3D Interactive Biographies

Purpose & objective

Educational outcomes for participants:

KNOW:

* What a STEAM integrated lesson aligned to content standards in social studies, ISTE student standards, and CSTA computer science standards looks like in terms of student Know - Understand - and DO (K-12 examples provided) - see template shown to educators here:
{https://docs.google.com/document/d/1iyojFRqNKT2WCnZ-fDYbrab1e6QSF2-2-l-KorgjaBU/edit?usp=sharing}
* What a K-12 progressional STEM unit looks like
* How to use Micro:bits to make LED's light up
* How to use servo motors for basic movement
* How to use Hummingbird kits to create voice recordings
* How to collect data on a spreadsheet and filter, sort and group data

UNDERSTAND:

*How to decompose a complex problem into smaller 'buckets' with sub-problems (questions) that go into each bucket.
*How to create a spreadsheet of questions and answers, in which the data can be manipulated in order to analyze and look for patterns.
*How to create a 3-D living biography of a historical figure that lights up, moves and speaks.

DO:
* Manipulate a spreadsheet of data
* Use micro:bits, servo motors, and Hummingbird to create a moving, and talking historical figure.

Outline

I. Content/Activity: Welcome and review of objectives (icebreaker)
A. Time - 5 minutes
B. Process - will use Mentimeter activity

II. Overview of STEAM lesson plan (K-12 Progression)
A. 10 minutes
B. Gallery Walk - large posters of the K-12 progressional standards (social studies - C3, digital literacy standards - ISTE, computer science standards - CSTA) ---see website link --- with an I SEE, I THINK, I WONDER visual thinking strategy

III. Introduction to Microbits
A. 15 minutes
B. Walk participants through the process of how to program LED lights (hands-on)

IV. Introduction to Servo Motors
A. 15 minutes
B. Walk participants through the process of how to program the Servo motor (hands- on)

V. Introduction to Hummingbird
A. 15 minutes
B. Walk participants through the process of how to program the Hummingbird to play a voice recording (hands- on)

VI. Playtime - Make your own historical interactive historical figure
A. 25 minutes
B. Hand-on creation

VII. Closure & Continued Connections
A. 5 minutes
B. Mentimeter activity

Supporting research

Debra Bernstein, K. Mutch-Jones, M. Cassidy, Emily Hamner, and Jennifer Cross, Robots and Romeo and Juliet: Studying Teacher Integration of Robotics into Middle School Curricula, In 2016 International Conference of the American Educational Research Association, 2016.

Emily Hamner, Lauren Zito, Jennifer Cross, Brett Slezak, Sue Mellon, H. Harapko, and M. Welter, Utilizing Engineering to Teach Non-Technical Disciplines : Case Studies of Robotics within Middle School English and Health Classes, In Proceedings of the 2016 IEEE Frontiers in Education Conference (FIE), 2016.

Henriksen, D. (2017). Creating STEAM with design thinking: Beyond STEM and arts integration. The STEAM Journal, 3(1), 11.

Park, W., & Cho, H. (2022). The interaction of history and STEM learning goals in teacher-developed curriculum materials: opportunities and challenges for STEAM education. Asia Pacific Education Review, 1-18.

Williams, H. (2022). No fear coding: Computational thinking across the k-5 curriculum. International Society for Technology in Education.

Zarnowski, M. (1990). Learning about Biographies: A Reading-and-Writing Approach for Children. National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801