Embedded Files
Lesson Overview
Lesson Overview
In this lesson, participants will engage with identity by developing shared understandings of safety and respect while engaging in online community-building activities. Participants will also be introduced to computational thinking skills and circuitry.
Vocabulary
Vocabulary
Safe Space - A safe space is: “a place where anyone can relax and be fully self-expressed, without fear of being made to feel uncomfortable, unwelcome or challenged on account of biological sex, race/ethnicity, sexual orientation, gender identity or expression, cultural background, age, or physical or mental ability; a place where the rules guard each person's self-respect, dignity and feelings and strongly encourage everyone to respect others” (Advocates for Youth).
Computational Thinking - refers to the thought processes involved in expressing solutions as computational steps or algorithms that can be carried out by a computer. (https://k12cs.org/)
Decomposition - breaking a problem down into smaller and more manageable parts
Algorithmic Thinking - providing step-by-step and ordered instructions for solving a problem.
Pattern Recognition - identifying steps or information that are repeated
Abstraction - removing extra details and focusing on the most important information
Materials
Materials
Note: Provide participants with a take-home kit (ziplock or other plastic container) with the materials they will need prior to scheduling the online session.
For Each Participant:
3 different colors of clay
10-20 Toothpicks
Fun-size M&Ms or Skittles
Step 1: Introduction to Program Goals
Step 1: Introduction to Program Goals
Note: Conduct this portion of the lesson asynchronously. Create a short video on the padlet app that presents CompuGirls and the Learning Objectives. End this portion by allowing them to respond/leave comments on the video with any questions.
[Create a padlet with an introduction video that includes 1) a little bit about yourself; 2) an overview of the CompuGirls; and 3) encourages the girls to participate in the collage activity
CompuGirls is a program that introduces girls to science, technology, engineering, and mathematics (STEM) and encourages them to consider how they might use these fields in their future and everyday lives
Allow participants to post any questions they might have about the program or logistics
Explain to participants that they will be recorded for research purposes
Participant Collage
Participant Collage
Provide participants with a link to a lesson in Padlet.
In advance, ask participants to post a picture that shows an interesting fact about themselves. Encourage them to also write a short descriptor that highlights what they want their peers to focus on.
All participants who identify with the written statement and image, including the participant who posted, should “like” the post and comment how or why they identify with the post.
4. Ask girls to spend some 10-15 minutes reviewing each other’s posts and “liking” or commenting on the pictures.
Step 2: Icebreaker
Step 2: Icebreaker
The icebreaker is designed to have participants share their names and some interesting facts about themselves. The activity can be done during the first live synchronous session. We also have provided alternative icebreakers that may be modified for synchronous or asynchronous sessions.
Mix and Meet
Mix and Meet
Each participant selects 5-7 M&M's. Tell them not to eat them.
Assign a different category to each color and share each category via the Zoom chat function, a Google Doc or Padlet:
Blue = family
Green = life goals
Yellow = friends
Red = hobbies
Brown = music/movies
3. Have participants share facts that correspond with the number of M&Ms they have grabbed. For example, if they have three green, they would have to share three facts about their life goals.
Note: If there are food allergies, you can play with colored tiles.
Step 3: Constructing a Safe Space
Step 3: Constructing a Safe Space
The safe space activity is designed to set group norms for how the participants want to learn together. These group norms should be collaboratively developed by the participants.
You should stress the importance of having a supportive community that can provide constructive feedback.
Instructions:
Introduce the concept of a safe space. A safe space is: “a place where anyone can relax and be fully self-expressed, without fear of being made to feel uncomfortable, unwelcome or challenged on account of biological sex, race/ethnicity, sexual orientation, gender identity or expression, cultural background, age, or physical or mental ability; a place where the rules guard each person's self-respect, dignity and feelings and strongly encourage everyone to respect others” (Advocates for Youth).
Ask participants to list things they personally need to feel safe while participating in this program.
Provide an example - "I need people to not interrupt me when I'm speaking to feel safe and like I can participate" or "What I need from you is to not make assumptions."
Have participants answer to the prompt: “I need _____ to feel safe.” Use Padlet to have participants create ‘sticky note’ posts for about ~5-10 minutes. Works best if participants add one response per note.
Could include the ______ filler word and then a supporting sentence of why, or just the ____ filler word. (refer to padlet demo)
Alternative Activity
1. Introduce the activity: “This activity will give you the chance to introduce yourself to the group in your own words, and will help you relate to one another more easily as we begin our time together.”
2. Ask participants to respond to the following prompts:
What I think about me....
What others think about me....
What might be misunderstood about me....
What I need from you....
3. Give participants ~10 min. or so to reflect and write down their responses.
4. Once everyone is finished, go around the zoom and have each person introduce themselves according to the four prompts.
5. Share your screen and record in a doc what each person states in their “what I need from you” section as the basis for group ground rules/safe space guidelines.
Step 4: Introduce Learning Goals
Step 4: Introduce Learning Goals
Note: stop sharing your screen at this point so participants can see each other's faces
Explain to participants that the purpose of the program is for them to learn the following STEM skills:
1. How to create circuits using tools like LEDs and copper tape
2. How to use computational thinking skills such as decomposition, algorithmic thinking, abstraction, and pattern recognition
Decomposition - breaking a problem down into smaller and more manageable parts
Pattern Recognition - identifying steps or information that are repeated
Abstraction - removing extra details and focusing on the most important information
Algorithmic Thinking - providing step-by-step and ordered instructions for solving a problem
Step 5: Constructing Together
Step 5: Constructing Together
Participants will now have an opportunity to practice computational thinking skills by working in teams to build and recreate structures using colored clay and toothpicks. They also learn the importance of communication and teamwork to achieve a goal.
1. Introduce activity to participants
In this activity, you will be split into 4-5 teams of 2. One of you will build a structure using clay and toothpicks, communicating step by step instructions to the other person verbally BUT NOT showing them visually what you are building.
What makes this activity difficult is that the partners won’t be able to see what the other partner is building.
2. Divide participants into breakout room groups of 2.
3.Describe the two roles: Describer and Builder.
The Describer should be someone who notices details and who is skilled at oral communication and giving directions.
The Builder should be someone who follows directions and who is skilled at visualizing things that cannot be seen.
4. Ask participants to choose within their groups who will be the Describer and who will be the Builder
Describer will have colored clay and toothpicks. Your job is to build a structure using this clay and toothpicks. The only person who should see this original structure is the Describer themself.
The Describer will tell the Builder step-by-step instructions for how to build the structure.
The Builder will use the Describer's step-by-step instructions to recreate the original structure. The only person who should see this recreated structure is the Builder themself.
During this activity, think about your contribution as a team member and the effectiveness of your team.
5. When complete, have the Builder and Describer reveal their structures to each other
Take note are the structures similar? Different? Why? What could be improved? What went well?
6. Now have the Builder and Describer switch roles and repeat steps 4 and 5, implementing any communication changes to be more successful this time.
What improved? What could still use more work?
Step 6: Review
Step 6: Review
Come back together as a full group. Review the computational thinking skills and ask the participants to discuss whether they used any of them while trying to construct the structure together.
Decomposition - breaking a problem down into smaller and more manageable parts. Did anyone use decomposition in the process today?
Pattern Recognition - identifying steps or information that are repeated. Did anyone recognize a pattern in the process today?
Abstraction - removing extra details and focusing on the most important information. Both teams built different structures but are there parts of the process that are the same no matter what you are building?
Algorithmic Thinking - providing step-by-step and ordered instructions for solving a problem. How important was the ability to give step-by-step instructions today?
Step 7: Reflection
Step 7: Reflection
Note: Could conduct this reflection popcorn style where participants call on someone new until everyone has had a chance to speak.
Lead a closing discussion of using the following prompts:
What was it like to introduce yourself today? How did it feel?
What are some things you can do in your time with CompuGirls to make your peers feel more comfortable and included?
What are some things you hope to get out of your experience with CompuGirls?
How did it feel to build a clay structure? Were there any fun parts? Any difficult parts?
Appendix
Appendix
TODO: Place a padlet demo of the safe space activity here!! -- Kaily can do this over the weekend and have it ready for Monday
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