Objective: 

Students will collaborate to design a written report for displaying experimental data, breaking the process down into smaller tasks and iterating based on peer feedback to improve clarity and readability.

Materials Needed: 

• Paper, pencils,

• Report templates

• Sticky notes

• Feedback forms

Steps:

• Introduction: 

• The teacher introduces the concept of breaking down a complex problem (such as creating a clear, accessible data display) into smaller, manageable tasks. Tthe class will work in teams to decompose the task of organizing experimental data into sections like purpose, methods, results, and conclusions. They will then iteratively refine their report based on feedback.

• Activity: 

• Students begin by decomposing the task of writing a report into smaller parts: organizing each section clearly, choosing headings, and structuring data points. As they draft each section, they focus on using simple language, bullet points, and clear headings to make the data easy to follow. Teams exchange their draft reports with peers and use feedback forms to gather suggestions, such as "The results are too long" or "Headings could be larger." Based on this feedback, they iteratively improve the report, modifying the organization and presentation to enhance clarity and usability.

• Presentation: 

• Each team presents their final report, explaining how they broke the task into smaller parts and refined their display through feedback, improving readability and making the report more user-friendly.

Equity and Access: 

Provide templates with pre-labeled sections for students needing extra support and encourage collaboration between students with varying strengths in writing and organization.

Real-World Connection: 

Relate this process to how scientists and researchers iteratively refine reports based on peer review to ensure that their data is clearly and effectively communicated.

CS Practice(s): 

• Testing and Refining Computational Artifacts: Students use peer feedback to improve their reports, iterating on clarity and organization.

• Foster an Inclusive Computing Culture: Students seek feedback from diverse users to increase readability of their written report.

Standard(s): 

• CA NGSS 3-5-ETS1-1

• CA NGSS 3-5-ETS1-2

• CA NGSS 3-5-ETS1-3

• CA CS 3-5.AP.15

Objective: 

Students will collaborate to develop a data display program using a microcontroller (e.g., a micro:Bit, Arduino, etc) and sensors to collect and display experimental data. They will iteratively improve the display based on user feedback to enhance readability and accessibility.

Materials Needed: 

• Microcontrollers

• Sensors (e.g., temperature, light)

• LED displays or external screens

• Computers

• Feedback forms.

Steps:

• Introduction: 

• Students explore the concept of using physical computing to collect and display data. The teacher explains how microcontrollers can be programmed to gather real-world data, such as temperature or light levels, and display the data on an LED or external screen. The goal is to iteratively refine the display to ensure the data is clear and accessible to all users.

• Activity: 

• Students begin by programming the microcontroller to collect data from a sensor, such as temperature readings. They display the data on an LED grid or external screen, starting with basic features like numbers and labels. Pairs test their setup, ensuring the data is displayed accurately and visibly. They then collect feedback from peers, focusing on accessibility questions like "Are the numbers easy to read?" and "Are labels clear for all users?" Students use this feedback to make improvements, such as increasing the font size, adding clearer labels, or adjusting the brightness of the display.

• Presentation: 

• Each group presents their physical computing setup, explaining how they used user feedback to improve the data display and how their iterations made the display clearer and more accessible.

Equity and Access: 

Provide pre-configured microcontroller templates and support for students needing additional help, and pair students with varying levels of experience for collaboration.

Real-World Connection: 

Relate the project to how scientists and engineers use physical computing devices to monitor and display data in real-world settings, such as environmental monitoring or health tracking devices.

CS Practice(s): 

• Creating Computational Artifacts: Students program the microcontroller to collect and display experimental data. 

• Testing and Refining Computational Artifacts: Students improve the display iteratively, based on user feedback, to ensure readability and accessibility.

• Foster an Inclusive Computing Culture: Students seek feedback from diverse users to increase accessibility of their display.

Standard(s): 

• CA NGSS 3-5-ETS1-1

• CA NGSS 3-5-ETS1-2

• CA NGSS 3-5-ETS1-3

• CA CS 3-5.AP.15