smartphone, or use ThingLink’s pre-made media library.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

In this lesson, students will learn how to connect multiple ThingLink experiences to create tours and “Choose Your Own Adventure” stories. They can create mysteries, scavenger hunts, and more!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Design Software, Laptop/Desktop, Smartphone, Tablet, VR Headset (Optional).

This lesson will serve as an introduction into the world of oceanography. It will give students a taste of this wide field by simply comparing the environments explored in Aurelia. In doing so, it will touch on three key studies in oceanography; ocean salinity, circulation and currents, and wave mechanics! Each section will underscore the importance of physics and mathematics, showing students that studying the ocean is more than biology and ecosystems.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In Visceral Science, students will be able to make stars of their own, from their earliest stages as a cloud of gas to the ends of their lives. In this lesson, we prepare students by making a kinesthetic model of the life cycle of a star!

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

This is the first of four lessons in the module “Life in a Community”. Students will engage with and explore the painting Summer Street Scene in Harlem by Jacob Lawrence, first in their own classroom and then in person at the Memorial Art Gallery. They will also create another original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast “cast”. In this first lesson, students will preview a “Sneak Peak” of Summer Street Scene in Harlem in their classroom.

By engaging with and exploring a work of art, first virtually via CocoCast in the classroom, then in person in the art museum, young students are empowered to share their own prior knowledge, use critical thinking skills like prediction, comparison, and sequencing, and better notice, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

Technology required for this lesson: Augmented Reality, Laptop/Desktop.