Follow along in this video segment from ZOOM as 13-year-old Nick explains how he came up with a design, tested materials, and constructed his own cardboard chair.
In this video segment from ZOOM, Lauren explains how she invented a way to make her lacrosse stick fit in her backpack.
In this video segment adapted from the Massachusetts Institute of Technology, researchers in the Artificial Intelligence Laboratory working to engineer smarter robots are now building a machine that interacts socially with people.
Students use a LEGO® ball shooter to demonstrate and analyze the motion of a projectile through use of a line graph. This activity involves using a method of data organization and trend observation with respect to dynamic experimentation with a complex machine. Also, the topic of line data graphing is covered. The main objective is to introduce students graphs in terms of observing and demonstrating their usefulness in scientific and engineering inquiries. During the activity, students point out trends in the data and the overall relationship that can be deduced from plotting data derived from test trials with the ball shooter.
This lesson focuses on the importance of airplanes in today's society. Airplanes of all shapes and sizes are used for hundreds of different reasons, including recreation, commercial business, public transportation, and delivery of goods, among many others. From transporting people to crop-dusting, our society and our economy have come to depend on airplanes. Students will discuss their own experiences with airplanes and learn more about the role of airplanes in our world.
Isaac Newton's famous thought experiment about what would happen if you launched a cannon from a mountaintop at a high velocity comes to life with an interactive computer model. You are charged with the task of launching a satellite into space. Control the angle and speed at which the satellite is launched, and see the results to gain a basic understanding of escape velocity.
Further thinking about the vision and role of coaching to empower teachers to leverage technology into their classrooms. Learn about the ways to carry out these roles, and how this understanding can influence one’s work. The coach develops a vision and mission statement, hones their management skills, and supports educators to understand their role as a coach to serve the educators and students within their school.
Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.
In a column devoted to interactive resoures for the K-5 classroom, this article features Recycle City, an EPA-produced, student-friendly web site designed to teach students about actions that create a sustainable community. Students will learn about recycling, reducing waste, and using less energy. The column regularly appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the essential principles of climate literacy.
In this lesson summary review and remind yourself of the key terms and graphs related to the long-run aggregate supply curve and its relationship to the stock of resources, technology, and the natural rate of unemployment.
Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.
Students observe and discuss a vacuum cleaner model of a baghouse to better understand how this pollutant recovery method functions in cleaning industrial air pollution.
Working as a team, students discover that the value of pi (3.1415926...) is a constant and applies to all different sized circles. The team builds a basic robot and programs it to travel in a circular motion. A marker attached to the robot chassis draws a circle on the ground as the robot travels the programmed circular path. Students measure the circle's circumference and diameter and calculate pi by dividing the circumference by the diameter. They discover the pi and circumference relationship; the circumference of a circle divided by the diameter is the value of pi.
In this article, a school librarian looks at ways the elementary teacher can find support in the school library for introducing inquiry-based, technology-enriched science concepts to K-Grade 5 students. She describes the national "@ your library" campaign, which stresses collaboration between school librarians and teachers. The article appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the seven essential principles of climate science.
Teachers will examine different types of flexible learning formats that can be used to deliver instruction with technology. Teachers will learn how to use playlists, choice boards, or create their own flexible learning format. The teacher will describe flexible learning and its impact on teaching and learning. , The teacher will identify flexible learning strategies that I can implement to be responsive to students' unique individual needs and promote student agency and active learning.
Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.
This activity is an introduction to the concept of levers, the classes, and their parts using the musculoskeletal system.
In this video segment adapted from NOVA, a team of archaeologists and engineers explores different uses of the lever by recreating the engineering feats of the ancient Easter Island peoples.
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.
This is the second 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 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, Laptop/Desktop.
This is the third 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 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 Summer Street Scene in Harlem.
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.
This is the fourth 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 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, Laptop/Desktop.
In this lesson, students learn about the physical properties of the Moon. They compare these to the properties of the Earth to determine how life would be different for astronauts living on the Moon. Using their understanding of these differences, they are asked to think about what types of products engineers would need to design for us to live comfortably on the Moon.