In this lesson, the teacher will lead the class in a discussion about the value of role models and mentors. Remind the students to refer to their Career Day app assessment results, interview results, and resources. This is lesson four 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.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Smartphone.

Stars in the Universe come in a wide range of sizes and colors. In this lesson, students will use Visceral Science to observe stars to see how these properties affect the life a star lives!

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, VR Headset (Optional).

In the three-lesson module Cells and Models, students explore the use of models in science as they compare the benefits and limitations of various representations of an animal cell, including the Looking Inside: Cells app, and develop a cell model of their own. In this extension, students refine their cell model to illustrate cell specialization.

Estimated time required: 1-2 class periods.

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

In the three-lesson module Cells and Models, students explore the use of models in science as they compare the benefits and limitations of various representations of an animal cell, including the Looking Inside: Cells app, and develop a cell model of their own. In this extension lesson, students use the example of nerve cell networks to explore modeling of multi-cell systems.

Estimated time required: 1-2 class periods.

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

In the three-lesson module Cells and Models, students explore the use of models in science as they compare the benefits and limitations of various representations of an animal cell, including the Looking Inside: Cells app, and develop a cell model of their own. Optional extensions expand students’ learning as they refine a cell model to illustrate cell specialization or explore modeling cell systems through the example of nerve cells.

Estimated time required: 1-2 class periods.

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

In the three-lesson module Cells and Models, students explore the use of models in science as they compare the benefits and limitations of various representations of an animal cell, including the Looking Inside: Cells app, and develop a cell model of their own. Optional extensions expand students’ learning as they refine a cell model to illustrate cell specialization, or explore modeling cell systems through the example of nerve cells.

Estimated time required: 1-2 class periods.

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

In the three-lesson module Cells and Models, students explore the use of models in science as they compare the benefits and limitations of various representations of an animal cell, including the Looking Inside: Cells app, and develop a cell model of their own. Optional extensions expand students’ learning as they refine a cell model to illustrate cell specialization, or explore modeling cell systems through the example of nerve cells.

Estimated time required: 1-2 class periods.

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

In this chemistry and engineering-based activity, students will take on the role of environmental engineers as they are challenged to investigate the best building materials for Mars. To kick off the exploration, they will look at concrete and other key construction materials used on Earth today, considering their properties, pros, cons, and environmental impact. Next, students will investigate the best way to build structures on Mars. They will learn about 3D printing—which is how structures are likely to be built—and they will consider the natural resources available on Mars that could serve as building materials. They will ultimately develop a recommendation to be used in Martian construction moving forward.

Estimated time required: 2-3 class periods.

Technology required for this lesson: Laptop/Desktop, Smartphone.

Students will learn the basic constructs of a video game using the Scratch interface. Students use Scratch to learn about algorithms and event-driven programming. Object-oriented concepts are introduced through the use of sprites and the stage. Students use critical thinking and creativity to complete and enhance Hungry Mouse, a game that they develop using Scratch.

Estimated time required: 2 class periods.

Technology required for this lesson: Design Software, Laptop/Desktop.

In this lesson, students learn how to use computer programming (coding) to control the BBC Micro:bit! They will be able to define computer programming and coding, write their first program for the BBC Micro:bit, and watch their ideas come to life.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students learn to how to program different inputs and outputs on the Micro:bit. Students will define inputs and outputs by viewing an educational video. Then, they will program inputs and outputs on the Micro:bit, such as buttons, lights, shake sensor, and pins.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students learn how to make two Micro:bits "talk" to each other wirelessly by using the radio feature. In addition, they will learn how to use “IF” statements to encrypt information in order to create a wireless communication device for VilBot.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

In this lesson, students learn how to design and code a custom Micro:bit Game by using advanced coding features like if statements, while loops, and variables.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Code Editor, Electronics Kit, Laptop/Desktop, Tablet.

Reflect on the past unit and provide crucial feedback to the Kinfolk team.

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 will focus on the dynamics and interactions surrounding coral! While exploring in Aurelia, you will have seen the different organisms that call coral reefs their home. This lesson will expand on coral, how they create such a uniquely diverse and productive environment, how organisms within this habitat support each other through symbiosis and how these natural interactions can be used to protect our coral reef
ecosystems.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

Lesson 3 is a step-by-step guide for a classroom activity on Sun Ra's art and music. It starts with a 13-minute video of a Sun Ra interview, where students take notes and share their findings with a partner. The lesson then moves on to exploring visuals in Art on Saturn, the Space Is the Place film trailer, and The Last Man in the Cosmos. Finally, students are tasked with a design challenge where they imagine life on Jupiter's moon Europa and create a 15-second clip to show it. There is a 20-minute work time recommended, and students can publish their clips on Instagram with the provided tags.

Estimated time required: 1-2 class periods.

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

Welcome to Unit 3 in the Immersive Media Course, where we will return to Planet Earth and students will focus on making eye-catching, futuristic presentations in Adobe Spark (Chapter 1), designing, and modeling virtual worlds with CoSpaces (Chapter 2), and creating a final project to solve some of Earth’s sustainability challenges (Chapter 3). In this lesson, students will design their own galactic clothing logo using Adobe Spark.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Design Software, Laptop/Desktop, Tablet.

In this lesson, students will create a “personal brand” video using Adobe Spark! If they have completed the previous lesson on Adobe Spark, they can include their logo in the personal brand video.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Camera, Laptop/Desktop, Smartphone, Tablet, Video Editing Software.

In this activity, students will slice three-dimensional figures in the augmented reality environment. They will slice the figures from multiple angles and identify the two-dimensional shapes, or cross sections, that are formed by these slices.

Estimated time required: 1-2 class periods.

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