This is an applied project where your students will choose from three different project options, then use the design thinking process to create a Micro:bit 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 then read about three different users and select one for their project! Students should only work on the material that corresponds to their project choice. For example: if a student chose Project 2A, they would only work on the Project 2A 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 for their micro:bits project. Additionally, they will create a budget for their prototype. Note: the presentation and worksheet for this lesson are the same for all project choices. Regardless of project choice, all students will brainstorm and sketch ideas!

Estimated time required: 1-2 class periods.

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

In this lesson, students will use Micro:bits and MakeCode to create a prototype of their wearable. Note: Students will all be working on their prototypes during this lesson, regardless of project choice.

Estimated time required: 2-3 class periods.

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

In this lesson, students will finalize their Micro:bits wearables, create a poster advertisement for their project, share their project with their peers, give/receive feedback on each other’s projects, submit their designs, and answer a series of reflection questions. Note: the content for 2A, 2B, and 2C 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.

Teaching in a Hybrid Learning environment is a new experience for educators across the country. We at Digital Promise are thinking creatively about how to support educators that find themselves in this new teaching and learning experience. To meet the needs of students and educators, we have designed this micro-credential experience to provide the framework, philosophy, and strategies needed to succeed and create high-quality learning experiences. As an educator leading a hybrid learning environment, it is important to have a clear vision and understanding of high-quality hybrid learning that identifies and makes the best use of online, face-to-face, and independent learning experiences. The development of a clear vision and quality models allows students to maintain high-quality engagement while educators maintain a sustainable practice.

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

This lesson is about exploring the importance of challenging dominant narratives in history and the role of augmented reality in doing so. A field trip to the New York, New Publics exhibit is recommended but not required. Students will examine the wallwork Kinfolk 2040. They will also complete a Time + Memory survey to analyze the impact of time and memory on Black identity and history. Through various activities and discussions, students will reflect on how they can understand the interplay between time, memory, and identity to shape the pursuit of Black Futures.

Estimated time required: 1-2 class periods.

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

Students will use design thinking, creativity, problem-solving, and procedural skills to create a music mix track. This activity—which uses a tablet or smartphone and a free app—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: Audio Editing Software, Smartphone, Tablet.

This is the first of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this first lesson, students will preview a “Sneak Peak” of Sunday Morning 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, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

This is the second of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this second lesson, the class will travel to the Memorial Art Gallery to view the painting in person.

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, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

This is the third of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this third lesson, students will create their own work of art based on their interpretation of the painting Sunday Morning.

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, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

This is the fourth of four lessons in the module “Myself and My Community”. Students will engage with and explore the painting Sunday Morning by Jerome Myers, first in their own classroom and then in person at the Memorial Art Gallery. They will also create an original work of art based on their interpretation of the painting which then will be scanned for inclusion in a CocoCast ‘cast’. In this fourth lesson, students will display the artwork they have created during the third lesson and digitize it using the app CocoCast.

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, describe, and interpret details of an artwork.

Estimated time required: 1 class period.

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

In this activity, students will rotate two-dimensional figures, including rectangles, triangles, circles, trapezoids, and curves, in the augmented reality environment to form three-dimensional figures. They will explore the rotating of the figures at different distances from the axis of rotation and observe the impacts on the rotated figures.

Estimated time required: 1-2 class periods.

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

In this introductory lesson, students will understand the basic aspects of the Kinfolk app. Students practice placing the monuments of four San Diego figures who used imagination to impact history and ensure they can share video and photos via the app. Conducting this lesson will help ensure you are ready to dive into figures and their content in other lessons. The Background section lays recommended groundwork for understanding the Monument Debate in San Diego. It is recommended to begin your lesson there before continuing on to the step-by-step guide.

Estimated time required: 1 class period.

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

In this lesson, students will use the Kinfolk app to be introduced to Dr. Willie Morrow, a prominent figure in the hair care industry who is known for his inventions and innovations. This lesson is aimed at engaging students in activities that help them further develop reading comprehension skills, critical thinking skills, and creativity, as well as their ability to analyze and interpret texts and multimedia materials. Classrooms choose to design and implement a monuments project or experiment to connect to this unsung hero and explore the science and technology of hair care. In order to provide students time to simply download and experiment with the app, it is recommended to complete Lesson 1 first.

Estimated time required: 1 class period.

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

In this lesson, students explore the "Discovery" phase of entrepreneurship by reading about an ocean cleanup company that recycles plastic and turns it into sunglasses. Then, students apply this entrepreneurial knowledge to a problem that the main characters encounter in the book “Plastic, Ahoy!” by Patricia Newman or from a video interview with the scientists.

Estimated time required: 1-2 class periods.

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

In this lesson, students explore the concept of biomagnification by watching a video about how chemical leeching from ocean plastic affects ocean life, health, and business, and then creating a flowchart or other visual to represent the process of biomagnification.

Estimated time required: 1-2 class periods.

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

In this lesson, students will use the Arcadia Earth app to learn about and develop a foundational understanding of our oceans.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Focus on Octavia Butler's interview with Charlie Rose on June 1, 2000 and a few of her quotes. The lesson aims to engage students in a discussion of Octavia Butler's views on science fiction and the use of figurative language. It explores the relevance of Octavia Butler's quotes to science fiction and love. The students are divided into small groups to analyze one of five quotes and its relevance to science fiction and love. The lesson concludes with a design challenge for students to create a Valentine's Day card inspired by Octavia Butler, interpreting the relationship between science fiction and love. The students have 20 minutes of work time and the option to publish their cards.

Estimated time required: 1-2 class periods.

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

In the Arcadia Earth app section titled “Sustainability Beneath the Surface,” students are introduced to several factors that impact ocean health. This lesson takes a deeper dive into one specific challenge: overfishing. Through the game, “One Fish, Two Fish,
Overfishing, NO Fish,” students discover how fishing management reformation is necessary to sustain fish populations and prevent permanent supply collapses.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.