LEARNING GUIDES
Copyright Š 2017 Meeper Technology, LLC (Meeper). All rights reserved. No part of this document may be reproduced or transmitted in any form or by any means, electronic or mechanical, for any purpose, without written permission from Meeper. Proprietary and Confidential
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LEARNING GUIDES
Our Mission Closing the STEM Gap in Early Education Engaging Young Girls & Boys! Meeper is a STEM Learning Platform that enriches play and promotes STEM learning with Robotics, Coding and Building experiences. When we started the company, we were an amazing Robotics toy that kids love to play with -- they wait in line for hours to play with our toys. Teachers, librarians, makers and STEM-minded parents pulled us in to education due to the STEM educational aspects of our platform. We couldn't agree more and we're love that we are here!
The Meeper Robotics products hit on all four pillars of STEM and grows with your child from ages 5 to 12. As an early education product, we provide guidance that ensures engagement with girls and boys together at the earliest ages. Children ages four and up can even Code with the meeperBOT. In addition, the Meeper story, characters and comics engages children in the Arts. You can create new stories, color comics, as well as design new comics and characters in your activities.
To close the STEM gap, we must engage girls and boys at early ages and make learning fun. At Meeper, we strive to build Cool STEM Toys that kids love so we can deliver Fun, Learning and Joy.
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LEARNING GUIDES
From the CEO Liz Eversoll is the chief executive officer of Meeper Technology. She has spent the last 20 years in the IT industry and has extensive experience as a business owner, IT executive, technology services and reseller executive, and consultant. Eversoll is a serial entrepreneur who has led startups and multi-billion dollar businesses to success. She started her career as a computer scientist and has led all areas of business from product development/engineering, sales and marketing and all backoffice functions. Liz is active in the WI IT ecosystem and Chairman of the Board for the Doyenne Group, an organization and fund for women entrepreneurs, serves on numerous boards. Liz is passionate about helping women in business and girls in STEM.
A Letter from Liz We started Meeper to build cool Robotics toys that kids loved and then were pulled in to education with all the STEM capabilities built in to the Meeper platform. As I would observe children with our products at events and school functions, I noticed that boys would jump right in and play with the toy. As I watched the girls and talked with them, I invariably noticed three things would happen repeatedly: 1.
Parents with a boy(s) and a girl(s) would ask the boy if they wanted to play with the toy and many times, not ask the girl. Girls, when asked if they wanted to play with the toy would say "I don't know how" or just say no (because they didn't know how). If girls play with the BOTS, many times they will only do the basics and they don't explore the App or the capabilities of the BOT - they were uncomfortable or unsure.
2. 3.
As I watched young girls and their uncertainty with Robotics, it became apparent that we needed to help close this STEM gap. And the gap is large with only 27% of computer science positions held by women and by middle school most girls are not interested in STEM. There are things that we can do together to foster and develop STEM girls. 1. 2. 3.
Start in early education and provide activities where girls and boys are collaborating together in different technology roles. Our Meeper Learning Guides encourage this. Provide fun Robotics toys like Meeper or others to girls (and boys) outside of school. Invisible learning with fun! Introduce girls (and boys) to STEM fields and STEM role models at an early age.
Let's work together to close the STEM gap for girls, and for our country to keep us on the forefront of entrepreneurship and innovation. Liz
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LEARNING GUIDES
STEAM Roles In order for all students be involved in the activities and innovation process, we recommend you have students assign roles in their teams. It is helpful for each student in a group to have a specific role that they are in charge of completing during the duration on the challenge. These roles can be useful in playing to student’s strengths, challenging student’s comfort zones, and promoting accountability during group work. It also helps ensure participation from everyone. With participation comes engagement and engagement will help overcome student uncertainty with regards to Robotics at an early age. In addition, the roles will help ensure collaboration and working as a team. Students will be able to identify the different roles that are needed when completing a challenge, and should be able to self-regulate to complete the task efficiently.
Builder
Materials Manager
The builder is in charge of completing the final build, while incorporating the ideas of all of their teammates.
The materials manager is in charge of any of the materials that the team may need, such as bricks, BOTS, devices, etc.
Observer The note taker is in charge of observing the team, the build, the activity and the results and recording the necessary information in the design document or other support materials.
Architect The architect is in charge of defining and communicating the problem and the solution. They help ensure the solution is built to the greed upon design. They should ensure group participation.
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Classroom Kit Many of the activities in the Meeper for Teacher Learning Guide require the same materials, or materials that may be useful for the activity, but are not required for its success. That is why we designed the Classroom Kit as a reference for you as you implement our activities and as a resource for you to design your own activities! Please refer to this list of materials when noted in the activity guides, but remember that you do not necessarily need these materials and are encouraged to use the materials that you may have readily available!
• • • • • • • • • • • •
Classroom set of meeperBOTS (see BOT recommendations) Smart Devices (e.g. iPad, etc.) Classroom set of bricks Drive table or dedicated drive space Spare axel (front and rear) and wheel kits (available through Meeper) Spare batteries Flat head screw drivers Needle nose pliers Lesson Guides Support Materials Writing utensils Meter/yard sticks
1. 2. 3.
While meeperBOTS are brick compatible, Meeper does not sell bricks in our shop. Any bricks need to be purchased separate, although meeperBOTS are compatible with virtually any bricks. In addition, grants are available to purchase bricks for educational and STEM practices. A classroom set of bricks for a meeperBOT activity includes our suggested set of 100 bricks per BOT being used. By no means do you have to have this exact set of bricks or set number, however we designed this set to have the versatility and size to accommodate most activities in the Learning Guide. The set would contain the following:
• • • • • • • • •
2x2 brick (10) 2x3 brick (10) 2x4 brick (12) 2x1 brick (6) 1x4 brick (6) 1x8 brick (6) 1x1 brick (10) Down-sloped brick (10) Up-sloped brick (2)
• • • • • • • • •
1x4 board (2) 1x6 board (2) 2x2 board (4) 2x3 board (2) 2x4 board (10) 2x8 board (2) 2x10 board (4) 6x8 board (1) 6x16 board (1)
meeperBOT Recommendations It is recommended that you have one meeperBOT and one device for every 2-4 students. You can use the roles outlined and thus have one meeperBOT for every four students. You can also define additional roles and make your teams slightly larger. Larger teams or less BOTS will limit the amount of hands on BOT time per student. If you are performing multi-BOT exercises in your teams than you would need 2+ meeperBOTS per team. Children LOVE playing with the meeperBOT. Use the meeperBOT play time as a reward and let them race, battle and build. In this case, you would require one meeperBOT per student. Fun activity ideas are available on the Meeper website in the Activity Zone: https://meeperBOT.com/pages/activities-1 Meeper Education Kits are available at www.meeperBOT.com
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Lesson Design Philosophy When developing the lessons found within this guide, the Meeper team adopted a constructivist approach to education. In order to effectively learn, students must be active and eager participants during the learning process. Consequently, the Meeper team sought student advice while designing activities in order to incorporate topics that would pique the interest of students. Similarly, we consulted educators from elementary, middle, and secondary backgrounds to develop a structure that enables students to explore, experiment, and investigate the world around them. The framework we utilized consists of three components: Launch, Explore, and Summarize/Reflect.
Launch - The purpose of this component is to focus student on the task to be completed during the activity. The instructor presents information to activate prior knowledge, provide a context, and clarify the goals and expectations. Typically, the Launch consists of only a small portion of the lesson.
Explore - During this phase, students work on the task either in pairs or small groups, shifting the center of learning from the teacher to the students. Students are encouraged explore, create, innovate, question, design, critique, build, destroy, and explain; in other words, this is the time for students to “get messy.� Meanwhile, the instructor moves among groups to support and challenge students. This component makes up the majority of the lesson time.
Summarize/Reflect - In this final portion of the lesson, students present their findings to their classmates. Besides showing what they found, students also showcase how they found this information. The instructor’s role in this step is to select and order student presentations, and correct any misconceptions that may arise. In addition, students reflect upon the learning process. Through these reflections, students develop problem-solving methods and identify processes that help them learn.
While implementing a lesson, the Meeper team encourages educators to maintain this format and provide adequate time for students to complete the Explore phase. The Meeper team also encourage educators to utilize this framework when designing new lessons with the meeperBOT.
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How to Use Learning Guides The standards used are typically aligned with Next Generation Science Standards (NGSS) or Common Core State Standards (CCSS).
GRADE LEVEL: [ ]
Here is the grade level that the learning guide is aligned for, the number of the assignment within the grade level, name of the activity, suggested time, difficulty level, and the pillars of STEAM that the Learning Guide addresses.
ACTIVITY [ ]:
[ACTIVITY NAME]
Objectives align with the given standards and state what the students will be able to do by the end of the lesson.
Objectives:
This is where all of the materials needed for the activity will be listed. Some items may be generalized, so feel free to customize them to your needs. Also, many of the learning guides use our Meeper Classroom Kit, so be sure to familiarize yourself with its contents.
Materials Needed:
Reflection questions are used at the end of a lesson to help students reflect on their learning process and summarize each part together.
Here are the instructions for the activity. This provides the steps, as well as the anticipated time needed to complete each step.
Overview Overview
Activity Guide:
Reflection Questions:
Differentiation is design with the Universal Design for Learning (UDL), so each lesson activity reach every students learning ability in the class.
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STEM/STEAM Pillars Meeper is a unique robotics product as it appeals to all children, not just the engineering-minded child. Programming, Electronics and other STEM concepts can be intimidating to the 80% of children who are not comfortable in the STEM areas. The meeperBOT is invisible learning at its best – ALL children love to play with the toy and thus at early ages they can become engaged with STEM concepts. Early engagement makes it more likely that children will continue on through middle, high and secondary education in STEM fields. In addition, with the Meeper story, comics and characters, you can incorporate lessons and learning in the Arts. This will make it even more likely that all children (not just those engineering-minded children) will engage, explore and learn more about STEM concepts. Science Technology Engineering
Arts
Math
Build Simple Machines and explore these concepts and continue to advance to Robotics and electronics. Use BOTCodeTM to introduce children age 4+ to Coding. Easy, drag-n-drop, scratch-like programming makes your meeperBOT move! The meeperBOT is the most versatile robotics brick-building platform. Construction bricks are at the foundation of Design & Build exercises teaching children engineering concepts. An advantage is that most schools, libraries and homes have LOTS of bricks! The Meeper world is complete with a story, characters and comics with story lines that children can expand and develop. The Meeper Coloring Book let’s children color, developing new comics will expand their creativity and making their stories come to life with the meeperBOT will facilitate engagement and learning. Behind all of the exercises are math concepts. Race tracks with angles, lessons on speed, torque, gearing and calculations of distance and other concepts teach Math basics, measurements and formulas.
meeperBOT is the easiest-to-use, most versatile and lowest cost robotics toy available. It’s fun for ALL children Pre-K to 8th grade, engaging them early with invisible STEM learning.
Throughout the Learning Guides we note the pillars which are included in the lessons, using the image above. • • •
Zero bricks on top of the pillar indicate no content for that pillar in that lesson. One brick indicates some content from that pillar. Two bricks indicate a focus on that area of content.
It’s an easy way to see what lessons apply to the subject area you are teaching. Meeper delivers experiences across all four STEM pillars, as well as the Arts with our Meeper story and comics.
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GRADE LEVEL: K
LEARNING GUIDES
ACTIVITY K.1:
Meeper Soccer Suggested Time: Prep, 15 min; Activity, 45 min Difficulty Level: STEM: Science, Technology, Engineering
Standards: K-PS2-1.: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS2-2.: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Objectives:
Activity Guide:
By the end of the activity, students will be able to…
Prep: Set up a space dedicated as a soccer field (preferably boxed in area with some form of goals- this does not need to be anything fancy!). Set out materials from the Classroom Kit in a space suitable for experimentation. Power up BOTS and connect them to devices.
1. Analyze data from tests of an object or tool to determine if it works as intended. 2. Utilize data to design, implement, and test solutions to solve a given problem.
Materials Needed: • •
Meeper Classroom Kit Various types of balls (e.g. golf balls, tennis balls, ping-pong balls, etc.)
Reflection Questions: 1. What happens when I hit a certain type of ball with a plain BOT? 2. What outcome do I want (i.e. I want to the ball to go in the direction I want it to go when I hit it.)? What problem am I presented with? 3. What is the solution to my problem (includes design)?
1. Divide students into two teams and assign each student a BOT (try to limit 4-5 BOTS per team) and have them play soccer in the Drive mode with the goal of using the BOTS to score goals. (5 min) Note: Add different types of balls to the field so students can observe the variations. 2. Ask students questions about the effect of hitting each ball with the BOT in their desired direction. Prompt students to think about how to make the ball strike more accurate (5 min). 3. Set students up into groups to 2-3 students with 1 BOT. Experiment and record the effects of hitting the different types of balls in a controlled setting using the 1.1 Activity Sheet (15 min). 4. Analyze the data they have observed. Have students design a simple mechanism that would allow them to make more goals accurately (10 min). One example is to build a catcher on the front of the BOT. 5. Have students revisit the soccer field using the newly designed builds (5 min). 6. Wrap up by revisiting Reflection Questions and think about what they have learned during this activity (5 min).
Differentiation Below Target: • Using given observations/problems, engineer a design to solve them
At Target: • Collect data and analyze it to engineer a design to solve an observed problem
Above Target: • Collect data (including measurement of distance) and analyze it to engineer a design to solve an observed problem
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GRADE LEVEL: K
LEARNING GUIDES
ACTIVITY K.2:
Comic Creation Suggested Time: Prep, 5 min; Activity 35-45 min Difficulty Level: STEAM: Science, Technology, Engineering, Art
Standards: K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Objectives:
Activity Guide:
By the end of the activity, students will be able to…
Prep: Prepare copies of the Meeper Comic Panel Template (located in the Appendix) for all students. Set out drawing and coloring materials for students. Prepare the MeeperBOT app.
1. Conceive and create a story, with visuals, in response to a given problem or prompt.
Materials Needed: • • •
1. Optional: Begin a discussion with students on the importance of power/electricity. Generate a list on the board of things that require power in order to work (this could be a broad list, so use your discretion on narrowing the scope or leaving it a general statement). (5 min) 2. Do a read aloud of the first two chapters of the MPR10 comic located in the MeeperBOT app (Some vocabulary in comic may be above grade level for students to read on their own). Summarize MPR10’s problem (crashed on an unknown planet with BOT2.0 and now he has to figure out what to do next). Explain the activity; students will be creating Chapter 3, continuing MPR10’s adventure. (10 min)
Devices with MeeperBOT app (access to Comic) Meeper Comic Panel Template Markers, colored pencils, crayons, etc.
3. Explain the Meeper Comic Panel Template. Students will write their text and accompanying picture in each box (show the students the MPR10 comic again as a model). (5 min)
Reflection Questions: 1. What is the problem that MPR10 and BOT2.0 are faced with? 2. Summarize your story/adventure for the heroes.
4. Give students time to work. (25-35 min) 5. Optional: Provide students time to share their work and/or answer on the Reflection Questions. (5-10 min)
Differentiation Below Target: • •
Provide a prompt for students to base their comic on Provide pre-filled text boxes that students draw visuals from
At Target:
Above Target:
•
• •
Provide blank comic templates for students to fill in on their own
Allow students to read the comics on their own Optional: Provide a vocabulary worksheet to supplement/support
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GRADE LEVEL: 1
LEARNING GUIDES
ACTIVITY 1.1:
Biomimicry Car Design Suggested Time: Prep, 10 min, Activity 35-40 min Difficulty Level: STEM Pillar: Science, Technology, Engineering, Art
Standards: 1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
Objectives:
Activity Guide:
By the end of the activity, students will be able to…
Prep: Set out various build materials. Power up BOTS and connect them to devices. Determine a designated drive/test space.
1. Explore how different animals protect themselves and incorporate at least one aspect of their protection into a design to improve the safety of MeeperBOT.
Mini lesson: Explain Biomimicry-- watch YouTube video with examples: https://www.youtube.com/watch?v=4a8nGf9AXX0 (5 min) 1. Have students brainstorm and research different examples. Go over the examples and prompt students with some if needed (i.e. Shells to protect turtles). (5-10 min)
Materials Needed: • •
Meeper Classroom Kit Various building materials (e.g. tape, paper, straws, etc.; whatever you have laying around your classroom)
2. Explain the design challenge. They need to improve upon the basic MeeperBOT (safer or faster; whatever your preference). They need to add to the MeeperBOT and incorporate one (1) example of biomimicry that they saw/researched. However, before they can get started they have to draw what it will look like and explain how it relates to an animal/nature (i.e. “I created this hard shell to protect the car like the turtle has one to protect himself.”). Note: Provide students with Meeper Design Document located in the Appendix. (5 min) 3. Divide the class into groups of three (3). Students will then be given access to bricks and other materials to create their cars. (15 min)
Reflection Questions:
4. During this time, students can also test their new creations to see how their new 1. What animal did you decide to replicate? Explain its characteristics that are replicated in our society. 2. What changes did you make to the BOT to mimic the animal? Did you have to change your design? Explain.
adaptation works. Then, after everyone has finished, they can share to the rest of the class (how it works and what it does). (10 min)
5. At the end of the activity, have students answer the reflection questions. (5 min)
Differentiation Below Target: • Give students an example of biomimicry to replicate with their MeeperBOT.
At Target: • Students can decide on their own what aspect they want to try to recreate on their MeeperBOT
Above Target: • Students look at how effective their creation was (to make the MeeperBOT faster/stronger) - before & after the change.
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GRADE LEVEL: 1
LEARNING GUIDES
ACTIVITY 1.2:
Standards:
SUMO BOTS
K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Suggested Time: Prep, 10 min; Activity 45-55 min Difficulty Level: STEM Pillar: Science, Engineering, Math
Objectives:
Activity Guide:
By the end of the activity, students will be able to…
Prep: Set out various build materials. Power up BOTS and connect them to devices. Determine a designated space for students to battle.
1. Identify two strengths and two weaknesses for each BOT participating in the battle.
1.
Materials Needed: • • •
2.
Meeper Classroom Kit Various building materials (e.g. tape, paper, straws, etc.; whatever you have laying around your classroom) Dedicated space for BOTS to battle on
3. 4.
Reflection Questions: 1. What changes did you have to make to your BOT after round one? What challenges did your previous design have? 2. What was one or two of the strongest design points for your BOT?
5. 6.
Give students time to build their ultimate battle BOT. If you want, give the students constraints for building. Tell them the goal: they will be set up on a small platform and will try to force the other person off the platform. Encourage them to think about how they might protect their battle BOT. Remind them that they cannot cause any intentional harm to the other BOT. (15 min) Then, have them battle. There will be one driver, one who re-sets the BOT, and one observer per team. The battles will last one minute. Each time one BOT has 2 or more wheels off the platform the other team will get a point. When a point is awarded, the 'ref' (teacher) will call for a reset at which point the BOTS will reset. They will be set up parallel to each other. After each BOT battle, have the students talk about what worked well, and what didn’t for each BOT (strengths and weaknesses related to the BOT challenge). Have students specifically reference data or other trial information. Give students work time to the groups to improve upon their BOT. (20-30 min) Have them battle again and compare results from the first trial to the second. (10 min)
Differentiation Below Target:
At Target:
•
•
Give students a chart outlining some of the possible strengths or weaknesses. Have them compare them to their roBOT.
Above Target: •
Give students a chart to record their information (strengths & weaknesses)
Have students record mathematical data regarding the trials (average time before a point is given, numerical differences before and after improvements, etc.)
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GRADE LEVEL: 2
LEARNING GUIDES
ACTIVITY 2.1:
Standards: K-2-ETS1-1. Ask questions, make observations, and gather information about a
Relay Race Suggested Time: Prep, 10 min; Activity Difficulty Level: STEM Pillars: Science, Technology, Engineering, Art
situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Objectives:
Activity Guide:
By the end of the activity, students will be able to…
Prep: Prepare Design Documents for student use. Power up BOTS and connect them to devices. Determine a designated space for students to test their models (preferably a large space, such as a gym or blacktop).
1. Brainstorm, design, and create a model that will be able to transfer an object between one BOT and another. 2. Utilize the Design Document to effectively and efficiently progress through a given problem by designing and creating a model.
1. 2.
Materials Needed: • •
Meeper Classroom Kit (You may want to offer other varieties of bricks to students) Objects of your choice that serve as the “baton”
3.
4. 5.
Reflection Questions: 1. What challenges does your problem pose? How did your design address those challenges? 2. Based on your provided resources, did your model resemble our original plan/sketch? If you were given unlimited resources, would your plan have changed? How? 3. Did your design work as planned? Did you run into problems? How did you address them? Explain.
6.
7.
Explain to students what a relay race is. This can be supplemented a few ways (e.g. videos or going into the gym and having students do one). (5 min) Introduce the design challenge that students work together in teams to move an object from point A to point B. Explain the Meeper Design Document. Students must identify the challenge and walk through the design process to create a model of a BOT that can both receive and pass-off an object in the efficient way possible. (5-10 min) Depending on the number of students-to-BOT ratio, have students break into groups that can effectively work with three (3) BOTS (about 4-5 students). You may also set this up differently, where the groups are smaller with one (1) BOT, and the entire class works together to complete the relay. Have students complete the Design Document, including the sketch of their design. (10-15 min) Students will then create a physical model of their design with their BOT and test their design- making any necessary changes to their design. (20-25 min) Once it seems that all groups have finalized their design, have students line up their BOTS and begin the race (remember to have students stagger their BOTS. If your school has a track, it may be useful to use it.) (15-20 min) After the race, have students complete the reflection questions. (5 min)
Differentiation Below Target: • •
Provide examples of possible designs that students can mix/match/model after. Group students with mixed learning levels.
At Target: •
Students plan and create their own designs
Above Target: • •
Introduce code in an attempt to more accurately relay Add obstacles or other barriers for more challenge
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GRADE LEVEL: 2
LEARNING GUIDES
ACTIVITY 2.2:
Innovative Inventor Suggested Time: Prep, 10 min; Activity 60-75 min Difficulty Level: STEM Pillar: Art, Technology, Engineering, Math
Standards: K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Objectives:
Activity Guide:
By the end of the activity, students will be able to…
Prep: Prepare Design Documents for student use. Power up BOTS and connect them to devices. Determine a designated space for students to test their models.
1. Brainstorm, design, and create a solution to an everyday problem of their observation. 2. Utilize the Design Document to effectively and efficiently progress through a given problem by designing and creating a model.
Materials Needed: • •
Meeper Classroom Kit Various office supplies or everyday objects that may apply to students observed problem
Reflection Questions: 1. What challenges does your problem pose? How did your design address those challenges? 2. Based on your provided resources, did your model resemble our original plan/sketch? If you were given unlimited resources, would your plan have changed? How?
1. In a large or small groups, ask students to brainstorm everyday problems they may face (this could be at home or at school). (5-10 min) 2. Individually or in small groups (depending on number of BOTS available) have students pick a problem and design a solution for that problem. If students are unfamiliar with the design process, this may be an appropriate time to model the Design Document. (20-30 min) Provide the Meeper Design Document located in the Appendix. 3. Once students have answered the design prompts and created a scaled sketch of their solution, student may begin building their design with their BOTS and brick set. (20-30 min) 4. After students have built their model, have them test their design utilizing the various extra materials provided. During this time, students should be making observations and making necessary adjustments to their designs as needed. (10-15 min) 5. After students have finished their testing and final observations, have students come back together as large groups, small groups, or individually to answer the reflection questions. (5 min)
Differentiation Below Target:
At Target:
•
•
Provide problem scenarios to students (e.g. A roBOT that cleans simple liquid spills during science class)
Develop a design and model to solve a observable problem
Above Target: • Use advanced gears and rods to create other movable aspects that may more efficiently solve the problem • Create a finalized drawing and product board, with pitch, as if students were present this product (Shark Tank style)
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Support Materials
LEARNING GUIDES
Design Document
Name: Lesson/Activity: Role:
What problem are you trying to solve?
What information do you already know about the problem?
What information do you need to solve the problem?
What materials will you need to solve the problem?
Draw a sketch of your final project.
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Support Materials
LEARNING GUIDES
Comic Panel Template
Name:
Lesson/Activity:
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