Students will use mathematical concepts (plotting points, slope, equations) and Social Studies (geography) to Map their way around the globe.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Using the Rap Almanac database students will be able to run simple and/or advanced searches using keyword words, rhyme phrases, people, places, or by the complexity of text found in hip hop lyrics.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

This activity is a classroom investigation where students test the impact track shape has on vertical distance of a rolling object.

Students investigate the materials properties such as acoustical absorptivity, light reflectivity, thermal conductivity, hardness, and water resistance of various materials. They use sound, light and temperature sensors to collect data on various materials. They practice making design decisions about what materials would be best to use for specific purposes and projects, such as designing houses in certain environments to meet client requirements. After testing, they use the provided/tested materials to design and build model houses to meet client specifications.

Students experience data collection, analysis and inquiry in this LEGO® MINDSTORMS® NXT -based activity. They measure the position of an oscillating platform using a ultrasonic sensor and perform statistical analysis to determine the mean, mode, median, percent difference and percent error for the collected data.

Through investigating the nature, sources and level of noise produced in their environment, students are introduced to the concept of noise pollution. They learn about the undesirable and disturbing effects of noise and the resulting consequences on people's health, as well as on the health of the environment. They use a sound level meter that consists of a sound sensor attached to the LEGO® NXT Intelligent Brick to record the noise level emitted by various sources. They are introduced to engineering concepts such as sensors, decibel (dB) measurements, and sound pressure used to measure the noise level. Students are introduced to impairments resulting from noise exposure such as speech interference, hearing loss, sleep disruption and reduced productivity. They identify potential noise pollution sources, and based on recorded data, they classify these sources into levels of annoyance. Students also explore the technologies designed by engineers to protect against the harmful effects of noise pollution.

Students learn first-hand the relationship between force, area and pressure. They use a force sensor built from a LEGO® MINDSTORMS® NXT kit to measure the force required to break through a paper napkin. An interchangeable top at the end of the force sensor enables testing of different-sized areas upon which to apply pressure. Measuring the force, and knowing the area, students compute the pressure. This leads to a concluding discussion on how these concepts are found and used in engineering and nature.

Students will create go-carts and calculate the speed, then change a variable and record the differences in speed.

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 video segment adapted from Discovering Women profiles Fermilab physicist and Harvard professor Melissa Franklin.

Students observe and discuss a cup and pencil model of a cyclone to better understand the science behind how this pollutant recovery method functions in cleaning industrial air pollution.

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.

In this lesson students will learn about Minnesota's natural resources, particularly iron ore.

Learn to identify different molecular shapes, to understand the interactions that create these shapes, and how to predict a molecule's shape given certain information about it. Explore these concepts using three-dimensional computer models and answer a series of questions to reinforce your understanding.