TeacherGuide-CodingFunkeyLevel3
Copyright©2024
Author:LindseyOwn
Editors:KaylynLee
ISBN:978-981-17736-7-9
Publishedby:
SKOOL21PTE.LTD.-Singapore
DUOTower,Level8#831
3FraserStreet,189352,Singapore
Allrightsreserved,firstedition2024.
No part of this book may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permittedbycopyrightlaw.
Forpermissionsorinquiries,pleasecontact:
Email:info@skool21org
Website:https://skool21.org
Preface WelcometotheFutureofTeachingandLearning! Thankyouforjoiningusonthisexcitingjourney!TheSKOOL21STEMInnovatorsseriesis designednotonlytoignitecuriosityinstudentsbutalsotoempowerteacherstolead meaningful, hands-on STEM learning experiences. Through this series, you will guide young innovators as they explore, design, and solve real-world challenges using science,technology,engineering,andmathematics(STEM).
BuildingonaStrongFoundation EachleveloftheSKOOL21STEMseriesbuildsuponthepreviousone,creatingastrong continuum of learning from simple machines to advanced 3D modeling. Students travel through key technological eras, from the Industrial Revolution to the innovations shaping our future. No matter their starting point, every learner will discovernewskillsanddeeperunderstandingalongtheway.
LearningbyDoing At SKOOL21, we believe students learn best by doing. Each book comes with a comprehensive STEM kit, enabling students to build, test, and explore concepts through hands-on challenges. As a teacher, you will facilitate engaging projects where students actively create, problem-solve, and apply critical thinking skills all whilehavingfun.
MakingaReal-WorldImpact Every project is designed to connect learning to real-world issues, inspired by the SustainableDevelopmentGoals(SDGs).Throughthesechallenges,studentsseehow their ideas can contribute to solving problems like clean water access, renewable energy, and environmental conservation — empowering them to envision a better world.
TeachingLikeaPro The SKOOL21 STEM program aligns with international standards and best practices, ensuring that both teachers and students are developing the collaboration, innovation, and design thinking skills valued in today’s world. You’re not just supporting schoolwork you’re preparing the next generation of thinkers, leaders, andchangemakers.
IntroductiontotheKit FunKey can be programmed with Scratch to operate with keystroke inputs (WASDFG,space,andarrowkeys),orcanbeusedwithoutanyprogrammingby using sensor inputs to control outputs like LEDs or servos without any programming
LessonStructure Each lesson in the handbook follows a structured format to ensure clarity and effective implementation. A sample solution is also found at the end of each lesson Thestructureincludes:
TheEngineeringDesignProcess The Engineering Design Process (EDP) is a systematic approach used by engineers and designers to solve problems and create innovative solutions. It provides a structured framework for developing new products, processes, or systems by following a series of well-defined steps. This process is not only applicable in engineering, but is also widely used in various STEM disciplines to tacklechallengesanddevelopcreativesolutions.
For students in first grade and above, the typical Engineering Design Process follows multiple iterative steps, including identifying a problem, researching, brainstorming,designing,prototyping,testing,andrefiningsolutions
This structured approach encourages creativity, critical thinking, and iteration, formingastrongfoundationforfutureSTEMlearning
FosteringSocialSkills STEM activities naturally build key social skills Teachers can help students practice and strengthen these skills by guiding them during group work, discussions,andprojectchallenges.
Keysocialskillsdevelopedinclude:
Collaboration
Encouragestudentstoshareideas andassignrolesduringgroup worktobuildteamworkand respectfordifferentperspectives
CriticalThinking Promptstudentstoask"why"and "whatif"questionswhensolving problemsordesigningsolutions
EmpathyandRespect Remindstudentstovalue everyone 'sideasandsupport peersbyusingkind,respectful language.
ConflictResolution
Coachstudentstotalkthrough disagreementscalmlyandfind solutionsthateveryonecan accept.
Reflection Buildreflectionintotheprocessby askingstudentswhatworkedwell, whatwaschallenging,andwhat theywoulddodifferentlynexttime.
Communication
Modelclearcommunicationand askstudentstoexplaintheir thinkingandlistencarefullyto teammates
Problem-Solving Challengestudentstotrydifferent strategieswhentheyface obstaclesandpraisepersistence
TimeManagement Helpteamssetmini-deadlines andguidethemtobreakprojects intosmaller,manageabletasks
PresentationSkills Givestudentsregularchancesto presenttheirworktopeers,using clearspeakingandsupportive feedback.
Teamworking Celebratestrongteamworkby recognizingwhenstudentsshare leadership,encourageeachother, andsolveproblemstogether
Teaching STEM also teaches students how to think, work, and lead. By actively supporting social skills during projects, teachers prepare students not just for academicsuccess,butforfuturecareersandlifechallenges.
MakerspaceSetup Amakerspaceisacreative,hands-onareawherestudentsexploreSTEM conceptsthroughbuilding,experimenting,andsolvingproblemstogether.This guideisdesignedforteacherswhoarenewtoSTEMandlookingforclearstepsto setupandmanageamakerspace.
STEMClassroomManagement STEMclassesarehands-on,highlyengaging,andoftennoisy that’sagood thing!Butwithoutclearroutinesandstructures,theycanquicklybecome chaotic.Awell-managedmakerspaceallowsstudentstoexploreandinnovate safely,responsibly,andcollaboratively.
EffectiveTeamwork AnimportantaspectofthesocialskillsdevelopedthroughSTEMlearningis effectiveteamwork.Teacherscansupportstudentsindevelopingtheseskills throughpurposefulstructuringofstudentteamssothattheycanpractice effectiveteamwork.
Havinganassignedrolewithinateamgiveseach studentspecificresponsibilities,sothatthereisno questionofwhoshoulddowhat.Assigningrolesensures thatnostudenttakestoomuchcontrolofthegroup,and nostudentremovesthemselffromthegroup’sefforts.
Lessonsareintendedtobecompletedingroupsof3or4students,andeach lessonhasaplacetorecordwhowillperformeachroleforthatlesson.Whether youassigngroupsandrolesorallowstudentstoself-select,ensurethatstudents rotaterolesregularly!
Leader
Material Manager Reporter
Testing Supervisor
Notethatnoonerolehasthefullresponsibilityofbuildingprototypes-all studentsinthegroupshouldbeinvolvedinbuilding!
Ifyourstudentsareworkingingroupsof3,youmightcombinetheProject Communicator/ReporterandProjectTester/TestingSupervisorroles.
Ifyourstudentsareworkingingroupsof5ormore,youmightconsiderthe followingadditionalroles:
Documentarian-takesphotosormakessketchesofeachprototypealong thewaytobeabletosharethefullstoryofhowthegroupdevelopedtheir solutionidea
Timekeeper-paysattentiontohowmuchtimeisavailableforeachstepof theproject,andencouragestheteamtokeepeachstepwithinitsallotted time
LevelsAandBdonothavedesignatedroleswithinthestudentworkbooks.Ensure thatyourstudentsaresharingmaterialsandcommunicatingwitheachother!
ImplementationGuide TheSKOOL21STEMInnovatorsHandbookoffersproject-basedSTEMlessonsfor Pre-KthroughGrade12.Teacherscanusethreemainmodelstoimplementthese projects:
HybridApproach (BlendingAllModels) S t a n d a r d s A l i g n m e n t
N G S S C a m b r i d g e S c i e n c e I S T E C C S SM a t h C a m b r i d g e M a t h
L e s s o n # T o p i c D u r a t i o n S D G
1 D r a w i n g B l u e p r i n t s 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d 35E T S 11 3 T W S m . 0 2 , 3 T W S m 0 3 1 . 1 . c , 1 . 4 . d , 1 . 5 . b 3 . G . A . 1 3 G g . 0 1 , 3 G g . 0 3 , 3 G g 0 4
9 0 m i n u t e s ( 1 5 ) L i f e o n L a n d 3L S 43 , 3L S 44 3 B e 0 1 1 4 d , 1 6 a 3 M D B 3 3 G p 0 1
2 F o o d M a z e G a m e
3 T r i c k i e s t M u l t i p l i c a t i o n 9 0 m i n u t e s ( 4 ) Q u a l i t y E d u c a t i o n 35E T S 11 3 T W S m . 0 2 1 . 1 . c , 1 . 4 . d , 1 . 5 . b 3 . N B T . A . 3 , 3 M D A 1 , 3 O A B 5 3 N n . 0 5 , 4 N n . 0 4
4 F l o w e r i n g P l a n t s 9 0 m i n u t e s ( 1 5 ) L i f e o n L a n d 3P S 23 3 B s 0 1 , 3 T W S m . 0 1 1 4 d , 1 5 b 3 N f A 1 3 G g 0 9 , 3 N f 0 1
5 I d e n t i f y i n g A n i m a l s 9 0 m i n u t e s ( 1 5 ) L i f e o n L a n d 3L S 42 3
6 T r a v e l A r o u n d t h e L a n d m a r k 9 0 m i n u t e s ( 1 6 ) P e a c e , J u s t i c e a n d S t r o n g 3P S 23 3 P e 0 1 , 3 P e 0 2 ,
7 S u n l i g h t a n d S h a d o w s 9 0 m i n u t e s ( 1 1 ) S u s t a i n a b l e C i t i e s a n d 3P S 22 , 3P S 42 3 P s 0 2 , 3 P s 0 3 , 3 T W S m . 0 2 , 1 4 d , 1 5 b 3
8 O r g a n M a t c h 9 0 m i n u t e s ( 3 ) G o o d H e a l t h a n d W e l l b e i n g 3L S 11 , 3 P S 23 3 B s . 0 3 , 3 T W S m 0 2 1 . 4 . d , 1 . 5 . b 3 . G . A . 1 3 G m . 0 2
9 R e d i r e c t i n g a f l o o d 9 0 m i n u t e s ( 1 1 ) S u s t a i n a b l e C i t i e s a n d 3E S S 31 3 T W S c 0 2 1 4 d , 1 5 b 3 M D B 3 3 S s 0 2 , 3 S s 0 3
1 0 L i q u i d & S o l i d S i m u l a t o r 9 0 m i n u t e s ( 1 3 ) C l i m a t e A c t i o n 3L S 11 3 C m . 0 1 , 3 C p . 0 1 , 3 C C 0 1 1 . 4 . d , 1 . 5 . b 3 . G . A . 1 3 G p . 0 1
1 1 M i n iG o l fG r a v i t y 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d I n f r a s t r u c t u r e 3P S 21 , 3P S 22 3 P f 0 2 1 4 d , 1 5 b 3 N F A 1 , 3 N F A 3 3 S s 0 2 , 3 N f 0 1
F o s s i l E v i d e n c e 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d 3L S 41 3 E s p 0 1 , 3 E S p 0 2 , 3 T W S m . 0 3 1 4 d , 1 5 b 3 M D B 4 3 G g 0 2
1 2
1 3 P r o b i l i t y M a c h i n eD r o p B a l l 9 0 m i n u t e s ( 9 ) I n d u s t r y I n n o v a t i o n a n d 3P S 21 3 P f . 0 1 , 3 P f . 0 2 1 . 4 . d , 1 . 5 . b 3 . N F . A . 1 3 S p . 0 2
S h a d o w P u p p e t S h o wP a r t 1 9 0 m i n u t e s ( 4 ) Q u a l i t y E d u c a t i o n 35E T S 12 3 P s .
1 4
1 5 S h a d o w P u p p e t S h o wP a r t 2 9 0 m i n u t e s ( 4 ) Q u a l i t y E d u c a t i o n 35E T S 13 3 P s . 0
1 6 C a p s t o n e P r o j e c t 9 0 m i n u t e s ( 1 1 ) S u s t a i n a b l e C i t i e s a n d 3E S S 21 , 3E S S 22 , 3 T W S c . 0 2 , 3 S I C 0 3 , 1 4 c -
CambridgePrimaryScience (0097) 3TWSm.01Knowthattherearedifferenttypesofmodelsinscience, includingdiagramsandphysicalmodelsthatwecantouch
3TWSm.03Drawadiagramtorepresentarealworldsituationand/or scientificidea.
3TWSc.03Takemeasurementsinstandardunits,describingthe advantageofstandardunitsovernon-standardunits
3Bs.01Describethefunctionofthemajorpartsoffloweringplants (limitedtoroots,leaves,stemsandflowers)
3Bs.02Identifythedistinguishingfeaturesofdifferentgroupsof animals,includingfish,reptiles,mammals,birds,amphibiansand insects.
3Bs.03Identifysomeoftheimportantorgansinhumans(limitedto brain,heart,stomach,intestineandlungs)anddescribetheir functions
CambridgePrimaryScience (0097) 3Be01Identifyanddescribesimplefoodchains,whereplantsare producersandanimalsareconsumersofplantsand/orother animals
3Cm.01Knowthatmaterialscanbesolids,liquidsorgases.
3Cp.01Describedifferencesinthepropertiesofsolidsandliquids
3Cc.01Knowthatwhenasoliddissolvesinaliquidthesolidisstill present,andthisisanexampleofmixing
3Pf.01Knowthatforcescanbemeasuredwithaforcemeter
3Pf.02KnowthatgravityonEarthisaforcethatpullstowardsthe centreoftheEarth
3SIC.03Knowthateveryoneusesscienceandidentifypeoplewho usescienceprofessionally
CambridgePrimaryScience (0097) 3Ps01Investigatehowlightcanpassthroughsomematerialsandis blockedbyothers,andusethetermstransparent,translucentand opaque.
3Ps.02Knowthatshadowsareformedwhenlightfromasourceis blockedbyanobject
3Ps.03Investigatehowthesizeofashadowisaffectedbythe positionoftheobjectandthepositionofthelightsource
3Pe.01Describemagnetsashavinganorthpoleandasouthpole
3Pe.02Describehowmagnetsinteractwhenneareachother,using thetermsrepelandattract.
3Pe.03Investigatehowsomematerialsaremagneticbutmanyare not
3Esp.01KnowthatplanetEarthisthesourceofallmaterialsweuse andthatmanyusefulmaterials,includingoil,naturalgas,andmetals, comefromorarefoundinrocks.
3ESp.02Knowthatfossilsareimpressions,orremains,ofthingsthat wereoncealive
NGSSAlignment 3-5-ETS1-1Defineasimpledesignproblemreflectinganeedora wantthatincludesspecifiedcriteriaforsuccessandconstraintson materials,time,orcost
3-5-ETS1-2Generateandcomparemultiplepossiblesolutionstoa problembasedonhowwelleachislikelytomeetthecriteriaand constraintsoftheproblem
3-5-ETS1-3Planandcarryoutfairtestsinwhichvariablesare controlledandfailurepointsareconsideredtoidentifyaspectsofa modelorprototypethatcanbeimproved
3-LS1-1Developmodelstodescribethatorganismshaveuniqueand diverselifecyclesbutallhavecommoncharacteristicsofbirth, growth,reproduction,anddeath
3-LS4-1Interpretdatafromfossilstoinferpastenvironments
3-LS4-2Useevidencetoconstructanexplanationforhowvariations amongindividualsprovideadvantages
3-LS4-3Survivalinparticularenvironments
3-LS4-4Environmentalchangesandorganismsolutions
3-ESS2-1Representdataintablesandgraphicaldisplaystodescribe typicalweatherconditionsexpectedduringaparticularseason.
3-ESS2-2Obtainandcombineinformationtodescribeclimatesin differentregionsoftheworld
CambridgePrimary Mathematics(0096) 3Ni.05Understandandexplaintherelationshipbetween multiplicationanddivision.
3Np04Understandtherelativesizeofquantitiestocompareand order3-digitpositivenumbers,usingthesymbols=,>and<
3Np.05Round3-digitnumberstothenearest10or100
3Nf.01Understandandexplainthatfractionsareseveralequal partsofanobjectandallthepartstogetherequalonewhole.
3Gt.01Choosetheappropriateunitoftimeforfamiliaractivities.
3Gt.02Readandrecordtimeaccuratelyindigitalnotation(12hour)andonanalogueclocks
3Gp01Interpretandcreatedescriptionsofposition,directionand movement,includingreferencetocardinalpoints
CambridgePrimary Mathematics(0096) 3Gg.01Identify,describe,classify,nameandsketch2Dshapesby theirproperties Differentiatebetweenregular&irregularpolygons
3Gg.02 Estimateandmeasurelengthsincentimetres(cm),metres (m)andkilometres(km)
3Gg.03Understandthatperimeteristhetotaldistancearounda 2Dshapeandcanbecalculatedbyaddinglengths,andareais howmuchspacea2Dshapeoccupieswithinitsboundary.
3Gg.04Drawlines,rectanglesandsquares Estimate,measureand calculatetheperimeterofashape,usingappropriatemetricunits, andareaonasquaregrid
3Gg.09Identifybothhorizontalandverticallinesofsymmetryon 2Dshapesandpatterns
3Gp.01Interpretandcreatedescriptionsofposition,directionand movement,includingreferencetocardinalpoints.
3Gt.01Choosetheappropriateunitoftimeforfamiliaractivities
3Gt.02Readandrecordtimeaccuratelyindigitalnotation(12 hour)andonanalogueclocks
3Nm.01Interpretmoneynotationforcurrenciesthatuseadecimal point
3Nm.02Addandsubtractamountsofmoneytogivechange
CambridgePrimary Mathematics(0096) 3Nf.01Understandandexplainthatfractionsareseveralequalparts ofanobjectorshapeandalltheparts,takentogether,equalone whole
3Nf04Understandthatafractioncanberepresentedasadivisionof thenumeratorbythedenominator(half,quarterandthreequarters)
3Nf.05Understandthatfractions(half,quarter,three-quarters,third andtenth)canactasoperators
3Nc.05Recognisetwoandthreedigitmultiplesof2x,3x,5xand10x tables
3Ss.02Record,organiseandrepresentcategoricalanddiscrete data Chooseandexplainwhichrepresentationtouseinagiven situation.
3Ss.03Interpretdata,identifyingsimilaritiesandvariations,within datasets.
3Sp.02Conductchanceexperiments,andpresentanddescribe theresults
3.NBT.A.1Useplacevalueunderstandingtoroundwholenumbers tothenearest10or100
3.NBT.A.3Multiplyone-digitwholenumbersbymultiplesof10in therange10–90(eg,9×80,5×60)usingstrategiesbasedon placevalueandpropertiesofoperations.
3.NF.A.1Understandafraction1/basthequantityformedby1part whenawholeispartitionedintobequalparts;understanda fractiona/basthequantityformedbyapartsofsize1/b
3.NF.A.3Explainequivalenceoffractionsinspecialcases,and comparefractionsbyreasoningabouttheirsize
3.MD.A.1Tellandwritetimetothenearestminuteandmeasure timeintervalsinminutes Solvewordproblemsinvolvingaddition andsubtractionoftimeintervalsinminutes,eg,byrepresenting theproblemonanumberlinediagram.
3.MD.B.3Drawascaledpicturegraphandascaledbargraphto representadatasetwithseveralcategories Solveone-andtwostep“howmanymore”and“howmanyless”problemsusing informationpresentedinscaledbargraphs Forexample,drawa bargraphinwhicheachsquareinthebargraphmightrepresent5 pets
3.MD.B.4Generatemeasurementdatabymeasuringlengthsusing rulersmarkedwithhalvesandfourthsofaninch.Showthedataby makingalineplot,wherethehorizontalscaleismarkedoffin appropriateunits wholenumbers,halves,orquarters
3.MD.C.6Measureareasbycountingunitsquares(squarecm, squarem,squarein,squareft,andimprovisedunits)
CCSSMathematicsAlignment 3.G.A.2Partitionshapesintopartswithequalareas Expressthe areaofeachpartasaunitfractionofthewhole.Forexample, partitionashapeinto4partswithequalarea,anddescribethe areaofeachpartas1/4oftheareaoftheshape
3.OA.B.5
SchemeofWork Session Objectives
1 (45mins)
2 (45mins)
Defineteamroles, learnbasicScratch programming,draw polygons
IdentifyFunKeyparts, basicsensor input/outputcircuits.
Computers/tablets withScratch, projector
Engineering Design,Shapes andStructures
Thinkingand Working Mathematically
FunKeykits, alligatorclips,LEDs, sensors
ElectricalCircuits
Thinkingand Working Mathematically
3 (45mins)
4 (45mins)
IntegrateFunKeywith Scratchforinputdrivencoding.
FunKeykits, Scratch-enabled computers
Exploredistance sensors,servos, sensorreadinglogic.
FunKeykits, ultrasonicsensors, servos
Computing Systems
Thinkingand Working Mathematically
Engineering Design
Measurement, Data
5 (45mins)
6 (45mins)
7 (45mins)
8 (45mins)
Defineproblemand planpolygondrawing system
Test,iterateand finalizeshape drawing
Planafoodchain maze;design movementcontrols
Test,debug,and presentthefood maze
FunKeykits Computer Cardboard
ArtSupplies (tape,markers)
Batteries
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
Engineering Design
Geometryand Measure
Ecology(Food Chains)
Statisticsand Probability
9 (45mins)
10 (45mins)
11 (45mins)
12 (45mins)
Designmultiplication factpracticetool
Buildandrefine multiplicationtool withsensors
Planinteractiveplant model;identifyparts.
Buildplantmodel andinteractive labels
13 (45mins)
14 (45mins)
15 (45mins)
16 (45mins)
Plananimal classificationgame
Implement,test animalgrouping game
Plannavigationmap project.
Buildandtest landmarknavigation system
17 (45mins)
18 (45mins)
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
Planshadow/light experiment;sensor setup
Collectlight/shadow dataandanalyze results
19 (45mins)
20 (45mins)
Planorganmatching activity/game
Implementandtest organmatchmodel
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
Engineering Design
Number Operations
Structureand function (PlantBiology)
Geometry (fractions)
Structureand function(Animal Biology)
PlaceValue, Ordering,and Rounding
Motionand Stability (Magnetism)
Geometryand Measure (mapping)
Lightand Shadows
Measurement
Structureand Function (Human Anatomy)
Geometryand Measure
21 (45mins)
22 (45mins)
Planflood management system
Build/testemergency floodgateprototype.
FunKeykits
Computer
Cardboard
ArtSupplies (tape,markers)
Batteries
Earth'sSystems &Environmental Impacts
Geometryand Measure
23 (45mins)
24 (45mins)
25 (45mins)
26 (45mins)
Understandstatesof matter;plan simulation
Buildsolid-liquid simulation;testand explain
Planmini-golfgame (gravityinaction).
Build/testmini-golf simulationusing sensors
27 (45mins)
28 (45mins)
29 (45mins)
30 (45mins)
Planfossil stratification simulation
Build/testfossil discoverymodel
Planprobability machinesetup
Build/testmodel; collectandanalyze data
FunKeykits
Computer
Cardboard
ArtSupplies Conductive Tape
FunKeykits
Computer
Cardboard
Propertiesof Matter
Geometryand Measure
ArtSupplies Conductive Tape Forcesand Interactions Geometryand Measure
FunKeykits
Computer Cardboard
ArtSupplies Conductive Tape
FunKeykits
Computer Cardboard
FossilsandEarth History Geometryand Measure
ArtSupplies Conductive Tape Forcesand Motion Statisticsand Probability
31 (45mins)
32 (45mins)
33 (45mins)
34 (45mins)
Planpuppetplay demonstrating shadows
Createpuppetshow usingopaqueand translucentmaterials
Planimprovedshow usingtransparency
Performimproved showsandreview lightproperties
FunKeykits
Computer
Cardboard
ArtSupplies Conductive Tape WavesandTheir Applications Measurement andData
FunKeykits
Computer Cardboard
ArtSupplies Conductive Tape WavesandTheir Applications Measurement andData
35 (45mins)
36 (45mins)
Plancapstone weatherhazard project
Build/test/present finalweatherhazard solution
FunKeykits
Computer Cardboard
ArtSupplies Conductive Tape
LivingThingsin Their Environment Measurement andData
LessonPlans andAnswerkey LearningObjectives
Lesson1:Scratch LessonPlan Duration: 45minutes
Attheendofthelesson,thelearnerswill: Identifyandusesprites(charactersyoucanprogram). Changeasprite’scostumes(differentlooksforthesamecharacter). Usebasiccodingblockstomakeyourspritemoveandchangeappearance Extensionobjective:Exploreadditionalblockstoenhanceyoursprite'sactions!
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools.
Logintothelaptops,openscratchmitedu,andlogintoeachlaptoponadifferentgroup account.Leavetheinternetbrowseronthemainscratchscreen. Ifyouhaveenoughdevices,youcanchoosetohaveeverystudentdothislesson independently,whichmayhelpbuildtheirconfidencemorequickly! NoFunKeyorotherphysicalmaterialsneededforthislesson
LearningActivities 1.ThismaybeyourveryfirsttimeintroducingtheSTEMInnovatorsHandbooktoyour students!Ifso,explainthattheywillbelearningtobeengineersandsolvingproblems usinganengineeringdesignprocess Thefirstfourshortlessonswillintroducethemto thetoolstheywillusetosolveproblemsandinnovate,andafterthoselessonstheywill jumpintotheirfirstchallenge!
2Readthevocabularyandintroductionwithyourstudents Tellthemtobeginpracticing usingtheScratchvocabularywhiletheywork,andrefertosprites,costumes,andblocks bytheircorrectnames!
1Directstudentstostartfollowingthestepsinthe“GettingStarted”section Encourage themtobecreativeandmakeafuncharacter!
2.Ifstudentsareworkingingroups,ensurethattheyaretakingturnsdirectlycontrollingthe computer Considerhavingthemswitchateachnewsectionoftheinstructions
3.Supportyourstudentsastheyproceedthroughthelesson!Iftheyareunsurewhattodo, encouragethemtogobackandreadtheinstructionsagain.
1.Asstudentsreachthe“TryItYourself!”and“Extension”sections,encouragethemto continueusingtheircreativitytotrynewwaysofmakingtheircharactermove!
2.Iftimepermits,supportstudentsinsharingtheirextensionswitheachotherand explainingwhatdifferentthingstheydiscoveredthedifferentblockscando!
3Attheendofthelesson,returntothe“LearningObjectives”atthebeginningofthelesson andaskstudentstodescribewhattheydidtomeeteachofthoselearningobjectives.
TIP
Dragblocksbacktotheblockpalettetodeletethem. Selectthetopblocktomoveanentiregroupofblocks. Rightclickortapandholdtoduplicateblocks
LearningObjectives
Lesson2:FunKey LessonPlan Attheendofthelesson,thelearnerswill:
Understandwhataninputandanoutputare. Usesensorslikelight,tilt,andIRdistancesensors. UseLEDlightsandservomotorsasoutputs Tryusingmorethanonesensoratatimetodofunthings!
Materials
Vocabulary
Duration: 45minutes
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools.
Nolaptoporotherdigitaldeviceisneededforthislesson
Preparethematerialsfortheclass.Ensurethebatteriesinthebatterypacksarefresh. SetupasampleworkingFunKeysystemfordemonstration.
LearningActivities 1.RemindstudentsthattheyhavelearnedaboutaprogrammingtoolcalledScratch.Tell themthattheywilllearnhowtouseaphysicalcomputingtoolcalledaFunKeytoday!
2Readthevocabularyandintroductionwithyourstudents Askthemiftheycanthinkof inputsthattheyhaveusedwithcomputersbefore Theymightlistthingslikeakeyboard ormouse,whichsendsasignaltothecomputer!
3Togetherasawholeclass,unpackthekitsandfindeachoftheitemslistedinthe“Let’s LookAtWhat’sInYourKit”section HavestudentsfindthedifferentplugsontheFunKey andidentifyeachoftheseparatecomponentslikethesensorsandLEDs.
1Directstudentstostartfollowingthestepsinthe“GettingStarted”section Encourage themtobepatientastheyusethisnewtoolforthefirsttime!!
2.EnsurethattheyaretakingturnspluggingincomponentsandmanipulatingtheFunKey.
3Supportyourstudentsastheyproceedthroughthelesson!Iftheyareunsurewhattodo, encouragethemtogobackandreadtheinstructionsagain.
1.Asstudentsreachthe“TryItYourself!”and“Extension”sections,encouragethemtouse theircreativitytotrynewwaysofcombiningdifferentinputsandoutputs!
2.Iftimepermits,supportstudentsinsharingtheirextensionswitheachotherand explainingwhatdifferentthingstheydiscoveredthedifferentsensorscando!
3Attheendofthelesson,returntothe“LearningObjectives”atthebeginningofthelesson andaskstudentstodescribewhattheydidtomeeteachofthoselearningobjectives.
TIP
Eachinputontheleftcansenda signaldirectlytotheoutputonthe right–nocomputerneeded!
AnswerKey
1.TheLEDshouldturnoff.
2.TheLEDshouldturnon.
Lesson3:ScratchwithFunKey LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 45minutes
Useasensor(input)tomakesomethinghappenonthecomputer(output). Usedifferentsensorslikealightsensor,tiltsensor,andIRdistancesensor. MakeyourScratchcharactermoveusingtheFunKey,notthekeyboard!
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools.
Logintothelaptops,openscratch.mit.edu,andlogintoeachlaptoponadifferentgroup account.Leavetheinternetbrowseronthemainscratchscreen.
Preparethematerialsfortheclass
SetupasampleworkingFunKeysystemfordemonstration
LearningActivities 1.RemindstudentsthattheyhavelearnedaboutaprogrammingtoolcalledScratch,anda physicalcomputingtoolcalledFunKey Tellthemthattheywilllearnhowtocombing thosetwotoolstogethertoday!
2.Readthevocabularyandintroductionwithyourstudents.
1Directstudentstostartfollowingthestepsinthe“GettingStarted”section Encourage themtobepatientastheytrytocombingthesetwotoolsforthefirsttime!!
2.EnsurethattheyaretakingturnspluggingincomponentsandmanipulatingtheFunKey, ANDdirectlysettinguptheircodeinScratch
3.Supportyourstudentsastheyproceedthroughthelesson!Iftheyareunsurewhattodo, encouragethemtogobackandreadtheinstructionsagain.
1.Asstudentsreachthe“Extension”section,encouragethemtousetheircreativitytotry newwaysofcombiningdifferentinputsandoutputs!
2.Iftimepermits,supportstudentsinsharingtheirextensionswitheachotherand explainingwhatdifferentwaystheycombinedthesensorsandScratchactions!
3Attheendofthelesson,returntothe“LearningObjectives”atthebeginningofthelesson andaskstudentstodescribewhattheydidtomeeteachofthoselearningobjectives.
LightSensor:
Shineaflashlightonthesensortomakeyourcharactergo, andturntheflashlightofftomakeyourcharacterstop.Likea trafficlight!
TiltSensor:
Attachthesensortoarulerorcardboardstrip.Tiltitleftor righttomakeyourcharacterwalkorjump!t’slikeamagic wand!
Lesson4:MoreFunKeyComponents LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Learnaboutanaloginputs(theydon’tjustsay“yes”or“no”–theygivemore information!).
Useasensortomakeaservomotormoveslowlyorquickly,alittleoralot TrydifferentcombinationsofinputsandoutputsonyourFunKeyboard.
Materials
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Mostimportantly!Completethislessonyourselfbeforeintroducingittostudentssothat youbecomefamiliarwiththetools.
Nolaptoporotherdigitaldeviceisneededforthislesson. Preparethematerialsfortheclass.Ensurethebatteriesinthebatterypacksarefresh. SetupasampleworkingFunKeysystemfordemonstration
LearningActivities 1.RemindstudentsthattheyhavelearnedaboutaprogrammingtoolcalledScratch,anda physicalcomputingtoolcalledFunKey Tellthemthattheywilllearnanewtypeofinput andoutputfortheFunKeytoday!!
2.Readthevocabularywithyourstudents.Notethatthisisashortlessonbecausetheyare onlyaddingonenewtool,butitisaquiteuniquetoolthatmaybeveryhelpfulinsolving certaintypesofproblems!
1.Directstudentstostartfollowingthestepsinthe“GettingStarted”section.Encourage themtobepatientastheytrytothisnewtoolforthefirsttime!!
2.EnsurethattheyaretakingturnspluggingincomponentsandmanipulatingtheFunKey. Everystudentshouldhavetheopportunitytotesttheultrasonicsensor.
3Supportyourstudentsastheyproceedthroughthelesson!Iftheyareunsurewhattodo, encouragethemtogobackandreadtheinstructionsagain
1.Asstudentsreachthe“Extension”section,encouragethemtobeginbrainstormingwhyit mightbeusefultohaveaservothatcanturndifferentamountsdependingontheinput itreceives Theymightthinkofautomaticbarrierarmsthatraiseandlower,oran antennathatrotatestofindasignal.
2.Iftimepermits,supportstudentsinsharingtheirideasforhowsomeonemightusea servotosolveaproblem
3.Attheendofthelesson,returntothe“LearningObjectives”atthebeginningofthelesson andaskstudentstodescribewhattheydidtomeeteachofthoselearningobjectives.
4Remindstudentsthattheyhavebeenlearningandpracticingthesenewtoolssothat theycanusethemtosolveengineeringproblems!Youmightgivethemapreviewofthe firstproblemthattheywillsolve(drawingtheshapeofabuildinginScratch,andusing FunKeytocontrolthedrawing),andaskforafewinitialideasforwaystopossiblysolve thatproblem!
Project1:DrawingBlueprints LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Identifyanddescribe2Dshapesbytheirproperties Understandthatperimeteristhe totaldistancearounda2Dshape. DevelopnewunderstandingofthepentoolwithinScratch.
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Logintothelaptops,openscratch.mit.edu,andlogintoeachlaptoponadifferentgroup account.Leavetheinternetbrowseronthemainscratchscreen. Preparethematerialsfortheclass SetupasampleworkingFunKeysystemfordemonstration
LearningActivities(Session1) 1.Askstudentstonamethetwo-dimensionalshapesthattheyknow.
2Readtheprojectintroductionanddiscusstheinfographics
3Optional:Discussthecareerconnections Askstudentswhattheyknowaboutthecareers listedandwhatthepeopleinthosecareersmightneedtoknowaboutthetopic.For example,inthisproject,architectsneedtoknowhowtodesignbuildingsandneedtobe abletomeasurethelengthsandanglesofwalls,floors,andceilings!
1.Readthe“DefinetheProblem”withyourstudents.Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike 2Allowstudentstosuggestsomepossiblecriteriaforwhatwouldmakeasuccessful controlsystemtocreatetheshapeofahouse.
1 Readthe“MeasureYourSuccess”withyourstudents
2.AskstudentstorecallwhatblocksinScratchmightbeusefulfordrawingapolygon.Ask studentstosuggestwhatmightalsobeneededwithinScratchtodrawapolygonthat theymightnothaveusedyet TheymightsuggestsomethingliketheScratchpentool, thatallowsaspritetodrawalinealongthepaththatitmoves.
3.AskstudentswhatFunKeyfeaturesmightbeusefulforcreatingadrawingtoolthatworks withScratch Theymightsuggestanythingthatcansignalakeyonthekeyboard,like usingthetiltsensorfortheWkey,ortouchingtwoalligatorclipwiresfortheWkey.
1Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup.
2.Reviewtherequiredmaterials.Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace
3.Readtheprojectvocabularyaloudwithstudents.Youmighthavestudentscometothe frontoftheroomtodrawexamplesofregularandirregularpolygons.
4InvitestudentstobeginmakingonlytheScratchportionoftheirdrawingtool Direct studentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingfindingthepenblockswithinScratch,andexperimentingwiththedifferent blocksandhowtheycanmakethepenmove
1.Readthe“Challenge”sectionwithyourstudents.
2.InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheircontrolsystem
3.Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsofeach groupmember’sideastoincludeinthegroupprototype.Recordtheirplansintheir workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
--EndofSession1--
LearningActivities(Session2) 1Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheircontrolsystem.
2.Remindstudentsthattheyarecreatingadrawingtoolthatalsohasaphysicalcontroller component,sotheywillusetheFunKeytocontroltheirdrawingprograminScratch
3.Directstudentstolookbackattheirbrainstormedideaandconsiderwhatmaterialsthey needtobuildtheirdrawingtool.
1. Invitestudentstocontinuebuildingtheirdrawingtool,thistimeincorporatingtheFunKey tophysicallycontroltheScratchportionoftheirdrawingtool.
2Oncegroupshavebegunfindingwaystomakethependrawashape,encouragethem toalsofindawaytoclearandresettheboard.Theymightchooseanotherkeythatwill “eraseall”andmovethespritetoastartinglocation.
3Whileworking,guidestudentstoensurethattheirphysicalcontrollerscanmovebothleft andright,orbothupanddown.Thiswillrequireseparatesensors,suchasonetiltsensor thatsignalsthe“uparrow”keystroke,andthe“uparrow”keystrokewithinScratchsignals thespritetomove10stepsintheYdirection(up) Anothertiltsensormaydoallthesame, butfordown(-10stepsintheYdirection).
4.Promptstudentstotestandevaluatetheirdrawingtoolbasedonthedesigncriteria.
5TheTestingSupervisormayleadthegrouponhowtotestthedrawingtool,butall studentsshouldgettheopportunitytotrythedrawingtool.
1Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,andinvite groupstosharetheircontrollerswitheachother.
2.Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshaveeach groupsharewiththewholeclass
3.Supportstudentsinsharingconfidently,andingivinghelpfulfeedback.Youmight considermodelingidentifyingdesignstrengthsandsuggestedimprovementsforan examplegroup
4.Iftimeisavailable,invitestudentstoimprovetheircontrollersbasedontheirclassmates’ suggestedimprovements.
1. SupportstudentsinworkingontheMathandScienceConnectionpage.Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups,or togetherasawholeclass
1.ReviewtheSustainableDevelopmentGoal(CreatingStrong,ResilientStructures),and brainstormwithstudentshowthisprojectmightrelatetothatSDG (Seeanswerkeyfor suggestions.)
2.Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks
LearningActivities(Session2) 1 Aftersharingandreflecting,considertakingaphotographofeachprojectforyourown recordsand/ortosharewithparents!
2.Instructstudentstofullydisassembletheircontrolsystems,savematerialslike cardboardthatmightbereused,andneatlystoreallFunKeymaterialsbackinthekit
AnswerKey
StudentRecordSheet
Answers will vary depending on students’ own drawing tools Example correct answers are givenhere
Reflection
Project2-FoodMazeGame LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Identifyanddescribesimplefoodchains,whereplantsareproducersandanimalsare consumersofplantsand/orotheranimals Useif/thenblockswithinScratchprogramming.
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Logintothelaptops,openscratchmitedu,andlogintoeachlaptoponadifferentgroup account.Leavetheinternetbrowseronthemainscratchscreen. Preparethematerialsfortheclass.
Setupasampleofthe“GettingStarted”stepsfordemonstration
LearningActivities(Session1) 1Askstudentstodescribesomeexamplesoffoodchainsinyourregion’slocal ecosystem Theymightidentifyanherbivorethateatsaspecificplant(likearabbiteats clover),oracarnivorethateatsspecificpreyanimals(likeanowleatsmice).
2.Readtheprojectintroductionanddiscusstheinfographics.
3Optional:Discussthecareerconnections Askstudentswhyazoologist,forestranger,or marinebiologistwouldneedtoknowaboutfoodchains.Forexample,forestrangers needtounderstandfoodchainstobesurethereisenoughfoodforallthedifferent livingthingsintheforest,andpreventdamagethatcouldhurtthoselivingthings
1.Readthe“DefinetheProblem”withyourstudents.Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike
2.AllowstudentstosuggestsomewaystheymightuseScratchtoshowfoodchains.
1.Readthe“MeasureYourSuccess”withyourstudents.
2.AskstudentstoconsiderwhatfeaturesofScratchtheyknowofthatmightbeusefulfor creatingamaze AskstudentstosuggestwhatmightalsobeneededwithinScratchto movethroughamazethattheymightnothaveusedyet.Theymightsuggest somethinglikebeingabletopreventyourspritefromwalkingthroughamazewall.
3AskstudentswhatFunKeysensorsmightbeusefulforcreatingacontrollertomove throughaScratchmaze.Encouragethemtobrainstormsolutionsthataredifferentfrom theirdrawingtoolsinthepreviousproject!
1.Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup. Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup
2.Reviewtherequiredmaterials.Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace.
3Readtheprojectvocabularyaloudwithstudents Youmighthavestudentscometothe frontoftheroomtodrawsamplefoodchainsofanimalsinyourlocalecosystem.
4.Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingusingarrowkeystomoveasprite,testingthetiltsensorsontheFunKey,and usingthe“touchingcolor”blocktoaffectwherethespritecanmove.
1Readthe“Challenge”withyourstudents
2InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheirfoodmazegame.
3Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsofeach groupmember’sideastoincludeinthegroupprototype Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
LearningActivities(Session2) 1.Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheircontrolsystem.
2Remindstudentsthattheirmazealsoneedsaphysicalcontroller,sotheywillusethe FunKeytolettheplayermoveananimalSpritethroughthemazeinScratch
3.Directstudentstolookbackatthebrainstormedideaandconsiderwhatmaterialsthey needtobuildtheircontroller
1.Invitestudentstocontinuebuildingtheirmazeandcontroller.
2.Oncegroupshavebegunfindingwaystoensurethattheirspritecannotpassthrough themazewalls,encouragethemtoalsofindwaysfortheirphysicalcontrollerstoallow theplayertomovetheiranimalinanydirection.
3.Promptstudentstotestandevaluatetheirmazesbasedonthedesigncriteria.
4TheTestingSupervisormayleadthegrouponhowtotestthemazeandcontroller,butall studentsshouldgettheopportunitytotrythemaze.
1. Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,andinvite groupstosharetheircontrollerswitheachother.
2Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshaveeach groupsharewiththewholeclass.
3.Supportstudentsinsharingconfidently,andingivinghelpfulfeedback.Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup.
4. Iftimeisavailable,invitestudentstoimprovetheircontrollersbasedontheirclassmates’ suggestedimprovements
1. SupportstudentsinworkingontheMathandScienceConnectionpage.Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups,or togetherasawholeclass
1ReviewtheSustainableDevelopmentGoal(LifeonLand),andbrainstormwithstudents howthisprojectmightrelatetothatSDG.(Seeanswerkeyforsuggestions.)
2.Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks
LearningActivities(Session2) 1 Aftersharingandreflecting,consid recordsand/ortosharewithparen
2.Instructstudentstofullydisassemb mightbereused,andneatlystorea
AnswerKey
StudentRecordSheet
1. Answerswillvary.Studentsmight suggestthatantsandtermiteswill beaffected-therewillbemoreof them-becauseoneoftheirmain predatorsisdecreasing.Hyenas mightnotbeveryaffectedbecause theyeatmanythingsbesides aardvarks.
3.Basedonthetableaccompanying thegraph,lionseat6moregazelles permonththanwarthogs.
4.Answerswillvary.Studentsmightsuggestmakingtheirmazesmorechallengingbyincluding twodifferentpredatoranimalsthatarebothtryingtoreachdifferentprey,orbyhavingone playerdirectthepredatoranimalandanotherplayerdirectthepreyanimaltotrytoescape
Reflection
Project3-TrickiestMultiplication LessonPlan LearningObjectives
Duration: 90minutes
Attheendofthelesson,thelearnerswill: Multiplyone-digitwholenumbers,andfocusonfluencyandaccuracy Tellandwritetimetothenearestminute DevelopandapplyfurtherskillsusinginputsandoutputswiththeFunKey.
Materials(Note:FunKeykitincludessensorsandbatterypack)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
ThisprojectrequirestheFunKeybatterypack,notthelaptopandUSBcable.Checkthat thebatterypackhasfreshbatteriesandpowerstheFunKey.Whenpluggedintothe batterypack,theFunKeylightsshouldturnon Preparethematerialsfortheclass. TheFunKeyhasenoughplugsforstudentstoincludeupto5multiplicationproblemson theirmultiplicationpracticeboards Youcandecidewhetheryouwanttoofferfor studentstouseall5plugs! Setupasampleofthe“GettingStarted”stepsfordemonstration.
LearningActivities(Session1) 1.Askstudentstooffertwoexamplesofmultiplicationfactsthattheyalwaysremember easily(suchas2x2=4),andthenatleastoneexampleofamultiplicationfactthat theysometimesforget(suchas8x8=64)
2.Readtheprojectintroductionanddiscusstheinfographics.
3.Optional:Discussthecareerconnections.Askstudentswhyanengineer,doctor,ordata scientistwouldneedtoknowmultiplication Forexample,doctorsneedtobeableto quicklygivemedicationtoseveraldifferentpeopleandusemultiplicationtocalculate theamountofmedicationneeded.
1Readthe“DefinetheProblem”withyourstudents Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike.
2.AllowstudentstosuggestsomewaystheymightusetheFunKeykeytoshowcorrector incorrectanswerstopracticemultiplicationproblems
1Readthe“MeasureYourSuccess”withyourstudents Notethatthesuccesscriteriacalls foratleast3multiplicationproblems Ifbestforyourstudents,youmightofferforthem toincludeupto5!
2.AskstudentstoconsiderwhatfeaturesoftheFunKeykittheyknowofthatmightbe usefulforshowingcorrectorincorrectanswerstomultiplicationproblems Theymight suggestusingsensorstoturnonoroffLEDsnexttocorrectanswers.
1Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup.
2.Reviewtherequiredmaterials.Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace
3.Readtheprojectvocabularyaloudwithstudents.Youmighthavestudentspractice recitingtheirmultiplicationfactsetstogether,andnoticewhichsetsareharderthan others!
4Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingusingtheFunKeywithoutaLaptoptopairinputsensorsandoutputLEDs.
1.Readthe“Challenge”withyourstudents.
2.InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheirmultiplicationpractice
3.Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsof eachgroupmember’sideastoincludeinthegroupprototype.Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
LearningActivities(Session2) 1Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheirmultiplicationpracticeboard.
2.Remindstudentsthattheirmultiplicationpracticeboardneedstoletausertrytofindthe correctanswertoamultiplicationproblem,andthencheckwhethertheiranswerwas correct.
3.Directstudentstolookbackatthebrainstormedideaandconsiderwhatmaterialsthey needtobuildtheirmultiplicationpracticeboard
1.Invitestudentstocontinuebuildingtheirmultiplicationfactspracticeboard.
2.Oncegroupshavebegunbuilding,encouragethemtoensurethatthecorrectanswers totheirselectedmultiplicationproblemsare“hidden”untiltheuserisreadytocheck theiranswer.Thismightbeassimpleashavingagroupofpossiblecorrectanswers, andanLEDlightsupnexttotherealcorrectanswerwiththeuserselectsaspecific multiplicationproblem
3.Promptstudentstotestandevaluatetheirmultiplicationpracticeboardbasedonthe designcriteria.
4TheTestingSupervisormayleadthegrouponhowtotestthepracticeboard,butall studentsshouldgettheopportunitytotrythepracticeboard.
1 Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,and invitegroupstosharetheirmultiplicationpracticeboardswitheachother.
2.Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshave eachgroupsharewiththewholeclass
3Supportstudentsinsharingconfidently,andingivinghelpfulfeedback Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup
4 Iftimeisavailable,invitestudentstoimprovetheirprojectsbasedontheirclassmates’ suggestedimprovements.
1 SupportstudentsinworkingontheMathandScienceConnectionpage Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups, ortogetherasawholeclass.
LearningActivities(Session2) 1ReviewtheSustainableDevelopmentGoal(EquityinEducation),andbrainstormwith studentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyforsuggestions.)
2.Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks
1. Aftersharingandreflecting,considertakingaphotographofeachprojectforyourown recordsand/ortosharewithparents!
2Instructstudentstofullydisassembletheirprojects,savematerialslikecardboardthat mightbereused,andneatlystoreallFunKeymaterialsbackinthekit.
AnswerKey StudentRecordSheet 1.Answers will vary. If possible, give students stopwatches or watches that can countsecondstotimethemselves
2Answers will vary If possible, give students stopwatches or watches that can countsecondstotimethemselves.
3 11minutestotal
4. 20times3is60pencils. 5 7times4is28mangoes
Reflection
Project4-AFloweringPlant LessonPlan LearningObjectives
Duration: 90minutes
Attheendofthelesson,thelearnerswill: Describethefunctionofthemajorpartsoffloweringplants(roots,leaves,stems,and flowers)
Identifybothhorizonalandverticallinesofsymmetryon2Dshapes,anddemonstrate thatfractionsareseveralequalpartsofanobject applycause-and-effectrelationshipsofelectricinteractionsbyusingtheclosed-circuit functionalityoftheFunKeyincoordinationwithScratch.
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Logintothelaptops,openscratchmitedu,andlogintoeachlaptoponadifferent groupaccount.Leavetheinternetbrowseronthemainscratchscreen. Preparethematerialsfortheclass.
Setupasampleofthe“GettingStarted”stepsfordemonstration
LearningActivities(Session1) 1.Askstudentstonameexamplesoffloweringplantsthattheyknow. 2Readtheprojectintroductionanddiscusstheinfographics
3.Optional:Discussthecareerconnections:Askstudentswhyanagriculturalscientist wouldneedtounderstandthepartsofplants.Forexample,agriculturalscientistsneed tounderstandwhatdifferentplantsneed,andhowhealthyleavesandrootsonone plantmightlookdifferentfromhealthyleavesandrootsonanotherplant.
1.Readthe“DefinetheProblem”withyourstudents.Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike 2AllowstudentstosuggestsomewaystheymightusetheFunKeykeytocreateamodel ofaflower,andconnectthatmodeltoaScratchprogramtoteachaboutthepartsof thatflower.
1Readthe“MeasureYourSuccess”withyourstudents
2.AskstudentstoconsiderwhatfeaturesoftheFunKeykittheyknowofthatmightbe usefulforlettingamodelofsomethinglikeaflowerbecomeinteractive.Theymight suggestusingsensorsondifferentpartsofthemodeltoshowdifferentinformation abouteachpartinScratch.
1.Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup. Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup.
2Reviewtherequiredmaterials Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace.
3.Readtheprojectvocabularyaloudwithstudents.Ifyouhavetime,youmightgofora walkaroundtheschooloroutsidespacetofindexamplesofflowersandidentifythe parts.
4.Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingchangingacostumeinScratchtoshowdifferentinformationdependingon whatbuttonisclicked..
1.Readthe“Challenge”withyourstudents.
2InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheirinteractiveflowermodel.
3.Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsof eachgroupmember’sideastoincludeinthegroupprototype Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
LearningActivities(Session2) 1.Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheirinteractiveflowermodel.
2Remindstudentsthattheyarecreatinganinteractivedisplaytoteachauseraboutthe partsofafloweringplant.
3.Directstudentstolookbackatthebrainstormedideaandconsiderwhatmaterialsthey needtobuildtheirinteractivedisplay
1.Invitestudentstocontinuebuildingtheirinteractivedisplay.
2Oncethegroupshavebegunbuilding,encouragestudentstoensurethateachpartof thefloweringplantcanbeactivatedseparately,andthattheinformationpresentedon theScratchscreenmatchesthepartthatisbeingactivated.
3Promptstudentstotestandevaluatetheirinteractiveflowermodelsbasedonthedesign criteria.
4.TheTestingSupervisormayleadthegrouponhowtotesttheinteractiveflowermodel, butallstudentsshouldgettheopportunitytotrythemodel
1. Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,and invitegroupstosharetheirinteractiveflowerdisplayswitheachother
2.Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshave eachgroupsharewiththewholeclass.
3Supportstudentsinsharingconfidently,andingivinghelpfulfeedback Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup.
4 Iftimeisavailable,invitestudentstoimprovetheirmodelsbasedontheirclassmates’ suggestedimprovements.
1. SupportstudentsinworkingontheMathandScienceConnectionpage.Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups, ortogetherasawholeclass.
1.ReviewtheSustainableDevelopmentGoal(LifeonLand),andbrainstormwithstudents howthisprojectmightrelatetothatSDG (Seeanswerkeyforsuggestions)
2.Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks.
1 Aftersharingandreflecting,considertakingaphotographofeachprojectforyourown recordsand/ortosharewithparents!
2.Instructstudentstofullydisassembletheirprojects,savematerialslikecardboardthat mightbereused,andneatlystoreallFunKeymaterialsbackinthekit
AnswerKey StudentRecordSheet
1.Answerswillvary.The rootshelptheflowering plantgrowbybringin waterandnutrients.The leaveshelptheflowering plantgrowbycollecting thesunlighttomakefood fortheplant Thestem helpsthefloweringplant growbycarryingthings throughtheplant’sbody Theflowerhelpsthe floweringplantreproduce bycreatingtheseeds thatwillgrowintoanew floweringplant.
Reflection
Project5-IdentifyingAnimals LessonPlan LearningObjectives
Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Explainhowanimalscanbegroupedaccordingtoobservablefeaturesandthatdifferent groupshavedifferentcharacteristics
Understandtherelativesizequantitiestocompareandorder3-digitpositivenumbers usingthesymbols=,>,and<.
Applythe“pickrandom”blocksinScratchtoaddrandomnessintoafast-pacedgame
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Logintothelaptops,openscratch.mit.edu,andlogintoeachlaptoponadifferent groupaccount.Leavetheinternetbrowseronthemainscratchscreen.
Decidewhethertheassignedanimalgroupingsmatchyourclass’sneeds Theworkbook assignsreptiles,amphibians,birds,fish,mammals,andinsects,butyoumightchooseto addfurthersubgroupingslikemarsupialsorarachnidsifyourstudentshaveparticular interests
Dependingonyourstudents’comfortwithScratch,youmightchoosetohavethis projectbeScratch-onlywithnophysicalFunKeycomponent.Thiswouldgivethemmore timetofocusontheirScratchdevelopment,andtheirgameswouldbeplayedwithkeys onthekeyboardinsteadofaFunKeycontroller
LearningActivities(Session1) 1Askstudentstonameexamplesofeachofthegroupingsofanimals Forexample,they mightlistdifferentmammalslikecatsandelephants,thenlistdifferentreptileslike snakesandtortoises.
2Readtheprojectintroductionanddiscusstheinfographics Askstudentstolist examplesofwhichfeaturesmatchwhichclassificationsofanimals.Forexample,only mammalsgivebirthtolivebabies,andonlybirdshavefeathers.Manytypesofanimals havelegs,though,sothatisnotadefiningcharacteristic!
3.Optional:Discussthecareerconnections:Askstudentswhyaveterinarianwouldneed toknowabouttheclassificationsofanimals.Forexample,knowingaboutdifferent classificationsofanimalsmighthelpaveterinariantreatananimalitisunfamiliarwith, ifitknowsthatitisareptileandsohascommoncharacteristicswithotherreptiles.
1.Readthe“DefinetheProblem”withyourstudents.Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike
2.AllowstudentstosuggestsomewaystheymightuseScratchtodisplayanimalsfrom differentcategory,andcreateagamewhereplayersneedtocorrectlyidentifyeach animal’sclassification
1.Readthe“MeasureYourSuccess”withyourstudents.
2.AskstudentstoconsiderwhatfeaturesofScratchtheyknowofthatmightbeusefulfor makinganimalsfromdifferentclassificationsappear Theymightsuggestcreatingone spriteforeachclassification,andhavingadifferentcostumeforeachexampleof animalsinthatclassification.
1.Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup. Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup.
2Reviewtherequiredmaterials Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace.
3.Readtheprojectvocabularyaloudwithstudents.
4Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks,
1Readthe“Challenge”withyourstudents
2.InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheiridentifyinganimalsgame
3Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsof eachgroupmember’sideastoincludeinthegroupprototype.Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
LearningActivities(Session2) 1Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheiranimalgroupingsgame
2.Remindstudentsthattheyarecreatingagamethatallowsplayerstopracticematching specificanimalstotheiranimalgrouping,suchasidentifyingacatasamammalora houseflyasaninsect
3.Directstudentstolookbackatthebrainstormedideaandconsiderwhattheystillneed todotocreatetheiranimalgroupingsgame.
1.Invitestudentstocontinuebuildingtheirinteractivedisplay.
2Ifyou’vedecidedtohavetheprojectbeScratch-only,directstudentsbacktoScratch
3.Ifyou’vedecidedtohavetheprojectincorporatebothScratchandFunKey,direct studentstobeginbuildingthephysicalcontrollersfortheirgame.
4Asneeded,guidestudentstoexperimentwiththevariablesblockstokeepscore,suchas byaddingapointtoa“fish”variablewhenevertheplayercorrectlyidentifiesananimal asbelongingtothefishanimalgrouping.
5Promptstudentstotestandevaluatetheirgamesbasedonthedesigncriteria
6TheTestingSupervisormayleadthegrouponhowtotestthegame,butallstudents shouldgettheopportunitytotrythegame.
1 Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,and invitegroupstosharetheiranimalgroupingsgameswitheachother
2.Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshave eachgroupsharewiththewholeclass
3Supportstudentsinsharingconfidently,andingivinghelpfulfeedback Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup.
4 Iftimeisavailable,invitestudentstoimprovetheirgamesbasedontheirclassmates’ suggestedimprovements.
1. SupportstudentsinworkingontheMathandScienceConnectionpage.Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups, ortogetherasawholeclass.
1ReviewtheSustainableDevelopmentGoal(LifeonLand),andbrainstormwithstudents howthisprojectmightrelatetothatSDG.(Seeanswerkeyforsuggestions.)
2.Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks
1. Aftersharingandreflecting,considertakingascreenshot(andphoto,ifrelevant)of eachprojectforyourownrecordsand/ortosharewithparents!
2Ifapplicable,Instructstudentstofullydisassembletheirphysicalprojects,savematerials likecardboardthatmightbereused,andneatlystoreallFunKeymaterialsbackinthekit.
AnswerKey
StudentRecordSheet
1.6,500<8,900 11,000<12,200
2. No Reasoning will vary Students should identify that animals in many different classifications can have legs, including mammals, reptiles, birds, and others. Additionally,notallanimalsinthoseclassificationshavelegs.Forexamples,neither snakesnordolphinshavelegs,butothersintheirclassificationsdo
3. 7
4in7times,or4timesinevery7changes
3in7times,or3timesinevery7changes
Reflection Project6-TravelingAroundTheLandmarkMap LearningObjectives
Duration: 90minutes
Attheendofthelesson,thelearnerswill: Investigatehowsomematerialsaremagneticbutmanymorearenot. Applytheirknowledgeofcause-and-effectrelationshipsofmagneticinteractions betweentwoobjectsnotincontactwitheachother
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Logintothelaptops,openscratch.mit.edu,andlogintoeachlaptoponadifferent groupaccount.Leavetheinternetbrowseronthemainscratchscreen. Considersomelandmarksthatareimportanttoyourclass,suchaslocallandmarksor famouslandmarksofyourcountry,tosuggesttostudentsifdesired
LearningActivities(Session1) 1Askstudentstonamesomeimportantorfamouslandmarks Ifyouhaveamap available,havethemtrytopinpointthelandmarks’locationsonthemap
2.Readtheprojectintroductionanddiscusstheinfographics.
3.Optional:Discussthecareerconnections.Askstudentswhatacartographerdoes.A cartographercreatesmaps,andchangestheinformationshownonamapdepending onwhatthemapisneededfor.Ifacartographerismakingamaptohelptravelers,she mightincludemoredetailsaboutroadsonthemap.Ifthemapistoshowdifferent ecosystems,shemightleaveoutroadsandusecolorstorepresenteachecosystem
1.Readthe“DefinetheProblem”withyourstudents.Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike.
2AllowstudentstosuggestsomewaystheymightusetheFunKeytocreateatoyvehicle thatcanbemovedbyamagnet.Theymightsuggestthatasmallmetalobjectlikea paperclipcanbemovedbyamagnet.
1.Readthe“MeasureYourSuccess”withyourstudents.
2.Askstudentstoconsiderwhatmightbesomedestinationsthattheywouldliketovisit, eitherlocallyorglobally
1Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup.
2Reviewtherequiredmaterials Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace
3.Readtheprojectvocabularyaloudwithstudents.
4.Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingsettingupaninitiallandmarkinScratch,andexperimentingwithusinga magnettomoveapaperclipandcloseacircuitbuiltontoapieceofcardboard..
1Readthe“Challenge”withyourstudents
2InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheirlandmarkmap.
3.Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsof eachgroupmember’sideastoincludeinthegroupprototype Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
--EndofSession1--
LearningActivities(Session2) 1Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheirlandmarkmap
2.RemindstudentsthattheirmapalsoneedstobeconnectedtoaScratchprogramthat willprovidefurtherinformationabouteachlandmark.
3Directstudentstolookbackatthebrainstormedideaandconsiderwhatmaterialsthey needtoconnecttheirmaptoaScratchprogram.
1Invitestudentstocontinuebuildingtheirlandmarkmap
2.Oncethegroupshavebegunbuilding,encouragestudentstoensurethattheirvehicle canstillmoveusingamagnetfromunderneaththebaseofthemap,andthatthe vehiclecanactivatetheFunKeytoshowmoreinformationabouteachlandmarkinthe Scratchscreen.
3.Promptstudentstotestandevaluatetheirlandmarkmapsbasedonthedesigncriteria.
4TheTestingSupervisormayleadthegrouponhowtotesttravelingaroundthelandmark map,butallstudentsshouldgettheopportunitytotrythemap
1. Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,and invitegroupstosharetheirlandmarkmapswitheachother.
2Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshave eachgroupsharewiththewholeclass.
3.Supportstudentsinsharingconfidently,andingivinghelpfulfeedback.Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup.
4. Iftimeisavailable,invitestudentstoimprovetheirmapsbasedontheirclassmates’ suggestedimprovements
1. SupportstudentsinworkingontheMathandScienceConnectionpage.Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups, ortogetherasawholeclass
1ReviewtheSustainableDevelopmentGoal(Peace,Justice,andStrongInstitutions),and brainstormwithstudentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyfor suggestions.)
2Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks.
1 Aftersharingandreflecting,considertakingaphotographofeachprojectforyourown recordsand/ortosharewithparents!
2.Instructstudentstofullydisassembletheirprojects,savematerialslikecardboardthat mightbereused,andneatlystoreallFunKeymaterialsbackinthekit
AnswerKey
StudentRecordSheet
1. Answers will vary Students should point out that the magnet’s magnetic field extends through the cardboard, so it can still attract the paperclip and make it move even with the cardboardinbetween.
3.35km+60km+45km=140km
Reflection
Project7-SunlightandShadows LearningObjectives
LessonPlan Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Knowthatshadowsareformedwhenlightfromasourceisblockedbyanobject. Investigatehowthesizeofashadowisaffectedbythepositionoftheobjectandthe positionofthelightsource.
Readandrecordtimeaccuratelyindigitalnotationandonanalogueclocks. PracticeadditionalapplicationsofthelightsensorswiththeFunKeyandScratch
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Thisprojecthassometrickysteps.Followtheworkbookinstructionsyourselftoseewhich partsfeeleasyandwhichfeelhardforyou Checkthattheflashlightandshadow-makingobjectyouhavecollectedworkwell together,allowingtheobjecttocastaclearshadow.UsetheFunKeyandalightsensor toconfirmthattheshadowcastisenoughtostopactivatingthelightsensor,andthat whenthelightsensorisoutoftheshadow,thereisenoughlighttoactivatethelight sensor Ifthelightsensoristoosensitivetoambientlightintheroom,youcanuseatiny screwdrivertoadjusttheblueandgrayscrewonthesensortoadjustthesensititivity. Logintothelaptops,openscratch.mit.edu,andlogintoeachlaptoponadifferent groupaccount Leavetheinternetbrowseronthemainscratchscreen
LearningActivities(Session1) 1Askstudentstodescribesomeplacesaroundschoolwherethereareshadows, especiallyoutside-suchasplaceswherethereisshade Considerbringingyourclass outsidebrieflytofindshadowsthemselves..
2Readtheprojectintroductionanddiscusstheinfographics
3 Optional:Discussthecareerconnections:Askstudentswhyacityplannerwouldneed toknowabouthowlightandshadows.Forexample,acityplannerwouldnotwantto planalargebuildingthatwouldcastashadowonaparkwithmanyplantsthatneed sunlight
1Readthe“DefinetheProblem”withyourstudents Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike.
1.Readthe“MeasureYourSuccess”withyourstudents.
2AskstudentstosuggestsomewaystheymightusetheFunKeyanditssensorsto identifyareaswherethereismoreorlesssunlight.Theymightsuggestusingmultiple lightsensorstoseewhichsensorisinthelightforthelongestamountoftime,and whichisinthelightfortheshortestamountoftime
1.Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup. Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup.
2Reviewtherequiredmaterials Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace.
3.Readtheprojectvocabularyaloudwithstudents.
4Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingexperimentingwithusingaflashlightandaboxtocreateshadowstocast ontomultiplelightsensors.
1.Readthe“Challenge”withyourstudents.
2.InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheircityplanningtool
3Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsof eachgroupmember’sideastoincludeinthegroupprototype.Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
LearningActivities(Session2) 1.Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir planforcontinuingtobuildtheircityplanningtool
2RemindstudentsthattheirshadowdisplayalsoneedstosignalScratchtodisplaythe sizeandshapeoftheshadowcreated,sotheywillneedtocreateaScratchprogram andconnectittothesensorsontheirFunKey
3Directstudentstolookbackatthebrainstormedideaandconsiderwhatmaterialsthey needtobuildtheirshadowdisplayandconnectittoScratch.
1Invitestudentstocontinuebuildingtheircityplanningtool
2.Oncethegroupshavebegunbuilding,encouragestudentstothinkaboutwhatthey wanttheirScratchprogramtoshowabouttheshadow.Shouldthescreenchangeto showhowlongorshorttheshadowis,dependingonhowyoumovetheflashlight? Shouldthescreenchangetoshowhowwideornarrowtheshadowis?
3.Promptstudentstotestandevaluatetheircityplanningtoolbasedonthedesigncriteria.
4TheTestingSupervisormayleadthegrouponhowtotestthetool,butallstudentsshould gettheopportunitytotrycastingshadowsandmeasuringthelight
1. Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,and invitegroupstosharetheircityplanswitheachother.
2Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshave eachgroupsharewiththewholeclass
3.Supportstudentsinsharingconfidently,andingivinghelpfulfeedback.Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup
4. Iftimeisavailable,invitestudentstoimprovetheirplansbasedontheirclassmates’ suggestedimprovements.
1. SupportstudentsinworkingontheMathandScienceConnectionpage.Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups, ortogetherasawholeclass
1ReviewtheSustainableDevelopmentGoal(SustainableCitiesandCommunities),and brainstormwithstudentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyfor suggestions.)
2Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks.
1. Aftersharingandreflecting,considertakingaphotographofeachprojectforyourown recordsand/ortosharewithparents!
2Instructstudentstofullydisassembletheirprojects,savematerialslikecardboardthat mightbereused,andneatlystoreallFunKeymaterialsbackinthekit.
AnswerKey
StudentRecordSheet
1.Answers will vary depending on how students set up the boxes and flashlights they use to createshadows.
Reflection
Project8-OrgansMatch-Part1 LearningObjectives
LessonPlan Attheendofthelesson,thelearnerswill:
Duration: 90minutes
Identifysomeoftheimportantorgansinhumans(brain,heart,stomach,intestine,and lungs)
Understandandanalyzeshapestocreatemodels
Furtherdevelopskillswithusingsensorsorclosed-circuitswiththeFunKey
Materials(Note:FunKeykitincludessensorsandUSBcabletolaptop)
Vocabulary
Preparation(TeacherTo-DoBeforeClass)
Ensuresufficientcardboardandothercraftingmaterialsforgroupstomaketheirbody models
Decidewhetheryouwillhavestudentsdrawpartofthemodelbyhandorprintimages theyfindonline Besuretoprovidethenecessarymaterialsfortheoptionyouchoose
LearningActivities(Session1) 1.Askstudentstopointtoeachofthefiveorgansontheirownbodies-brain,lungs,heart, stomach,andintestines..
2Readtheprojectintroductionanddiscusstheinfographics
3.Optional:Discussthecareerconnections:Askstudentswhyanutritionistwouldneedto knowaboutthedifferentorgansofthebody.Forexample,anutritionistwillneedtogo whetherdifferentorgansofthebodyneeddifferentnutrientsfromfood Forexample, theheartuseslotsofproteinfromfoodtokeepitselfstrongandtheintestineneeds fiberfromfoodtokeepitselfclean.
1Readthe“MeasureYourSuccess”withyourstudents
2Askstudentstolookbackatthediagramofahumanbodyontheintroductionpage andpointtoeachofthoseorgansontheirownbodies.Pointouttheirmodelswillneed toshowthoseorgansinthecorrectlocations!
1Formteamsandeitherassignrolesorhavestudentsagreeuponroleswithinthegroup Remindstudentsoftheresponsibilitiesforeachrolewithinthegroup.
2.Reviewtherequiredmaterials.Showstudentswhatartsuppliesandotherassorted materialsyouhaveavailableinyourmakerspace
3.Readtheprojectvocabularyaloudwithstudents.
4.Invitestudentstofollowtheguidanceinthe“GettingStarted”sectionoftheirworkbooks, includingcreatingapaperslipthatwillconnectcoppertapetabsinoneorientation,but notconnectdifferentcoppertapetabsinadifferentorientation.
1Readthe“Challenge”withyourstudents
2.InviteyourstudentstoBrainstormandsketchtheirownideaforhowtocontinuewhat theybeganinthe“GettingStarted”sectiontocompletetheirhumanbodymodel.
3Directstudentstosharetheirideaswithintheirgroups,andidentifycomponentsof eachgroupmember’sideastoincludeinthegroupprototype.Recordtheirplansinthe workbooksinthe“ShareYourIdeas”sectionandsavetheirideasforthenextsession!
1Readthe“DefinetheProblem”withyourstudents Facilitatesomeshortpreliminary brainstormingaboutwhatsolutionstotheproblemmightlooklike. --EndofSession1--
LearningActivities(Session2) 1.Invitestudentstorecallthedifferentideasfromtheirgroupmembersanddiscusstheir plansforcontinuingtheirhumanbodymodels
2Remindstudentsthattheyarecreatingamodelforlearningaboutthehumanbodyand fiveofitsmainorgans,andtheystillneedtomaketheorgansthemselvesthatwillbe placedinthebody.
3Directstudentstolookbackatthebrainstormedideaandconsiderwhatmaterialsthey needtocompletetheirhumanbodymodel.
1.Invitestudentstocontinuebuildingtheirhumanbodymodel.
2Oncethegroupshavebegunbuilding,encouragestudentsensurethattheorgansthey arecreatingcanactivateonlywhenplacedinthecorrectlocationsinthemainhuman bodypartofthemodel.
3Promptstudentstotestandevaluatetheirhumanbodymodelbasedonthedesign criteria.
4.TheTestingSupervisormayleadthegrouponhowtotestthemodel,butallstudents shouldgettheopportunitytotryplacingtheorgansinthecorrectlocations
1. Readthe“Share&Improve”sectionintheworkbookalongwithyourstudents,and invitegroupstosharetheirhumanbodymodelswitheachother.
2Youmighthaveeachgrouponlysharewithoneothergroup,oriftimepermitshave eachgroupsharewiththewholeclass.
3.Supportstudentsinsharingconfidently,andingivinghelpfulfeedback.Youmight considermodelingidentifyingareasofsuccess,areasofchallenge,andsuggested improvementsforanexamplegroup.
4. Iftimeisavailable,invitestudentstoimprovetheirmodelsbasedontheirclassmates’ suggestedimprovements
1 SupportstudentsinworkingontheMathandScienceConnectionpage Dependingon yourstudentsneeds,youmayhavethemcompletethisindependently,intheirgroups, ortogetherasawholeclass.
1ReviewtheSustainableDevelopmentGoal(GoodHealthandWell-Being),and brainstormwithstudentshowthisprojectmightrelatetothatSDG.(Seeanswerkeyfor suggestions.)
2Discussthefinal“reflection”questionwithstudents,andhavethemrecordtheirown answersintheirworkbooks.
1. Aftersharingandreflecting,considertakingaphotographofeachprojectforyourown recordsand/ortosharewithparents!
2.Instructstudentstofullydisassembletheirprojects,savematerialslikecardboardthat mightbereused,andneatlystoreallFunKeymaterialsbackinthekit.
AnswerKey
StudentRecordSheet
Reflection
AssessmentGuide At SKOOL21, assessments are a tool for learning and growth not just grading. From Pre-K to Grade 12, we use assessments to guide students in building skills, confidence, and a love of STEM learning. We focus on feedback, reflection, and continuousimprovementtohelpeverystudentreachtheirfullpotential.
StudentsembarkontheSTEMLearningJourney,consisting ofanIntroductoryLessonfollowedby15hands-onSTEM projectsalignedwithcurriculumobjectives
Getasnapshotof students’starting knowledgebefore onboardinginSTEM
Helpstudentsconnectmath andscienceconceptsthrough real-worldSTEMchallenges
Encouragestudentstoreflect, takeownershipoftheirlearning, andsetpersonalgoals
Celebratestudents' learningthroughrealworldprojectsthatapply keyskills
I can brainstorm andsketchideasto solveaproblem Icancreateandtest codetodowhatwe want
Icanbeasupportive teammember
