This is an applied project where your students will choose from three different project options, then use the design thinking process to create a virtual reality experience in CoSpaces that solves their user’s problem. The challenge: students will identify, interview, and design a product for a real person in their community! 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 “Pro CoSpaces EDU” account.

Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.

Estimated time required: 1-2 class periods.

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

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 3B will only use the presentation and worksheet for 3B).

Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.

Estimated time required: 1-2 class periods.

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

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). Note: this project requires your class to have access to a paid “Pro CoSpaces EDU” account. If your class does not have a paid CoSpaces account it may be difficult to complete.

Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.

Estimated time required: 1-2 class periods.

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

In this lesson, students will refer to their sketches and budget as they create prototypes for their project in CoSpaces. This lesson includes examples and tips for creating a prototype in CoSpaces, but this is a great opportunity for students to be creative and dedicate a good amount of time making a polished VR 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). Note: this project requires your class to have access to a paid “Pro CoSpaces EDU” account.

Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.

Estimated time required: 3-4 class periods.

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

In this lesson, students will arrange a time to meet with their end-user (in person or virtually) to show them their CoSpaces 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). Note: this project requires your class to have access to a paid “Pro CoSpaces EDU” account.

Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.

Estimated time required: 1-2 class periods.

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

In this lesson, students will finish their CoSpaces 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! Note: this project requires your class to have access to a paid “Pro CoSpaces EDU” account.

Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.

Estimated time required: 3-4 class periods.

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

Students develop a STEM mindset while learning the concepts of virtual reality (VR) development. Students use a mobile app to see the world from a new point of view through interactive, guided tours. They learn the basic skills to create their own virtual 360-degree tour experience using the Projects feature in Google Earth Web or on the web on their mobile device and share their projects with others. Students practice critical thinking and creativity as they work through the design process to develop their tours.

Estimated time required: 1 class period.

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

This lesson illustrates the process by which a cloud of gas in a nebula falls in on itself due to the attractive force of gravity. The mutual gravitational pull among the gargantuan number of molecules in the cloud causes the cloud to contract, and as it does the cloud spins ever more quickly--much like what happens when a spinning skater pulls in their arms-- demonstrating the conservation of angular momentum.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

In Visceral Science learners will have a chance to build stars, solar systems, and see how they end. To prepare them for this experience these short videos will introduce some important concepts like how stars & planets form, why planets stay in orbit, what happens when stars get older, and much more!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Internet Connectivity, Laptop/Desktop or VR Headset, VR Headset (Optional).

In this lesson, students examine the fabric of spacetime, as understood through Einstein’s general relativity. The spacetime fabric is represented by a grid that extends across the VR landscape, and demonstrates gravitational influence through its warped/curved shape. The more massive an object (like a star) the deeper its gravitational well, so the more pronounced the dent in the grid.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

This lesson begins the virtual reality (VR) experience, with the students learning how to navigate the virtual environment. Students use the VR handset to teleport from place to place in the galaxy with the goal of locating a nebula--a cloud of gas in which stars are born.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

In this lesson, students are tasked with setting protoplanets into orbit. Through trial and error, the students realize that the various possible initial trajectories of a protoplanet (pointed closer to the star or further away from the star) result in orbits of various shapes (circular, nearly circular, modestly elliptical, highly elliptical). And if launched with an angle that is sufficiently steep, the protoplanet will crash into the star or fly off into space. Additionally, as the protoplanet orbits, it attracts more material from the disk, grows larger and transforms into a planet.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

This lesson brings students to the endpoint of a (sufficiently large) star’s life where the core implodes inward, rebounds, and sends a shockwave to the surface that blows off the outer layers: a supernova explosion. For an extremely massive star, the core becomes so dense that it turns into a black hole. Students experience the shockwave travelling throughout the galaxy, carrying away the elements that will make up other stars, planets, and (at least on Earth) forms of life.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

In this lesson, the students follow the gas cloud as it continues to collapse. They observe how the outer portion of the cloud flattens into a disk, while the core becomes ever hotter and denser. If the core is sufficiently massive, the crushing force of gravity ignites thermonuclear reactions--the birth of a star. The surrounding gas is then pushed into an enormous disk swirling around the star.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

In this lesson, students experience the first step in the formation of planets. The smaller debris, made up of gas and dust, that is visible around a new star is called a protoplanetary disk. Because of gravitational attraction, the dust starts clumping into larger chunks of matter, which over long periods of time turn into small protoplanets--the progenitors of mature planets.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

This lesson focuses on the later stages of a star’s life. Students learn that as a star uses up its nuclear fuel, the core shrinks causing the star to collapse inward. Then, as the core becomes denser and hotter, new nuclear reactions ignite and the star swells outward into a red giant or supergiant.

Estimated time required: 1 class period.

Technology required for this lesson: Desktop, Tablet or Smartphone, VR Headset (Optional).

Students learn about the concept of Afrofuturism, Black Speculative Fiction, and the term "Sower". The main focus of the lesson will be a design challenge where students are tasked with creating a drawing in an Afrofuturism theme with the guidance of an award-winning illustrator. The class has the opportunity to share their work for potential inclusion in an educational archive. This lesson helps students deepen their understanding of Afrofuturism and express their creativity.

Estimated time required: 1-2 class periods.

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

World War I Teaching Resources. Lesson II: Exploring the essentials. This adaptable WWI Curriculum builder teaches the context of WWI as a global event, America's neutrality and its cathartic entry into this unprecedented, cataclysmic global conflict. Beyond those fundamentals, additional resources can scaffold into curricula as short as 1 day or as extensive as 5+ days by looking at the dramatic social effect of WWI in America through the lens of: Women; African Americans; Native Americans; American Immigrants; Citizenship; The Bill of Rights; Propaganda; more.. "Interactive" and "Streaming" tracks support school environments with differing technical resources. A 20-page WWI history eBooklet called "The United States in WWI" supplements your existing history textbooks.

Estimated time required: 1-6 class periods.

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

World War I Teaching and Learning Resources - Lesson I: Preparation and Overview. Lesson I is not necessarily intended to be part of a WWI Syllabus - though it can be. It's intention is to create familiarity with the installation, technical compatibility, and tools available in the WWI Memorial "Virtual Explorer" App. It's for teacher's preparing to use the "WWI Memorial Virtual Explorer" A/R app tools, and tech-support persons installing the Apps. Lesson I can also be used for a class activity with an overview lesson in Augmented Reality... It includes a student worksheet exploring timeline-based ideas using the "WWI timeline-tower" A/R feature. Tools allow teachers to invent their own timeline based exercises that may be useful for "common standard" skills unrelated to WWI, but teach event relationships.

Estimated time required: 1 class period.

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

In this activity, students will consider what is necessary for sustaining life. They will begin by sorting living and nonliving things, and they will identify the common needs that all living things share—including a need for water. After finding ice on Mars, the class will then observe, compare, and contrast water and ice cubes. They will create an illustration that shows how water and ice are used on Earth, and they will ultimately discuss which uses are necessary for sustaining life and whether these uses may be possible on Mars.

Estimated time required: 2-3 class periods.

Technology required for this lesson: .