In this activity, students will investigate the concept of laws. They will begin by learning about laws on planet Earth as they consider if and how they help their community. After discovering water on Mars while exploring in the TimePod Adventures app, they will imagine that they are members of a Martian community that mirrors the government of the United States. They will be introduced to the fact that any citizen can propose laws in the United States, and groups of students will collaborate to write laws to help protect Mars’ water. As groups take turns pitching their ideas, those listening to the proposals will assume the role of members of the Mars Senate who will ultimately decide which law they would like to bring before the Senate as a bill.

Estimated time required: 2-3 class periods.

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

This is a lesson on David Ruggles, a 19th-century Black activist and abolitionist, who made contributions to the struggle for Black freedom and equality. The lesson aims to educate students about his life, impact and his relevance in the context of enclaves, Afrofuturism, and Black Futures. The lesson begins with the students experiencing augmented reality technology and observing the David Ruggles artwork. Students then engage in group discussions, taking notes on their observations, and sharing their findings with the class. The students read a Zoom-In on Frederick Douglass and Hydrotherapy, exploring symbols related to David Ruggles, and depicting one such symbol. In the final wrap-up session, the students will create social media-style videos on different topics related to David Ruggles, which they will share with the teacher and potentially post on Instagram to spread the word.

Estimated time required: 1-2 class periods.

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

This lesson focuses on exploring Seneca Village, a Black enclave in 19th-century New York City, through augmented reality portals, artifacts, and reports. The objective of the lesson is for students to understand the significance of Seneca Village for the Black community and its impact on Black history and culture. Students will use augmented reality technology to observe the Seneca Village art and discuss their observations in small groups. Next, they work together in small groups to read a Seneca Village biography and a Zoom-In article about Black people in New York in hopes of being able to answer trivia questions.Questions cover topics such as the purpose of Black people acquiring property in Seneca Village, the impact of Central Park on the village, the significance of Seneca Village in the Underground Railroad, and the reasons for its eventual demolition.

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 focuses on the history and impact of the Young Lords Party. The lesson objectives are to analyze the history of the party and its impact on communities, understand the relationship between the party and enclaves, Afrofuturism, and Black Futures through augmented reality and art, read their biography and Zoom-In, craft text-dependent questions, and create a podcast script. Students interact with a monument, craft text-dependent questions based on the information they analyzed and create a podcast concept that incorporates the use of technology and art. They also pitch their concept to another group for feedback. Finally, they record a video pitch, incorporating feedback from their peers, and sharing it via email or on Instagram. The lesson also includes extensions such as allowing students 20 minutes of work time to record the video. This lesson provides students with an opportunity to think critically and creatively.

Estimated time required: 1-2 class periods.

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

This is an applied project where your students will choose from three different project options, then use the design thinking process to create a Micro:bit 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.

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 then read about three different users and select one for their project! Students should only work on the material 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, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students will ideate and sketch designs for their micro:bits project. Additionally, they will create a budget for their prototype. Note: the presentation and worksheet for this lesson are the same for all project choices. Regardless of project choice, all students will brainstorm and sketch ideas!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students will use Micro:bits and MakeCode to create a prototype of their wearable. Note: Students will all be working on their prototypes during this lesson, regardless of project choice.

Estimated time required: 2-3 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students will finalize their Micro:bits wearables, create a poster advertisement for their project, share their project with their peers, give/receive feedback on each other’s projects, submit their designs, and answer a series of reflection questions. Note: the content 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, Electronics Kit, Laptop/Desktop, Tablet.

This lesson is about exploring the importance of challenging dominant narratives in history and the role of augmented reality in doing so. A field trip to the New York, New Publics exhibit is recommended but not required. Students will examine the wallwork Kinfolk 2040. They will also complete a Time + Memory survey to analyze the impact of time and memory on Black identity and history. Through various activities and discussions, students will reflect on how they can understand the interplay between time, memory, and identity to shape the pursuit of Black Futures.

Estimated time required: 1-2 class periods.

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

Students will use design thinking, creativity, problem-solving, and procedural skills to create a music mix track. This activity—which uses a tablet or smartphone and a free app—helps students develop a STEM mindset. It is important to allow students to work through the process as independently as possible with the facilitator acting only as a guide.

Estimated time required: 1 class period.

Technology required for this lesson: Audio Editing Software, Smartphone, Tablet.

This is the first of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an 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 Sunday Morning 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, Internet Connectivity, Laptop/Desktop, Tablet.

This is the second of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this second lesson, the class will travel to the Memorial Art Gallery to view the painting in person.

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, Internet Connectivity, Laptop/Desktop, Tablet.

This is the third of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this third lesson, students will create their own work of art based on their interpretation of the painting Sunday Morning.

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, Internet Connectivity, Laptop/Desktop, Tablet.

This is the fourth of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this fourth lesson, students will display the artwork they have created during the third lesson and digitize it using the app CocoCast.

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, Internet Connectivity, Laptop/Desktop, Tablet.

In this activity, students will rotate two-dimensional figures, including rectangles, triangles, circles, trapezoids, and curves, in the augmented reality environment to form three-dimensional figures. They will explore the rotating of the figures at different distances from the axis of rotation and observe the impacts on the rotated figures.

Estimated time required: 1-2 class periods.

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

In this introductory lesson, students will understand the basic aspects of the Kinfolk app. Students practice placing the monuments of four San Diego figures who used imagination to impact history and ensure they can share video and photos via the app. Conducting this lesson will help ensure you are ready to dive into figures and their content in other lessons. The Background section lays recommended groundwork for understanding the Monument Debate in San Diego. It is recommended to begin your lesson there before continuing on to the step-by-step guide.

Estimated time required: 1 class period.

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

In this lesson, students will use the Kinfolk app to be introduced to Dr. Willie Morrow, a prominent figure in the hair care industry who is known for his inventions and innovations. This lesson is aimed at engaging students in activities that help them further develop reading comprehension skills, critical thinking skills, and creativity, as well as their ability to analyze and interpret texts and multimedia materials. Classrooms choose to design and implement a monuments project or experiment to connect to this unsung hero and explore the science and technology of hair care. In order to provide students time to simply download and experiment with the app, it is recommended to complete Lesson 1 first.

Estimated time required: 1 class period.

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

In this lesson, students explore the "Discovery" phase of entrepreneurship by reading about an ocean cleanup company that recycles plastic and turns it into sunglasses. Then, students apply this entrepreneurial knowledge to a problem that the main characters encounter in the book “Plastic, Ahoy!” by Patricia Newman or from a video interview with the scientists.

Estimated time required: 1-2 class periods.

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

In this lesson, students explore the concept of biomagnification by watching a video about how chemical leeching from ocean plastic affects ocean life, health, and business, and then creating a flowchart or other visual to represent the process of biomagnification.

Estimated time required: 1-2 class periods.

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