Innovation and technology can play a beneficial role in changing our food landscape, if we allow it to. Hydroponics and freight farms are just one of many technological advances already being utilized by communities to provide greater access to food. Spanish captions and transcript also available. [3:15]
The food system being broken is a phrase often repeated. But is it true? Different experts offer their insights about systemic practices and healthy food access. Spanish captions and transcript also available. [3:18]
Why does both hunger and obesity exist in the United States? That's because food insecurity in America looks very different than in other countries. Spanish captions and transcript also available. [2:54]
There's no single definition of "food insecurity," but we asked people working in food justice to help us understand what it means, including a lack of access to healthy foods, a lack of choice, and families not knowing where their next meal will come from. Race and geography can both contribute to a family's ability to access to healthy foods. Spanish captions and transcript also available. [3:05]
Tons of food is wasted each year in families' homes, at restaurants and grocery stores, and even on farms. A growing number of Minnesotans are working together to find new ways to rescue food that would otherwise be wasted to provide healthy foods to Minnesotans who need it. Spanish captions and transcript also available. [3:14]
Food is an expression of an individual's cultural identity, and food justice is about providing individuals access to foods that comforts and gives them a sense of belonging. Spanish captions and transcript also available. [3:02]
In this lesson, students are introduced to audio engineers. They discover in what type of an environment audio engineers work and exactly what they do on a day-to-day basis. Students come to realize that audio engineers help produce their favorite music and movies.
After your group explores the Arcadia Earth app section titled Keep the Great Lakes GREAT! and are introduced to challenges the amazing Great Lakes face, learners investigate their own use of a precious resource, water. The lesson culminates with learners developing strategies to conserve water and identifying how they can play a part in keeping our Great Lakes Great!
Estimated time required: 1 class period.
Technology required for this lesson: Tablet or Smartphone.
Home page for a hypertext physics course on auditorium acoustics and acoustical design.
In this lesson, students will learn about Augmented Reality and use a Merge Cube to create a 3D astronaut name-tag. Note: the activity in this lesson requires your class to have access to a paid “Pro CoSpaces EDU” account. If your class does not have a paid CoSpaces account with the Merge Cube add-on, students can still view Merge Cube projects but won’t be able to create their own.
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: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
In this lesson, students will learn how to use basic coding commands to create an AR Shopping App with CoSpaces and the Merge Cube.
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: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
In this lesson, students will learn how to program an interactive AR pinball game using coding and physics in CoSpaces EDU. They can then play their game on the Merge Cube.
Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
This is an applied project where your students will choose from three different project options, then use the design thinking process to create an augmented reality app 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! Note: the activity in this lesson 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: Augmented Reality, Laptop/Desktop, Smartphone, 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. Note: 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.
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: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
In this lesson, students will ideate and sketch designs for their AR app project. Additionally, they will create a “features list” for the free and premium versions of their AR app. Note: Students should only work on the content that corresponds to their project choice. For example: if a student chose Project 2A, they would only work on the Project 2A content.
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: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
This lesson should take 2-3 class periods, or about 100-150 minutes to complete. In this lesson, students will use CoSpaces and the Merge Cube add on to create two prototype of their AR App: a free version, and a premium version. Note: Students should only work on the content that corresponds to their project choice. For example: if a student chose Project 2A, they would only work on the Project 2A content.
Please email VILHQ@asu.edu if you are interested in receiving free CoSpaces “Pro” annual licenses.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
In this lesson, students will finalize their AR projects, 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!
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: Augmented Reality, Laptop/Desktop, Smartphone, Tablet.
Aurelia will introduce students to biological adaptation using fish as the model organism. Organisms have adaptations that help them survive in their environment, including fish. Fish live in a variety of habitats thus leading to their diversity in body form and shape. To better understand how adaptations are tailored for various environments, students will explore the Pelagic enviroment. Pelagic fish live in the pelagic zone of ocean or lake waters – being neither close to the bottom nor near the shore.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Smartphone.
In this lesson, students will use the Aurelia app to learn about aquatic ecosystems. This is lesson one of five, which is designed to be taught in a sequence.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Smartphone.
Aurelia will introduce students to biological adaptation using fish as the model organism. Organisms have adaptations that help them survive in their environment, including fish. Fish live in a variety of habitats thus leading to their diversity in body form and shape. To better understand how adaptations are tailored for various environments, students will explore the freshwater enviroment. Freshwater fish are those that spend some or all of their lives in fresh water, such as rivers and lakes, with a salinity of less than 1.05%.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Smartphone.