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 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 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 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 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 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 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 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 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.

In this activity, students will manipulate a balance scale in the augmented reality environment to solve linear equations of the form y = x + b and y = mx, where m and b are whole numbers.

Estimated time required: 1-2 class periods.

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

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.

Students explore the connection between spirituals and Afrofuturism through the themes found in the "Swing Low, Sweet Chariot" and examine the flier for an event called "The Gospel According to Nikki Giovanni." Students discuss the intersection of Afrofuturism and spirituals and the significance of the spiritual in Black literature and culture. Explore how new technology can impact an artist like Nikki Giovanni, or how she impacts it. The final discussion will focus on Black Love Day and the "I Will Protect Black People" contract, and how these topics contribute to a deeper understanding of Afrofuturism and Nikki Giovanni's work. Students will have 20+ minutes to give feedback on Kinfolk’s Nikki Giovanni project and/ or send love to her.

Estimated time required: 1-2 class periods.

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

The goal of this K-5 learning experience, developed by Project Lead The Way (PLTW), is for the learner to develop a STEM Mindset while learning the concepts of animation, with a focus on stop-motion animation.

Estimated time required: 1 class period.

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

Students learn about the life and influences of Sun Ra through a series of clips, artifacts, and texts. They engage in a 4-minute video viewing and a 15-minute examination of artifacts, including books and music. After wrapping up the lesson, students will discuss their takeaways about Sun Ra and preview the next lesson, where they will learn about his cosmic sound and his connection to other artists.

Estimated time required: 1-2 class periods.

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

Water is such a crucial resource to human life. We use it for drinking, cooking, travel, and recreation, among other things. So, it is understandable that children have a natural curiosity about it. Young children love to stomp in puddles, throw sticks and rocks into ponds, observe water animals, and splash and swim on a hot
day. During this time, they are making observations about how objects move in water, and what floats or sinks. Naturally, they are becoming more aware and curious about how to float and swim with their own bodies in the water as well as what devices and equipment can help them stay afloat.

This lesson can be part of a longer study of water that will encompass different bodies of water, types of water habitats and animals who live there, sink and oat science, and water sports and recreation.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

The Verizon 5G Hackathon Teacher’s Guide, a comprehensive handbook that will help you organize and run an interactive, hands-on hackathon at your school to explore the power of 5G using XR technology.

Estimated time required: 4, 6, or 8 class periods.

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

In this lesson, students will learn about virtual reality and 3D environments, then create their own VR planet using an online program called CoSpaces. Note: the activity in this lesson requires your class to have access to a paid “Pro CoSpaces EDU” account. If you and your students do not have access to a paid CoSpaces EDU account, you may be able to activate a free trial. Alternatively, you may use the free version of CoSpaces, but it has extremely limited capabilities.

Estimated time required: 1-2 class periods.

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

In this lesson, students will learn how to incorporate 360 images in a CoSpaces project. Then, they will recreate a “rendering” of the 360 image using only digital assets in CoSpaces. Note: the activity in this lesson requires your class to have access to a paid “Pro CoSpaces EDU” account. If you and your students do not have access to a paid CoSpaces EDU account, you may be able to activate a free trial. Alternatively, you may use the free version of CoSpaces, but it has extremely limited capabilities.

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 engaging, self-guided VR stories and movies using CoSpaces. They will start by following a tutorial video and end the lesson by creating their own custom VR story that teaches 3rd grade students about sustainability. Note: the activity in this lesson requires your class to have access to a paid “Pro CoSpaces EDU” account. If you and your students do not have access to a paid CoSpaces EDU account, you may be able to activate a free trial. Alternatively, you may use the free version of CoSpaces, but it has extremely limited capabilities.

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 learn how to outline, design, and code their own space-themed VR video game using CoSpaces. Note: the activity in this lesson requires your class to have access to a paid “Pro CoSpaces EDU” account. If you and your students do not have access to a paid CoSpaces EDU account, you may be able to activate a free trial. Alternatively, you may use the free version of CoSpaces, but it has extremely limited capabilities.

Estimated time required: 2-3 class periods.

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