In this lesson, students will learn how to be a skillful entrepreneur that transforms ideas into businesses. They will define profit, cost, and revenue. In addition, they will understand the important of the 4Ps of marketing: product, price, place, and promote. Then, they will create their own business card to sell Robot Salad at VilBot’s Family Reunion.

Estimated time required: 1-2 class periods.

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

We have time traveled back all the way to 400 BC to learn about Entrepreneurship and Currency. In this lesson, students will design their own money using pencils and markers.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop.

Explore powerful tools for creating online classroom spaces and meaningful blended and remote learning experiences. Explore powerful tools for creating online classroom spaces and meaningful blended and remote learning experiences.

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

This lesson will focus on bony fish form and adaptations. Students will begin by looking at different types of marine life, particularly fish, in the Aurelia application. After discussing the 3 different classes of fish and basic fish anatomy, students will take a deeper dive into the bony fish class and learn about the adaptations that they have to survive in different ecosystems. At the end of the lesson, students will be able to identify the external anatomy of a bony fish and be able to tell the difference between a bony, cartilaginous or jawless fish.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

This lesson will focus on cartilaginous fish form and adaptations. Students will begin by looking at different types of marine life, particularly fish, in the Aurelia application. After discussing the biological classification system and the 3 classes of fish, students will learn the external anatomy of the main groups of cartilaginous fish. Students will then take a deeper dive into the adaptations of cartilaginous fish that make them different from bony fish. We will finish up by covering modern issues that are facing cartilaginous fish and how we can help their populations.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, participants explore the way the shape of the land and the pull of gravity influence how water moves over Earth. By making unique mountain models from crumpled paper and watching how water moves across them, participants can act as Earth scientists, using their observations to make predictions about the future of our planet. Both English and Spanish activity resources are included. Educators should begin with the file named: Paper Mountains - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, participants will imagine the challenges and opportunities of asteroid mining. Participants will draw their own asteroid mining machines, and consider how these devices would extract, process, and return mined materials to Earth. They can also assume roles assigned by the activity's challenge cards, and imagine what concerns or priorities they might have as a scientist, explorer, lawyer, or engineer. While the technologies necessary for mining materials from asteroids do not yet exist, current missions exploring and studying asteroids may lay the groundwork for future asteroid mining operations. Educators should begin with the file named: Asteroid Mining - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, participants explore the concept of apparent size and experience this phenomenon using familiar objects—a tennis ball and a beach ball. Participants learn that the Sun and Moon appear the same size in our sky because although the Sun is much bigger than the Moon, it is also much farther away. Both English and Spanish activity resources are included. Educators should begin with the file named: Big Sun, Small Moon - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, participants investigate a frozen sphere, trying to learn about objects hidden inside. Participants learn that planetary scientists at NASA are investigating "icy worlds" in the outer solar system, looking for evidence of liquid water and possible signs of life beneath the icy surface.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, participants imagine and draw an extreme environment beyond Earth, then invent a living thing that could thrive in it. They learn that NASA scientists study extremophiles on Earth to imagine the variety of life that might exist elsewhere, and make predictions about where to look for it. Both English and Spanish activity resources are included. Educators should begin with the file named: Imagining Life - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, participants will learn about how gigantic clouds of gas and dust in space, called nebulas, are formed. They'll create their own colorful model nebula using paint and a spinner. Because of the unique quantities and locations of the materials and the forces that spread them out, each model nebula will be unique—just like each real nebula! Both English and Spanish activity resources are included. Educators should begin with the file named: Nebula Spin Art - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

In this activity, participants explore the complex but predictable ways objects in the universe interact with each other. Stars, planets, moons, and other objects in space orbit around each other because of gravity, and NASA scientists can use what we already know about the laws of physics to make new discoveries and predictions. Participants in this activity use orbiting clay balls to make simple, functioning models of interacting objects in space. Both English and Spanish activity resources are included. Educators should begin with the file named: Objects in Motion - Lesson Plan - START HERE.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

The coach reexamines their methods of communication for those they coach and hones their abilities to give feedback. As a coach, you have to be aware of your own communication style while supporting educators with different communication styles. Our communication styles determine how we offer support to our educators and how educators receive support

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

Playing and exploring movement as a form of propulsion.
In this lesson, students will explore and experiment with the concept of propulsion through play, discovery, explicit instruction, design challenges, and the use of the augmented reality application Aurelia. Learning and activities can be easily scaffolded to address further concepts such as drag, turbulence, fluid friction, efficiency of energy, adaptation, and body plans.

Estimated time required: 1 class period.

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

Playing and exploring movement as a method of propulsion featuring the Aurelia app.

In this lesson, students will continue to explore and experiment with the concept of propulsion through play, discovery, explicit instruction, design challenges, and the use of the augmented reality application Aurelia. Learning and activities can be easily scaffolded to address further concepts such as drag, turbulence, fluid friction, efficiency of energy, adaptation, and body plans.

Estimated time required: 1 class period.

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

Prior to this lesson learners engage in the Arcadia Earth app’s Keep the Great Lakes GREAT section to build their understanding of the Great Lakes and its importance to all animals that call this area home, including humans. Next learners explore food chains with a hands-on activity, Linking the Chain. Students then synthesize what they know about the Great Lakes, food chains and how human behaviors can affect both.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Learners start by using the “Freshwater” section of the Aurelia app. This helps them glean base knowledge of freshwater fish adaptations and their habitats. Students then extend their knowledge to consider how fish have to adapt seasonally, namely in the winter when surface water freezes over. They’ll discover how fish have to physically and spatially respond to those changes within their environment. Although this activity could translate to other freshwater habitats, for this lesson, fish from the North American Great Lakes will be utilized.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

This lesson is focused on analyzing the anti-slavery movement and David Ruggles’ impact shaping our understanding of slavery and race. Students will explore texts such as "The Disappointed Abolitionists", but also the first magazine-like publication owned and edited by a Black man in this country, "The Mirror of Liberty". To further evaluate perspective, students study a Black Future with the story of "Appolition". They will then develop and present a group concept for a speculative statue of an abolitionist of the future, reflecting on the significance of symbols and elements in shaping our understanding of historical events and their lasting impact.

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 plan, students will analyze a photo of Seneca Village and the excavation report to determine the central ideas and information about the village. They participate in a collaborative discussion about the connections between the text Color(ed) Theory by Ananda Williams, Seneca Village, and gentrification. They also research a local Black enclave and present their findings. As an extension, they speculate about the future of enclaves.

Estimated time required: 1-2 class periods.

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

After meeting the requirements of Unit 1, students will be able to: Understand the basics of using a drum sequencer in a virtual music production setting. Understand the basics of drum notation and how it can be transferred into a drum sequencer. Understand simple rhythmic concepts as they relate to music. Use basic rhythmic tools including beats, bars and tempo to achieve desired rhythmic concepts in basic music compositions. Edit and sonically manipulate MIDI drum sounds as the basis for music creation. Become familiar with genres from their own and cultures of others. Become familiar with the basic uses of drum machines in a variety of genres. Critically analyze and write self-reflective narratives on their perceptions of their own work as composer/producers and the creative works of others.

Estimated time required: 1-2 class periods.

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