Students will turn the generic cell models into real world specialized cells, including: red blood cell, melanocyte, plant epidermis, root hair, blue-green algae, and e-coli.

Estimated time required: 1-3 class periods.

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

Students will move, add, and modify cell parts to progress the cell through the stages of Mitosis.

Estimated time required: 1 class period.

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

In the Arcadia Earth app, learners explore our oceans and discover various factors that are having detrimental effects on marine ecosystems. Utilizing the information from the app, specifically microplastics, learners generates ideas of how
to mitigate the effects of microplastics in their community.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

This is an applied project where your students will choose from three different project options, then use the design thinking process to create an artificial intelligence and robotics 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.

In this lesson, students will learn more about their user and complete the first two steps in the Design Thinking process: Empathize and Define. They will listen to pre-recorded video interviews to learn about the wants and needs of their user! Students should only work on the material that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 1-2 class periods.

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

In this lesson, students will ideate and sketch designs and pseudocode for their project, then create prototypes of their designs with Micro:bit or MakeCode Arcade. Students should only work on the material that corresponds to their project choice. For example: if a student chose Project 1A, they would only work on the Project 1A content.

Estimated time required: 2-3 class periods.

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

In this lesson, students will share their projects 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 lessons for 1A, 1B, and 1C 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: 1-2 class periods.

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

Educators will develop an understanding of how to implement learning strategies that guide students to articulate their thinking. Educators will examine instructional practices that support the strategic use of visible thinking strategies, in service of content mastery and attainment of digital skills.

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

This lesson includes play and exploration of the senses as students engage their discoveries to gather better samples on Mars using the web-based AR app “Verizon Innovative Learning Lab: Emerging Technologies” or “VILLO” for short.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Mapper's Delight is an iPhone app that shows how rappers cover the globe with references to cities, neighborhoods and regions, using augmented reality to put music and language at your fingertips. With access to data from 1 million transcribed song lyrics, explorers discover how the world's most popular form of poetry and performance engages language arts, STEM, and cultural and data literacy for the 21st century.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Rap music is often about the first person narrative point of view. When one listens to rap they are listening to a story about a person who, like any other author, comes from a specific community, in a specific time and a specific place. That community may be separated or distinguished from that of the listener by media, history, or experience, but in many ways they are still connected. The artist is, at the same time, a unique expression of the community they claim to represent (local perspective) and someone who is subject to the same generalizations when they are viewed from someone not of that community (visitor’s perspective).

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Students will use mathematical concepts (plotting points, slope, equations) and Social Studies (geography) to Map their way around the globe.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Students will use mathematical concepts (plotting points, slope, equations) and Social Studies (geography) to Map their way around the globe.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Using the Rap Almanac database students will be able to run simple and/or advanced searches using keyword words, rhyme phrases, people, places, or by the complexity of text found in hip hop lyrics.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

This lesson will focus on marine mammals! While exploring in Aurelia, you may have seen two different marine ecosystems — the pelagic ocean and coral reefs. In the pelagic ecosystem, we explored how vast and wide the open ocean is, making it the perfect home for marine mammals! In this lesson, we will dive into the pelagic ecosystem and explore how marine mammals are adapted to living in the water, how they communicate, what they eat, and how we can work to conserve them.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Tablet or Smartphone.

In this activity, students will explore the placement of responsibility for governing an expanding Martian settlement. They will begin by reading the Outer Space Treaty to understand the rules that are currently in place on this faraway planet. After discovering frozen water on Mars during their Augmented Reality experience, students will be told that the Martian community is growing quickly. They will therefore be challenged to answer this compelling question: Now that Mars has been colonized, who should govern it?

Estimated time required: 2-3 class periods.

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

In this activity, students will investigate the concept of laws. They will begin by learning about laws on planet Earth as they consider if and how they help their community. After discovering water on Mars while exploring in the TimePod Adventures app, they will imagine that they are members of a Martian community that mirrors the government of the United States. They will be introduced to the fact that any citizen can propose laws in the United States, and groups of students will collaborate to write laws to help protect Mars’ water. As groups take turns pitching their ideas, those listening to the proposals will assume the role of members of the Mars Senate who will ultimately decide which law they would like to bring before the Senate as a bill.

Estimated time required: 2-3 class periods.

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

This is a lesson on David Ruggles, a 19th-century Black activist and abolitionist, who made contributions to the struggle for Black freedom and equality. The lesson aims to educate students about his life, impact and his relevance in the context of enclaves, Afrofuturism, and Black Futures. The lesson begins with the students experiencing augmented reality technology and observing the David Ruggles artwork. Students then engage in group discussions, taking notes on their observations, and sharing their findings with the class. The students read a Zoom-In on Frederick Douglass and Hydrotherapy, exploring symbols related to David Ruggles, and depicting one such symbol. In the final wrap-up session, the students will create social media-style videos on different topics related to David Ruggles, which they will share with the teacher and potentially post on Instagram to spread the word.

Estimated time required: 1-2 class periods.

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

This lesson focuses on exploring Seneca Village, a Black enclave in 19th-century New York City, through augmented reality portals, artifacts, and reports. The objective of the lesson is for students to understand the significance of Seneca Village for the Black community and its impact on Black history and culture. Students will use augmented reality technology to observe the Seneca Village art and discuss their observations in small groups. Next, they work together in small groups to read a Seneca Village biography and a Zoom-In article about Black people in New York in hopes of being able to answer trivia questions.Questions cover topics such as the purpose of Black people acquiring property in Seneca Village, the impact of Central Park on the village, the significance of Seneca Village in the Underground Railroad, and the reasons for its eventual demolition.

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 focuses on the history and impact of the Young Lords Party. The lesson objectives are to analyze the history of the party and its impact on communities, understand the relationship between the party and enclaves, Afrofuturism, and Black Futures through augmented reality and art, read their biography and Zoom-In, craft text-dependent questions, and create a podcast script. Students interact with a monument, craft text-dependent questions based on the information they analyzed and create a podcast concept that incorporates the use of technology and art. They also pitch their concept to another group for feedback. Finally, they record a video pitch, incorporating feedback from their peers, and sharing it via email or on Instagram. The lesson also includes extensions such as allowing students 20 minutes of work time to record the video. This lesson provides students with an opportunity to think critically and creatively.

Estimated time required: 1-2 class periods.

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