GRADE 2

Parts of a Computer

We discussed the parts of a computer in terms of hardware inputs (e.g., keyboard, mouse, microphone), hardware outputs (e.g., screen, speakers, printer), and software. 

Shadow Puppet Stories

We kicked off a shadow puppet story project!

• We watched an example shadow puppet story (The Three Little Piggies). Then, we started brainstorming characters we might include in our own stories. We began cutting the characters out of black cardstock. Some of us even used YouTube to help us draw characters. We also created set pieces and practiced using the light stages.

• We discussed characters and characterization a little more by thinking about what kinds of things make our characters interesting and special. We also used brads to make some of our characters have moving parts. 

• We also began to write scripts for introducing our characters and setting at the beginning of the story. 

We were joined by guest teachers, Ms. Amy, who has more than two decades of experience supporting young playwrights, and Ms. Ruth, who is a student at the University of Pennsylvania.

We recorded the scripts for introducing our shadow puppet stories in the recording booth. 

We also started filming the introductions to our shadow puppet stories using cameras from the WHYY Media Lab. Some groups chose to use color filters on their lights to influence the mood and/or setting of the story. 

With our audio and video, we began editing our videos and audio with WeVideo. We added titles and music to our videos with WeVideo.

We used Adobe Express to put our shadow puppet stories together. We added titles, music, and credits.

Coding Math Word Problems with Scratch

We put our math and coding skills in action to create math word problems in Scratch. We analyzed an example that Mr. Smith created. The code uses an if/then statement, or conditional, to do one thing if a correct answer is entered or another things if an incorrect answer is entered. Then, we drafted our own questions on paper and created stories in Scratch.

Superhero Headquarters with Generative AI

We used the generative artificial intelligence (AI) tool in Adobe Express to create a super hero headquarters. We were inspired by a prompt provided by PSTV that asked students to design and share something creative about a superhero. We also used the AI tool to create a superhero. We focused on using descriptive words to provide as much detail for the AI tool. Not everyone used the AI tool. Some of us used LEGOs to build super hero headquarters. We wrote short scripts and recorded them in the podcast booth.

Digital Sand Art

We flexed our creativity to create colorful landscapes with a digital sand art tool on thisissand.com.

Electricity Exploration

We're exploring both electricity and light this year! We used a simulation to test what we needed to make a simple circuit. We started by exploring to see what we noticed about the kinds of circuits we could make. We realized that if we added batteries, the light bulbs seemed to shine brighter. We also realized that if two wires touched the same part of the bulb, the bulb wouldn't light up. We also created a parallel circuit that allowed us to switch off one bulb and allow the other one to stay lit.

We built a variety of mini-projects using snap circuits. We selected mini-projects to build based on our interests. Eventually, we will be designing things to solve problems in the world with light and electricity.

We discussed how a number of inventors contributed to the development of the light bulb, including Thomas Edison and Lewis Latimer. We read a little about inventor Lewis Latimer and his work with patents. We wrote down important information about what we learned about Latimer: who, what, where, when, why, and how. We also discussed why people apply for patents.

Light Explorations

We observed and sketched light bulbs up close. One thing we noticed was that the bottom of the light bulb had a metal tip that was separated from the rest of the metal bottom with some kind of black material. Mr. Smith told us that the black material was an insulator that kept the two conductive metal parts separate. These two metal parts connect to either end of the filament inside the bulb.

We explored how our eyes see different colors of light using a PhET simulation. We figured out what happens when we mix different colors of light together. For instance, we were surprised to find that mixing red and green light together makes yellow!

We investigated with lasers and mirrors to try to hit a target. We noticed that when the laser hits the mirror, it reflects off at a similar angle. We started with one mirror and worked our way up to using four. Lasers are used in a number of different technologies.

We used a web app, webcams, and glow sticks to create light paintings. (If we’d used a regular digital camera, we’d have needed to change the shutter speed.)  As we practice light painting, we developed techniques with the classroom lights off. We also captured images in our super-dark podcasting booth.

We used Scratch and transparency sheets to create “Pepper’s ghost” reflections. We observed an example and decided what code (next costume block, forever block, wait block) we’d need to make four animated sprites. We also needed to rotate our sprites.

Ozobot Parade

We created characters and story maps with Ozobots. Our little robots speed up, slow down, spin, zigzag, etc. as they read coded patterns we draw with red, green, blue, and black markers. First, we designed costumes for our Ozobots. Then, we brainstormed story ideas for why they might want to change speed or direction.