In this lesson, students will learn how to make an awesome video presentation using Adobe Spark. They will describe the importance of pitching a personal brand by watching an example video, and then create their own personal brand using Adobe Spark Video.

Estimated time required: 1-2 class periods.

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

In this lesson, students will design their own futuristic clothing logo using Adobe Spark.

Estimated time required: 1-2 class periods.

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

In this lesson, students will consider their personal brand and make an Adobe Spark Video as a message to their future selves, in the year 2050.

Estimated time required: 2-3 class periods.

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

In this lesson students will become Planet Defenders! They will identify personal and systemic actions to help protect our natural environments through a read aloud and follow-up discussion. They will also use the AR application Arcadia Earth to observe, interact with, and play out scenarios to analyze the outcomes of different actions on the natural world as a whole and on particular ecosystems.Students will be able to differentiate between garbage, recycling, or compostable objects.

Estimated time required: 1 class period.

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

Students will continue the process of becoming Planet Defenders! They will explore and practice sorting items after their initial use and investigate the paths garbage, recycling, and compost can take to ensure sustainable practices. They will continue to use the Arcadia Earth AR application to observe, interact with, and play out scenarios to analyze the outcomes of different actions on the natural world as a whole and on particular ecosystems.

Estimated time required: 1 class period.

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

In this lesson, students will create and launch planets in Visceral Science to explore where planets come from, and what keeps them in orbit!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality.

In Visceral Science, students are able to create planets and place them in orbit around stars. In this lesson, students will be able to explore how planetary orbits work and the role that gravity plays by exploring with gravity wells.

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

Continue to use the AR application Arcadia Earth to observe, interact with, and play out scenarios to analyze the outcomes of different actions on the natural world as a whole and on particular ecosystems.

Estimated time required: 1 class period.

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

Learners use the Arcadia Earth app to explore how plastics enter waterways, break down into microplastics, and the effects this pollution has on aquatic and marine ecosystems. Utilizing information from the app, the class activity “Trash Dash,” and class discussions, learners will create solutions to reduce and remove plastic within the world’s waters.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

This lesson will lay a framework for students to better understand the differentiation between predators and prey by comparing physical characteristics. This will not only help familiarize students with anatomical characteristics, it will give a greater sense of the predator prey relationship.
In Segment 1, we will explore the Aurelia app. Students will make their first iterations of predator and prey.
In segment 2, we will explore characteristics unique to predators and prey.
In segment 3, recreate the fish from segment 1 in an effort to show improved understanding of their designs.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

This lesson will lay a framework for students to better understand the differentiation between predators and prey by comparing physical characteristics. This will not only help familiarize students with anatomical characteristics, it will give a greater sense of the predator-prey relationship.

In Segment 1, we will explore the Aurelia app. Students will make their first iterations of predator and prey.
In Segment 2, we will explore characteristics unique to predators and prey.
In Segment 3, recreate the fish from segment 1 in an effort to show improved understanding of their designs.
In Segment 4, deep dive into the predator-prey dynamics.
In Segment 5, expand into roles outside that of predators and prey.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

During this lesson, students will meet Tiempa, the course’s narrator. Tiempa is a time travelling cat from the future and will guide the students on this time-travel themed adventure. Finally, students will create sketches of their three favorite innovations from the present and submit their sketches.

Estimated time required: 1-2 class periods.

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

In Lesson 2, students will learn about paper prototyping by re-creating a paper model of one their innovation sketches from Lesson 1. They will capture a photo or video of this paper prototype and submit it to their teacher.

Estimated time required: 1-2 class periods.

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

In Lesson 3, students will learn about the different technology they will use in DPI: hands-on prototyping, graphic design with Gravit, 3D modeling with TinkerCAD and OnShape, and 3D printing. They will watch videos and answer questions about the various technology, and then use cardboard prototyping to create a model of a digital product.

Estimated time required: 1-2 class periods.

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

In this lesson, students will learn about entrepreneurship, and how any ideas they come up with can empower them to create real change in the world. Students will watch a video about Maya, a 13-year-old entrepreneur, to learn the importance of mindset and branding. Finally, students will complete an entrepreneurial activity where they create a logo to brand Tiempa’s Time Machine.

Estimated time required: 1-2 class periods.

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

In this lesson, students will define sustainability and its three “pillars”. Next, students will learn about the sustainability concept of “upcycling” by watching a video and then creating a prototype of a time machine using upcycled materials.

Estimated time required: 1-2 class periods.

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

In this activity, students will explore the Pythagorean Theorem in three dimensions. They will observe how the Pythagorean Theorem can be used twice to find specific segments within three-dimensional objects.

Estimated time required: 1-2 class periods.

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

In this activity, participants will investigate radio waves—one type of energy from the electromagnetic spectrum. While radio waves are invisible, we can interact with them through interference. Participants will experiment with both non-conductive and conductive materials to determine which is best at blocking radio waves, while discovering differences in the radio waves used by a range of devices including: portable radios, walkie-talkies, and/or Bluetooth speakers. Because different devices use different radio frequencies, some radio waves will travel better through certain materials. Educators should begin with the file named: Radio Silence - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, learners will experiment with different materials to interact with the radio waves coming from a household Wi-Fi router. Participants will be challenged to both decrease and increase Wi-Fi signal strength through the choice and position of materials. Through use of a mobile app to track Wi-Fi signal strength, participants will explore the concepts of reflection, absorption, and transmission of radio waveswithin the experimental setup. An optional extension to this activity will introduce the concept of polarization of radio waves and allow participants to observe differences in dual-band Wi-Fi router signals. Educators should begin with the file named: W-Fi Detective - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Smartphone.

In this activity, learners sort and prioritize cards with new radio technologies according to their own values and the values of others. Participants explore how technologies and society influence each other and how people’s values shape how radio technologies are developed and adopted. By taking on a variety of roles and viewing new technologies through priorities that might differ from their own, participants will consider who benefits from technology and how technology changes our relationships to friends, family, and others in our communities. Educators should begin with the file named: You Decide - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Smartphone.