● Design and computational thinking projects

- Identification and application of the phases of computational thinking in simple challenges: breaking down a challenge into simpler parts, pattern recognition and creating sequences to solve the problem or create a product.

- Identification and application of the phases of the design project: empathize, define, ideate, prototype and evaluate to respond to a specific need. Decree 175/2022, of September 27, on the regulation of basic education teachings 20/25.

- Use of appropriate materials, tools and resources for the completion of the project.

- Selection and use of appropriate analog and digital materials, objects, tools and resources (digital programming platforms for blogs, educational robotics, sensors...) in the completion of the project.

- Application of cooperative techniques for teamwork and strategies for conflict management and promotion of empathetic and inclusive behaviors, also in digital environments.

Cognitive Objectives

• Understanding the relationship between cause and effect: identifying how movements applied to the stuffed animal generate a visual response (pictograms).

• Recognizing the pictograms representing emotions: associating a smiling face with calm and a sad face with waste.

Socio-emotional Objectives

• Develop emotional self-regulation skills by controlling the movement of the stuffed animal.

• Identify and manage emotions through an adaptive response to calm and stressful situations.

• Promote awareness of how one's own actions can influence the environment and personal well-being.

Motor and Sensory Objectives

• Improve fine and gross motor coordination to apply gentle or controlled movements to the stuffed animal.

• Reduce sudden movements by consciously practicing more controlled and calm gestures.

Communicative Objectives

• Express verbally or through augmentative systems (pictograms) what the faces of the micro:bit represent.

• Establish simple communication about one's own emotions based on the feedback from the stuffed animal.

ACTIVITY 1: Presentation of the Interactive Plush

• Objective: 

Familiarize the child with the stuffed animal and the micro:bit, encouraging a positive first contact with the technological object.

• Duration: 20-30 minutes

• Materials:

Stuffed animal with integrated micro:bit

Simple visual pictograms of "friend" and "smiling face"

• Development:

Introduction: We present the stuffed animal as a "special friend" who wants to play and communicate with the children through luminous faces.

Free exploration: Let the child freely manipulate the stuffed animal. We allow him to observe the faces that light up when he moves it, without any prior instructions.

Dialogue: 

We explain in a simple way how it works: 

• "If you treat it with love, it smiles. If you treat it too hard, it gets sad."

Closing: We reinforce the idea that the stuffed animal is a friend who shows how he feels. We use visual pictograms to represent this concept.

• Assessment:

Observe whether the child shows interest in the stuffed animal and how he or she reacts to the faces that appear on the micro:bit.

ACTIVITY 2: We discover the Emotions of the Plush

• Objective: 

Identify and differentiate the emotions that the stuffed animal shows through the faces of the micro:bit.

• Duration: 30 minutes

• Materials:

1. Stuffed animal with micro:bit

2. Cards with pictograms of a smiling face and a sad face

3. Visual pictograms of calm and abrupt actions

• Development:

Introduction: Remind the child that the stuffed animal can be happy or sad depending on how we treat it. We show the pictograms of "smiling face" and "sad face."

Practice: Ask the child to try different movements with the stuffed animal:

Gentle movements (hugging it, swinging it)

Abrupt movements (shaking it, throwing it)

Observation: Help the child identify which face appears in each movement. Each pictogram is related to the actions performed.

Reflection: 

Ask: 

• "When the stuffed animal smiles, what have you done? 

• When it gets sad, what happened?"

• Evaluation: 

Check if the child knows how to associate each emotion of the stuffed animal with the corresponding movements.

ACTIVITY 3: We Experiment with the Movements of the Stuffed Animal

• Objective: 

To help children understand the cause-effect relationship between movements applied to the stuffed animal and the visual response of the micro:bit (smiling face or sad face).

• Duration: 30 minutes

• Materials:

1. Stuffed animal with integrated micro:bit

2. Visual posters with "smiling face" and "sad face" pictograms for visual reinforcement.

• Development:

Introduction: We introduce the stuffed animal to children as a "special friend" who can communicate how he feels through his expressions (smiling or sad face).

Free exploration: We ask children to experiment with the stuffed animal by making different movements (softer or rougher). We observe the children's reactions and the faces that appear on the micro:bit.

Dialogue: We ask:

• "What happens when you move the stuffed animal gently?"

• "What happens when you move it quickly or strongly?"

Reflection: We use the visual posters to remember the relationship between movements and pictograms. Reinforcement of the idea that gentle movements make the stuffed animal "happy."

• Assessment: 

Observe the child's understanding of the relationship between the stuffed animal's movements and reactions.

ACTIVITY 4: We Learn to Calm the Stuffed Animal

• Objective: 

To develop children's ability to identify and apply calming movements to the stuffed animal, promoting emotional self-regulation.

• Duration: 30-40 minutes

• Materials:

1. Plush animal with micro:bit

2. Calm and waste pictograms.

• Development:

Introduction: We explain that the stuffed animal prefers calm movements to "be happy." We propose to help the stuffed animal calm down if it is "sad."

Example: We show how to make gentle movements (hug the stuffed animal, swing it slowly) and how this makes the smiling face appear.

Practice: We ask children to make calming movements to help the stuffed animal "feel better." If the sad face appears, children must try again until the smiling face appears.

Dialogue: We ask:

• "How do you feel when you make gentle movements with the stuffed animal?"

• "Do you think you can do the same to calm down when you are nervous?"

• Evaluation: 

Observation of the movements applied by the child and his ability to modify his behavior to obtain a positive response from the stuffed animal.