Embedded Files
Lesson 1: Tynker with Micro:Bit
Show students the introduction video to what a micro:bit is. Let them know that today they will get a chance to tynker with the micro:bit. Link the site; https://makecode.microbit.org/ in google classroom for easy access. A good introductory project is the 'Name Badge' activity, you may want to model for students how to get there and get started as it is difficult to link directly to the activities. Give students time to program their name to scroll across the micro:bit. When they are done they can add more code to the same project. For this project students can directly connect their micro:bit to their computer using the provided USB cord, they do not need to use the battery pack provided.
Teacher Tips for the Micro:Bit
Students will need to pair their micro:bit to their computer to download their code, this is something they have to do at the start of each session, although it will stay paired as long as they don't unplug it.
Anytime students add to their code (even if it is within the same project) they need to download again to have the code show up on the micro:bit
Eventhough students don't log into the micro:bit website, their project will be saved on the site when they return to it. (I am not yet sure if this is device specific or connected to their google account)
Lesson 2 : Create a Shamrock with Micro:Bit
Now that students have tynkered with their micro:bit they have a new challenge: create a shamrock shape with music. If you wouldl ike, you can show the video to the right that briefly discusses the history of the 4 leaf clover and why it is considered lucky. Students will return to the linked website from last week and create a new project. (You may want to pause the video on a picture of a shamrock or pull one up on the board to help students with the shape.) You can add further challenges by seeing if they can make the Shamrock appear when they clap (see Clap Lights activity) or turn on when you press a button (see Smiley Button activity) Otherwise once students have created the shamrock they can explore further activities on their own.
Lesson 3: Rainbow Bridge STEM Project
Challenge students to build a strong bridge using only 6 sheets of construction paper (one in each color of the rainbow) and a glue stick or tape as a connector. (Connector may depend on how they plan to construct their bridge.) Students will test out the strength of their bridge with a 'pot of gold' at the end. (up to LMT, one possible option is Dixie cup with pennies). Tell students they are going to watch a short video that discusses how bridges are made, then they can decide as a group how they will use their paper to make their bridge. Once they have come up with a plan LMT can distribute the materials and they can work. See possible solutions below, taken from Steampoweredfamily.com. Additional directions and possible planning sheet for students can be found HERE.
Fold and Roll the paper
Fold and Roll the paper
Tightly Roll Paper
Tightly Roll Paper
Arch with Folding and Stacking Paper
Arch with Folding and Stacking Paper
Lesson 4 (Option 1) : Fact Finding Spree: Comparing PebbleGo Next and CultureGrams
Tell students they are going on a Fact Finding Spree about Wisconsin. You can either assign students a resource or let them choose. Briefly show each resource and where to find it. Students can work with a partner or individually - if working with a partner person can have their computer to have the resource up, the other partner can have the linked google form up to complete the 'spree'. (if you choose to do the spree versus the WAKE poster) Once students have completed the fact finding spree (or most of it) bring the students back together and compare answers. Which group found more answers? What would they rate their resource on a scale of 1-5 for ease of use? What would they rate it for appearance?
Fact Finding Spree Form (make a copy, share in Google Classroom for students) OR WAKE State 'Poster'
Lesson 4 (Option 2): Which Would You Choose? Comparing PebbleGo Next and CultureGrams
Tell students they need to help Keyla (name used in BreakoutEDU often which is why it was chosen) figure out which resource to use to complete a project on Wisconsin. Briefly show students PebbleGo Next and Culture Grams (states edition) from the 'Info@Your Library' folder. To help them give Keyla good advice they will use the linked 'outline' that shows what kind of info Keyla needs for her project and decide which is easier to find the info on before judging the sites on overall appearance. Students can work in partners or individually.
Standards for the Month:
I can solve problems individually by tinkering and making. AASL 5.b
I can use a variety of strategies to organize information and make meaningful connections between resources. ISTE 3c
I can produce creative artifacts and make meaningful learning experiences. ITL KC2
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