STaR Hero Journey METRO Event

Upon meeting in the iCreate Lab, my partner Alexander and I have decided that for our project, we could create 3D models of a producer and consumer (flower and butterfly). These 3D models will demonstrate the lifecycle of each. Using a stop motion presentation, we will be able to use the same digital component that represents both of our specific TEKS.

TECH TEK: 3.c1(A) decompose story problems into smaller, manageable subproblems and identify a solution to the problems

We are using AI to generate our STaR Hero Journey story. Our story will contain our specific TEKS that correlate to the METRO Activity.

Gardening TEK: Use measurement to accurately measure plant growth and amount(s) of soil, plant food, etc.

Math TEK 3.7(a): use measuring tools to measure the length of objects to reinforce the continuous nature of linear measurement

In our STaR Hero Journey activity at Metro Elementary, we will have 3D model components of a flower and a butterfly. Our 3D models will be real scaled, life sized models which allows students to measure the length of each model and compare how the flower or butterfly has changed in size during its life cycle.

(insert pictures of models and stop motion demo)

Standards (Check out My Portfolio)

5.3.a Model and learn with students how to formulate computational solutions to problems and how to give and receive actionable feedback.

Students will watch a stop motion presentation that will demonstrate and model the life cycle of producers and consumers in a garden. Students will formulate their own computational solutions to problems consumers can cause in a garden.

5.3.c Plan collaboratively with other educators to create learning activities that cross disciplines to strengthen student understanding of CT and CS concepts and transfer application of knowledge in new contexts.

Since this is a group project, my partners and I will collaborate with one another to deliver the lesson and help students understand CT and CS concepts.

5.4.c Guide students on the importance of diverse perspectives and human-centered design in developing computational artifacts with broad accessibility and usability.

Prepare lesson that demonstrates artifacts with accessibility and usability that is suited for students.

Service for Preparation

AI Story: Lily's Gardening Mission

Once upon a time, there was a young gardener named Lily who loved to grow plants and vegetables in her backyard. She heard about a gardening competition in her town and decided to participate. With the help of her mentor, Lily learned about the importance of measuring the growth of her plants and the amount of soil and plant food needed to prepare for the competition. She faced challenges along the way, including pests and harsh weather conditions, but she persevered and continued to care for her garden with dedication and hard work.

To prepare for the competition, Lily learned about the nutrients that plants need to grow and how to measure her plants' growth. She also learned about the different organisms that make up a garden ecosystem, such as bacteria, fungi, insects, earthworms, and birds. This knowledge helped her create a healthy and thriving garden.

As she approached the competition, Lily met other gardeners who shared their knowledge and expertise with her. She also encountered rival gardeners who tried to sabotage her garden. Lily remained wise and focused on her goal, and she was able to overcome these obstacles.

In the final stage of the competition, Lily faced her greatest challenge yet: a severe storm that destroyed many of her plants. However, Lily remained faithful and did not give up. She used her wisdom to come up with a plan to save her garden and nursed her plants back to health.

In the end, Lily emerged victorious and returned home with the elixir of knowledge and experience. She shared her wisdom with the other gardeners in her village and inspired them to pursue their own gardening journeys. Lily had become a hero in her own right, and her garden had become a thriving ecosystem of organisms working together to support plant growth.

Through her journey, Lily learned the importance of perseverance, wisdom, and faith in the power of nature. Lily's journey can teach us that with hard work, dedication, and faith in the power of nature, we can overcome challenges and achieve our goals. We can also learn the importance of taking care of our environment and the organisms that make up the ecosystem.

Digital MakerSpace:

How will you exemplify a learner response or two? Exemplifying a learner’s response can be done by giving feedback and done in gradual release. This means that easier questions are asked at the beginning and then harder questions after as they have built up knowledge to be able to answer the more difficult questions. It is important to ask questions throughout the duration of the activity. Other than verbal responses, a response by the learner can also be given through a Flip response. How will you make your activity DIGITALLY creative and collaborative among the participants? NearPod will be used to give the lesson. In the assessment portion of the activity, Flip will be used as a response tool for the students. We could also have our story pre-recorded through a Flip video that is in our NearPod so the Hero story automatically plays. This is beneficial because it will be available to go back on if parts of the story need to be retold. How will you promote and support learners toward a CCISD Multimedia fair submission? Promoting students will happen after the Hero Story. We can explain that we used digital creative tool to formulate the story and our lesson, and that they can do it too. We could also even show past work from students and in the end after our activity is finished, we will remind students that they can take what they have learned and continue at home or in school if they have free time. What question and sentence prompts will you use to demonstrate Growth Mindset and Appreciative Inquiry facilitation within your activity? Setting achievable goals and taking steps to get to that goal is one of the first steps I have going into the lesson. I feel that I should also model a growth mindset. “If something is too difficult, do not be afraid to ask for help, overcoming challenges helps us get to our goal.” I can also remind students that “their mistakes are important steps in their learning journey.” Open ended questions that relate to the learning goal will be used during the activity. Open ended questions are good in that they give students to chance to have an individualized answer and answers can vary from student to student. It is also important that questions related to the learning goal are asked to tell me whether students understood the concept and/or if my lesson delivery was efficient. Appreciative Inquiry will be easy to do during the activity because defining and discovery will happen during the Hero Story. Dreaming and designing will happen during the activity this is where students will get inspired to continue what they were working on and deploy or continue the project for the MultiMedia Fair.

NearPod (QR Code below to get students to lesson via phone/tablet) will be used to give lesson and Flip will be used to assess and have student response.

Event Reflection

            

My partner Alex and I were the only ones who showed up to the event on 11/15. We first started in the gym with the KINE students and this is where we got our group of 3rd graders. We had 6 students but by the time the gym part was done we had 3. During the gym event I was able to see the students personalities and was able to see that two of the students may need to be separated. One would not keep his hands to himself and was being distracting to the other. When it was time to switch to my part of the lesson, three 1st graders joined our third grade activity. I did my lesson through NearPod. I had my AI Story pre-recorded but one of the 3rd graders volunteered to read. After he read, a 1st grader volunteered to read and he could only read some of it. I helped him read some of it, but due to time and keeping the other students engaged, I read the rest of the story by myself. After the story, I asked what the students thought of the story and what were some things Lily did during her gardening competition. Thankfully, the students answered that she measured plant growth which was the topic of my lesson and was a great transition from the story to the lesson. From there, we used my poster board that had life size models and measured the components of each stage in the butterfly life cycle and some of the plant life cycle (time was cut short). One of the Metro teachers was watching and said that the 1st graders did not know how to measure when she saw me bring our the rulers for my lesson. Because she stated this, I tried to show the 1st graders that we could use our fingers as an estimate of measurement, but he wanted to use the ruler and was successful in doing so. This is what I would consider to be one of my strengths in this lesson, being able to adapt as needed, if needed. Each student was able to have a turn to measure while one of the 1st graders recorded the measurement after he had his turn. Our group of 3rd and 1st graders worked well with one another and was able to measure the model successfully in our 15 minute lesson. Overall, I think the event went decent. I just wish our whole group was there to facilitate and chime in. I felt like I did all the work instead of it being a "group project".

                   

MakerSpace Exploration: Gardening Perimeter and Area Lesson

Gardening MakerSpace 

After looking into the MultiMedia Fair's past student work, I began to examine what applications students had used to create their art. This gave me the idea of using the Concepts app to create a digital garden.

Math TEK: 5.4(H) represent & solve problems related to perimeter &/or area & related to volume.

The student will create Digital Art of a garden that displays how many plants can fit in a flower bed in the Concepts app. This can be done on a tablet device and drawings can be done with a pen that is compatible with the tablet. 

Concepts is a flexible vector-based sketchbook where the user can take ideas from concept to reality. This means that the creator can draw and sketch with realistic pencils, pens, and brushes. Concepts offers an infinite canvas with design tools such as grids, line smoothing, and shapes guides to help with real-world scale and measurements. Concepts is trusted and used by creators at Disney, Apple, Nike, PlayStation, and Illumination Entertainment. 

For this activity, Concepts is a useful tool in that students can use grid lines to ensure a straight perimeter drawing for their flower beds as well as rows and columns for the plants or seedlings the students will choose to add into their project.

Below is an example garden that I did through Concepts. 

This video shows the different features that Concepts offers. In My Garden Demo, I created a fenced perimeter with the dotted line feature. In each dotted perimeter I added either flowers, bushes, or a combination. In the video and for my final dotted perimeter, I added a tree. This was done with the "free features" offered. If students wanted more features, they can pay an additional fee. 

With this Digital Art lesson idea, students can personalize their garden in size and plant details while working on perimeter and area. Students can also submit their work to this years Multimedia Fair. 

For more information this years Multimedia Fair please click the Mulitmedia Fair hyperlink.

Standards 

5.3.a Model and learn with students how to formulate computational solutions to problems and how to give and receive actionable feedback.

Students will get an idea from My Garden Demo, however, students will formulate their own computational solutions to problems as they create their own garden.

5.3.c Plan collaboratively with other educators to create learning activities that cross disciplines to strengthen student understanding of CT and CS concepts and transfer application of knowledge in new contexts.

My group and I will discuss perimeter and area to help students better understand the various CT and CS concepts while using the Concepts App to display the modeled lesson.

(commented on Jackie Prado's and Ellionna Coppage's Blog- this will not be in my blog post later)

Lab II: Connecting Drone Blocks to TELLO & METRO Refelection

During this Lab my partner Ellie and I connected to a TELLO Drone and did a test fly. We created a simple code, but the Drone did not do what we wanted because of space limitations. Below is a ScreenCast of the code we test flew as well as a camera angle from the TELLO Drone's point of view.

After some practice we were able to correctly fly the drone to the code that we created. For the upcoming event at Metro Elementary, Ellie and I plan to do the following steps to meet Standards 5.2.e and 5.5.c:

Standards

5.2.e Communicate with students, parents and leaders about the impacts of computing in our world and across diverse roles and professional life, and why these skills are essential for all students.

During the activity, students and their guardians will gain information in how computing can be used in the real world.

5.5.c Use a variety of instructional approaches to help students frame problems in ways that can be represented as computational steps or algorithms to be performed by a computer.

The WeDo LEGO activity will be different instruction from the DroneBlock TELLO Lab. However, once we are working through our activity, Ellie and I may need to make adjustments to help students and/or parents understand in a different way.

Steps

Step 1: Connect to Drone and TELLO.

Step 2: Establish flying area and boundaries for students and/or guardians.

Step 3: Discuss motions and actions of code using print out of code blocks.

Step 4: Fly our demonstration code.

Step 5: Allow students to add on to existing code.

Step 6: Show what drones can do through video.

Conclusion: Discussion with students about if they have seen drones anywhere else and what they enjoyed.

Reflection (after METRO)

TELLO Drone

The METRO drone experience was one of trial, error, problem-solving, and fun. In the beginning, our wifi was not connecting to the drone we had, but to drones that were close by. After some troubleshooting, we were finally able to connect to our drone and show our two students the lesson. While I was trying to get connected, Ellie was demonstrating how to build code. We were finally able to connect to our drone and were able to show the students our code that we had already created. After our example, the girls were able to create their own code. Throughout this activity, both girls were intrigued, asked questions, and seemed to be having fun. Below is the code that the girls created which included loops and flips.

LEGO WeDo 2.0

The WeDo activity was more of an issue than the drones in our case. Our robotic hand was having a sensor issue which resulted in the robotic hand failing to lift and move objects. Ellie and I had to pull up our ScreenCast that showed the girls what was supposed to happen. We still explained the process, code, and reasoning for our WeDo activity. But because it was so brief, we had the girls join another WeDo group and participate in their activity. This allowed the girls to still have a chance to play with the LEGO codes and get hands on experience. Below is a picture of the girls watching the ScreenCast since our code was not working in person.

 

After our lesson, the girls joined another group to get hands on experience with the coding. Below is a picture of one of our students creating code. 

In the end, I am glad that we had video footage from when our machine was working and am happy that the girls got to play with other LEGO kits. Standard 5.3.a was met during this experience as Ellie and I had to problem solve with the girls since our WeDo kit was not working.

Standard 5.3.a: Model and learn with students how to formulate computational solutions to problems and how to give and receive actionable feedback.

5.3.b: Apply effective teaching strategies to support student collaboration around computing, including pair programming, working in varying team roles, equitable workload distribution and project management.

This standard was met as Ellie and I were able to plan for this project. We did a great job teaching and delivering the material to support our students.

In conclusion, this field experience taught me to be a Leader, Collaborator, and Facilitator. One main take away from this experience that I learned was that the facilitator and collaborator (if any) should always be prepared with back up plans in case the technology does not work. Either way, the experience was overall a fun one.

DroneBlocks Lab Experience

Summary

In this Module, I learned how to use Tello Drone through a series of videos. I then got to practice and play with the Drone Block simulation program. 

Learning about Tello

This Introduction to Tello Drone Programming included 7 lesson videos that modeled different ways to use the Tello Drone. Below are brief summaries that I put together based off the video to help me remember and use for future reference. 

Introduction

There are 3 different models of Tello Drones. Each is color coded (white, black, and red) and has updates from the previous model released. They are clever machines that can be used to amplify teaching. Tello uses sophisticated sensors and flight control logic to determine its altitude and distance.

The Box Mission

In this video the instructor modeled how to code and fly the Tello. 

Loop and Flip

Loops allows you to repeat a series of events. Loops are helpful to reduce the possibility of complex code to be out of sequence. 

Variables for the Win

Variables allow us to adjust the increments of the distances with each loop and make the code more manageable and allows the software to be easy to modify the code. 

Adding Logic With If/Else Statements

Using logic adds intelligence to code. With loops, variables, and logic, you can create powerful Tello missions.

Land in Your Hand

Create a simple code, get in position for Tello to Land in Your Hand.

Simulation

I visited the DroneBlocks Simulator and first viewed the "Minimal" simulation to see a basic example run. I then adjusted some of the code to see how it would alter the result. I then deleted half of the code and added new code that would get the drone to land back at the takeoff pad. When adding the new code, I also incorporated flips which the original code did not have. 

Above is the code for the trial run with my adjustments. I began to alter the code at fly backward 30 in. The line that meets in the center of the drone is the landing point and the line that meets with the drone's propeller is the starting point.

Above is a screen recording of my first drone simulation.

After some practice in the "Minimal" simulation, I then played in the "City" simulation to which I made my drone land at the Cafe. This was more fun because I had an objective and it was as if I was walking through the city. This practice did take me about 30 minutes but it was fun to do. I can see this being a class activity that can either allow students to choose where they want to go or having them figure out a way to get to a destination that the teacher wants them to reach. 

Above is my code that got me to the Cafe in the "City" simulation.

Standards 

5.4.a- Design CT activities where data can be obtained, analyzed and represented to support problem-solving and learning in other content areas.

Students create and analyze code to get the drone to move or display certain actions. Computational thinking, or problem solving is done in the process.

5.4.d- Create CS and CT learning environments that value and encourage varied viewpoints, student agency, creativity, engagement, joy and fun.

This learning activity allows students to show their creativity. They can personalize the actions that they want their drone and/or where they want their drone to go. This allows the students to have fun while problem solving in computing systems and programming.  

Wrap Up Q's and A's

• What coded flight script did you create from which tutorial?

I visited the "City" simulation and created my own flight code that included a combination of Navigation and Flips.

• How can you teach students about the coding scripts involved?

I could use my screencast as a model to show the action of the code. After, my students and I could do a practice run by reaching a destination together. In independent practice, I could give students the option to create a unique code that reaches a destination of their choice in the "City" simulation. Or, I could give students a destination to reach and have them figure out how to get to that specific destination.

• How can you facilitate the edition of code to provide quick coding experiences for students and family members?

I could have my screencast easily available along with other videos that show different trial runs. These videos will demonstrate the drone displaying certain actions or movements when certain code is going. I could also have a link to the DroneBlocks example videos that break down the code as well.

WeDo 2.0 Lab Activity

Day 1: 

My partner Ellie and I chose the WeDo 2.0 Grabbing Objects. We started building our robot to see what we are going to be working with during the Metro Activity Plan.

Standards:

5.1.c: Leverage CT and CS experts, resources and professional learning networks to continuously improve practice integrating CT across content areas. 

Students will use the LEGO Education WeDo 2.0 resource to practice computational thinking.

5.1.d: Develop resilience and perseverance when approaching CS and CT learning experiences, build comfort with ambiguity and open-ended problems, and see failure as an opportunity to learn and innovate.

Computer science can be difficult. Students will not always succeed on the first try, but will problem solve to figure out how the robot in the activity works and see their failure as a way to improve and come to a solution. 

5.5.c: Use a variety of instructional approaches to help students frame problems in ways that can be represented as computational steps or algorithms to be performed by a computer.

Students will work through the WeDo 2.0 Program to work through and solve problems. As a facilitator, I will be there to lead, guide, and direct in student learning.

Day 2:

Ellie and I completed building our robot. And then began to program it using Education WeDo 2.0 Program. 

Student Will:

• Explore how prosthetic designs help people with disabilities
• Create and program a prosthetic hand to move objects around
• Test your program to make the hand as functional as possible
• Share your program and ideas for how to succeed in this project

Build and Program

The students will build a robotic hand that they can program to grab, lift and place objects. The hand is equipped with a Motion Sensor that can be used to detect objects, detect a table and detect movement of the arm.

The students will use this robotic hand to move small objects. Their first task is to grab a flower and place it on the table. Their second task is to grab an electric plug and insert it into the socket. The students can also choose to build their own objects to use in these tasks.

Steps:

1: Introduction: Read opening prompt

"The human hand can perform several different movements. When combined, these movements present a whole range of possible motions and actions. These important movements are: finger flexion and extension (closing and opening), thumb flexion and extension (closing and opening), thumb rotation, and wrist flexion, extension and rotation. When a person can’t perform one or more of these movements, some actions become difficult and sometimes impossible for them to do. Prosthetic arms can help people to regain mobility. Some very advanced robotic arms can almost replicate all of the movements of a normal hand." 

Step 2: Show video and asking discussion questions: 

What are some of the different movements that you can do with your hand?

Pupils will probably describe movements with words such as grabbing, holding and throwing. Have them describe in detail how the fingers are used in these motions.

What is the role of the muscles in your hand?

Muscles are responsible for all of its movements.

What are some machines that help move objects in real life?

Students will probably answer with cranes and other operating machines.

Step 3: Tell students they will be using legos to create their own objects to pick up with mechanical hand.

Step 4: Explain movement vocabulary

Flexion- closing

Extension- opening

Rotation- moving around

Step 5: Tell students they will be using the LEGO Hand to pick up and move objects that they have built.

Step 6: Open WeDo 2.0 App

Step 7: Go through the coding actions in the application and show that a duration can be set to each action if needed. (Show codes on handout)

Step 8: Show students an example of how to use the program and code that gets hand to move.

Step 9: Let students explore and build their code to get the robotic hand going.

Step 10: Conclusion: discuss with students what was difficult/what they enjoyed about the activity and robotic hand in real life action.

Video Explanation: This short video briefly explains student goals and shows how the LEGO Mechanical Hand works.