Students discuss the concept of enclaves and how it relates to Earthseed, …
Students discuss the concept of enclaves and how it relates to Earthseed, Sun Ra, and P-Funk. Small groups are assigned different questions to focus on and explore further. In the 10-minute exploration session, students read articles and come up with insights to present to the class. Finally, the 7-minute wrap-up session includes watching a clip of Sun Ra on ancestors and reflecting on the importance of online communities in shaping Black Futures and challenging dominant narratives. An extension of 20+ minutes of work time is also recommended for students to complete a survey about time and memory and review key vocabulary.
Estimated time required: 1-2 class periods.
Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.
Science Over Everything is a blog dedicated to helping middle and high …
Science Over Everything is a blog dedicated to helping middle and high school students understand current events in science and why they are relevant to their daily lives. Our site is intended to be a resource for teachers, providing each blog post with classroom activities to help the students comprehend what they are reading and fit the articles in a school's curriculum.
Learn tips and tricks for using search engines more effectively. For more …
Learn tips and tricks for using search engines more effectively. For more information about evaluating the information you find online, check out our Digital Media Literacy tutorial.
Lessons include: (1) Introduction to Searching Online. Learn the basics of searching for info online. (2) Get More Out of Google Search. Get more out of your Google Search results with this helpful tutorial. (3) Hidden Features of Google Search. Learn about the many hidden features of Google Search in this tutorial.
This PDF offers some suggestions and best practices around this subject, many …
This PDF offers some suggestions and best practices around this subject, many generated by GenYES Facilitators. This document is a MUST READ if you are considering starting a true student tech infrastructure support program.
With the acquisition of the GenYES program, Ohio users should contact support.infohio.org or their ITC for questions and support for GenYES Ohio.
Bakers Bert and Ernie are on a great adventure! A customer has …
Bakers Bert and Ernie are on a great adventure! A customer has ordered a very big order: 10 loaves of bread, 20 pies, and the world's tallest chocolate cake. And he's on his way to pick them up! Will Bakers Bert and Ernie complete the order in time? This resource focuses on problem solving. [4:59]
Every goal starts with taking the first step. Teaching kids to save …
Every goal starts with taking the first step. Teaching kids to save money by collecting in a specific place such as a piggy bank or a jar shows kids concretely how much they are saving. Every time you save up to a certain small, new amount, celebrate by doing a fun "I Can Save" dance!
Use these resources to turn everyday moments into brain-building adventures. Children's lives …
Use these resources to turn everyday moments into brain-building adventures. Children's lives are packed with first-time experiences. As a caring, supportive adult who talks with them, asks them questions, offers comfort, and shares feelings, you're nurturing a relationship that will help children feel safe and secure to explore and learn about everything around them. By using everyday moments for learning, you're building their brains-and a strong foundation of early school readiness for success in school and in life. That's the "power of now"!
Children look to their families with love and trust to guide their …
Children look to their families with love and trust to guide their understanding about their place in this great big world. Here are some easy-to-use resources to help guide conversations with your child about racism and coming together through one small word-we-in support of racial justice for all.
Using this Cool It! video, children learn the art of goal setting. …
Using this Cool It! video, children learn the art of goal setting. The instructor, Kelsey, gives the group some categories, such as friends/family and school/education, to choose from and visualize/write what they want to have or change within that category. [4:30]
What are the risks and potential consequences of sexting? It's natural for …
What are the risks and potential consequences of sexting? It's natural for teens to be curious about their emerging sexuality. But most middle schoolers aren't prepared for the risks of exploring this in the digital age. Help students think critically about self-disclosure in relationships and practice how they'd respond to a situation where sexting -- or a request for sexting -- might happen. Approximately 50 mins.
LESSON OBJECTIVES: Compare the risks and benefits of self-disclosure in relationships. Identify the risks and potential consequences of sexting. Use the Feelings & Options thinking routine to consider how to respond in situations where sexting could occur.
A giant tortoise learns that if something sounds too good to be …
A giant tortoise learns that if something sounds too good to be true, it usually is. Whitey and Cahoots, two sharks, convince giant tortoise Arlene to invest in their sure-fire, money-making scheme. Arlene takes the bait. So do all her friends, and they discover the hard way what a Ponzi scheme is.
In this lesson, students decide which business ideas from the book sound like a good investment and that they will have the opportunity to determine which idea they would consider investing in.
In this physics-centered activity, students will investigate the best way to transfer …
In this physics-centered activity, students will investigate the best way to transfer between two moving objects in space. First, students will simulate the planets’ orbits by tossing a ball to each other as they move—focusing on factors that impact the success of their pass. Next, they will be introduced to the Hohmann transfer, and they will create a model that demonstrates how this theory recommends objects move between orbits. They will then wrap up by discussing the various reasons why this transfer is more efficient than traveling between the planets in a straight line.
Estimated time required: 2-3 class periods.
Technology required for this lesson: Laptop/Desktop, Smartphone, Tablet.
This is an applied project where your students will choose from three …
This is an applied project where your students will choose from three different project options, then use the design thinking process to create a 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, Video Editing Software.
In this lesson, students will find a real person in their community …
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 3A will only use the presentation and worksheet for 3A).
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 ideate (brainstorm) ideas for their project, sketch …
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 …
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 …
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 …
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.
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![Saturn, Earthseed, and P-Funk as Enclaves + Black Futures Project [Lesson 13 of 20]](https://openspace.infohio.org/static/newdesign/images/materials/default-thumbnail-index.png)
