In this lesson, students will learn about sustainability and then apply their knowledge by adding sustainable features to a spaceship in an interactive story.

Estimated time required: 1-2 class periods.

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

In Visceral Science, users have the ability to seamlessly move throughout the galaxy, jumping from star to star. In this series of lessons, we explore just how large those distances truly are, and how astronomers measure distances throughout the Universe.
To measure distance to stars in our galaxy, astronomers use a technique called parallax. In this lesson, students will explore parallax by building a simple model of how astronomers use the technique.

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

In Visceral Science, users have the ability to seamlessly move throughout the galaxy, jumping from star to star. In this series of lessons, we explore just how large those distances truly are, and how astronomers measure distances throughout the Universe.
In this lesson, we will explore Standard Candles, one of the ways in which astronomers measure distances in space. Using flashlights, students will be able to observe how the same light is dimmer the further it is from an observer.

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

In Visceral Science, users have the ability to seamlessly move throughout the galaxy, jumping from star to star. In this series of lessons, we explore just how large those distances truly are, and how astronomers measure distances throughout the Universe.
In astronomy, the cosmic distance ladder represents all of the methods astronomers use to measure distance. Each rung of the ”ladder” measures slightly further, but rely on the methods before it. In this lesson, students will build a distance ladder of their own using objects found in the classroom and school.

Estimated time required: 1-2 class periods.

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

Learners start by using the Arcadia Earth app’s Keep the Great Lakes GREAT section to glean base knowledge of the North American Great Lakes and factors impacting the region. Students then deepen their knowledge to discover human impact on the Great Lakes in regards to runoff and plastic pollution. This lesson incorporates the activity, Littered Lakes, which exposes plastic accumulation and flow throughout the region. The lesson concludes with discussing and brainstorming solutions to mitigate harmful runoff and plastic pollution. Although this lesson specifies the Great Lakes of North America, principles and concepts can be applied to any watershed.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

In this activity, students will compare their lives on Earth with a virtual experience on Mars. They will begin by using their five senses (sight, smell, hearing, touch, and taste) to illustrate and describe various aspects of their lives on Earth. After similarly describing their virtual time on Mars, they will consider the biggest similarities and differences between their “time” on the two planets. They will then create a newspaper article or news report script that strives to help their audience understand what life is like in this deep-space colony.

Estimated time required: 1-2 class periods.

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

Teachers will examine how learner profiles can be used to identify learner variability factors that will impact instruction and the learning environment. Teachers will learn how to use different types of profiles and surveys to determine learner needs The learner will examine the purpose of learning profiles to address learner variability. The learner will explore strategies for implementing learner profiles to develop a general understanding of their students goals, interests, and technology skills.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

Educators will learn how to adapt their lessons to incorporate simulated experiences that are similar to or completely different from the real world. Educators will explore strategies for bringing learning into a digital 360-degree world.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

During the lesson, students will learn the basics of electricity and circuits and build their first circuit using Snap Circuits. If students do not have access to Snap Circuits, this lesson can be completed using anything that provides students the ability to connect the following components: Power source ( 9V battery); Conductive material (wires, aluminum foil, paper clips, etc.); An “output” device for the electricity (flashlight lightbulb or holiday light); A switch (two metal thumbtacks and a paper clip, aluminum foil and a paper clip, etc.).

Estimated time required: 1-2 class periods.

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

During the lesson, students will learn about series and parallel circuits and how they are used for different purposes. If students do not have access to Snap Circuits, this lesson can be completed using safe household materials that provide students the ability to connect the following components: Power source ( 9V battery); Conductive material (wires, aluminum foil, paper clips, etc.); An “output” device for the electricity (flashlight lightbulb or holiday light); A switch (two metal thumbtacks and a paper clip, aluminum foil and a paper clip, etc.).

Estimated time required: 1-2 class periods.

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

During the lesson, students will learn about slightly more advanced circuitry concepts such resistance, motors, and LED’s. They will conclude the lesson by creating the wiring for a helicopter. Note: See Additional Resources in this lesson's Facilitator Guide for ideas to complete this lesson with common household items. While the circuits may not be identical, students will still be able to understand the basic concepts of a circuit.

Estimated time required: 2-3 class periods.

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

During the lesson, students will learn about speakers and integrated circuits. Note: See Additional Resources in this lesson's Facilitator Guide for ideas to complete this lesson with common household items.

Estimated time required: 2-3 class periods.

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

This is the first of two lessons of “Elements of a Community” in which students will engage with and explore two artworks: the painting Landscape with Garage Lights by Jerome Myers and the Chinese figure Camel made from Terracotta. They will also create an original work of art based on their interpretation of the two artworks which then can be scanned for inclusion in a CocoCast “cast.” In this first lesson, students will preview a “Sneak Peak” of Landscape with Garage Lights and the Chinese Tang Dynasty Camel 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 details of the world around them. The art museum becomes a part of their own community, just like the corner store, the library, and the school.

Estimated time required: 1 class period.

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

This is the second and last of two lessons of “Elements of a Community” in which students will engage with and explore two artworks: the painting Landscape with Garage Lights by Stuart Davis and the Chinese figure Camel made from Terracotta. They will also create an original work of art based on their interpretation of the two artworks which then can be scanned for inclusion in a CocoCast “cast”. In this first lesson, students will preview a “Sneak Peak” of Landscape with Garage Lights and the Chinese Tang Dynasty Camel 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 details of the world around them. The art museum becomes a part of their own community, just like the corner store, the library, and the school.

Estimated time required: 1 class period.

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

Students will use critical thinking, creativity, collaboration, and communication skills to create an emoji. The Vectr graphics software used in this activity helps students develop a STEM mindset. It is important to allow students to work through the process as independently as possible with the facilitator acting only as a guide.

Estimated time required: 1 class period.

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

The educator evaluates the effectiveness of digital learning to support all learners, reflects on their practice, and uses the data to develop SMART goals and pursue relevant professional learning opportunities for continuous improvement. The educator evaluates the effectiveness of digital learning to support all learners, reflects on their practice, and uses the data to develop SMART goals and pursue relevant professional learning opportunities for continuous improvement.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

Come learn how to evaluate the effectiveness of digital learning to support all learners, reflect on your practice, and use the data to develop S.M.A.R.T. goals. The learner will evaluate the effectiveness of digital learning to support all learners, reflect on their practice, and use the data to develop SMART goals and pursue relevant professional learning opportunities for continuous improvement.

Approximate time to complete this course is 3 hours. A micro-credential is available from Digital Promise upon completion.

Effective communication sounds like it should be instinctive. But all too often, when we try to communicate with others, something goes astray. Not everyone is prepared for two-way communication. With two-way communication, the other person hears something else, and misunderstandings, frustration, and conflicts ensue. In this guidepost, coaches will learn how to facilitate effective communication among teachers, administrators, and students. Coaches will learn how to facilitate effective communication among teachers, administrators, and students.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

Educators will explore the benefits of designing learning experiences with augmented reality. Educators will examine augumented reality to open new immersive learning opportunities for students.

Approximate time to complete this course is 4 hours. A micro-credential is available from Digital Promise upon completion.

This is a space-themed lesson on entrepreneurship! In this section, students will explore how entrepreneurship affects markets around the universe.

Estimated time required: 1-2 class periods.

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