358throughmywindow.org | INFO: teamthroughmywindow.org

Through My Window

30-Minute Lesson Plan

Lesson Plans for Educators

Length 58 days Time/Day 30 minutes Total Time 29 hours

35930-Minute Lesson Plan, Day 1

Day 1 15:00 Pre-Survey

5:00 Assess prior knowledge: Ask students to briefly share their ideas about engineering. What do engineers do? What kinds of things do they create?

8:00 Watch the following videos about engineering.

Video: What’s an Engineer? (CC) (youtube.com/watch?v=owHF9iLyxic)

Video: What is Engineering? (UON) (youtube.com/watch?v=bipTWWHya8A)

5:00 Word Splash: Write the word “Engineer” on the board in large letters. After watching both videos, ask students to share their new ideas. Is this what students thought engi-neers did? Are there any things engineers do that surprised them? As students say their ideas out loud, write key words that summarize their ideas on the board around the word “Engineer” (e.g., problem solvers, robots, etc.).

36030-Minute Lesson Plan, Day 2

Day 2 15:00 Read/listen to chapters 1–3 of Talk to Me.

5:00 Discuss: Where are Sadina and Rio? Where is Maddie? How are Rio and Sadina feel-ing? How is Maddie feeling? If you were Sadina, would would you have done if the store manager accused you of stealing the CD?

6:20 Video: What is Engineering? (NSF) (youtube.com/watch?v=FAJGx3zP-Eo)

3:00 Review student ideas about engineering and add to the Word Splash.A central theme should be that engineers are creative, and engineers help people by solving problems.

36130-Minute Lesson Plan, Day 3

Day 3 10:00 Watch the following videos about selective mutism.

Video: This Morning—Selective Mutism(https://www.youtube.com/watch?v=NkXFULOtuns)

STOP THIS VIDEO AT 4:10NOTE: The video says that Maya is “CHOOSING” not to talk, but that is not true! Correctly point out to students that Maya CAN’T talk because she is too anxious.

Video: Selective Mutism: Basics (youtube.com/watch?v=1rvjeHSCG_0)

5:00 Discuss the videos in relation to the Talk to Me novel. Why doesn’t Maddie talk? Help students realize that Maddie actually can’t talk, even if she wants to, because her anxiety is so extreme.

10:00 Chapters 4–5

3:00 Recap the chapters. What happened? What new character was introduced? What is she like?

36230-Minute Lesson Plan, Day 4

Day 4 15:00 Character Experts: Have students get in four groups. Each group will become an

expert on one of the main characters (Sadina, Maddie, Rio, and Catalina) and make a poster about their character. The poster can include drawings, quotes, adjectives, likes/dislikes, etc. Have each group share their posters.

NOTE: The Talk to Me Novel Guide has pages with facts about each character. You may want to consider making this available to students.

9:00 Chapter 6

5:00 Discuss: Why do you think Flynn was so serious about wanting Sadina to turn off his phone?

36330-Minute Lesson Plan, Day 5

Day 5 10:00 Watch the following videos about engineering.

Video: Advances in Neurotechnology(pbslearningmedia.org/resource/eng06.sci.engin.design.mindmatter/advances-in-neurotechnology/)

Video: Mind-Controlled Robotic Arm (pbslearningmedia.org/resource/nvsn6.sci.tech.arm/mind-controlled-robotic-arm/)

Video: Mind-Controlled Limbs and Home-Made Skin (youtube.com/watch?v=t65lW8twCj0)

5:00 Discuss: What did you notice in the videos? What did you learn that engineers do that you didn’t think of before? What did you find most interesting?

8:00 Chapter 7

5:00 Discuss: Do you think it’s ethical to eavesdrop? If so, in what situations? If not, why not?

36430-Minute Lesson Plan, Day 6

Day 6 12:00 Chapters 8–9

3:00 Discuss/Predict: What do you think Sadina’s parents were talking about?

15:00 Activity: AI’s the Limit!Begin Part A. (Have students vote.)

36530-Minute Lesson Plan, Day 7

Day 7 30:00 Activity: AI’s the Limit!

Finish Part A.

36630-Minute Lesson Plan, Day 8

Day 8 6:00 Watch the following videos.

Video: Scientist Profile: Biomedical Engineer(pbslearningmedia.org/resource/19601c74-6972-423d-b8dc-5be13e952c30/)

Video: Re-engineering Sight | BrainCraft (pbslearningmedia.org/resource/sight-vision-science-video-braincraft-1048/re-engineering-sight-braincraft/)

4:00 Briefly discuss: How can engineers help people and bodies? If students were bioengi-neers, what kind of projects would they want to work on?

10:00 Chapters 10–11

1:55 Video: What is the Turing Test? (youtube.com/watch?v=sXx-PpEBR7k)

5:00 Discuss: Do you think it would ever be possible to program a computer to talk like a human? For example, could Rio create a computer to make Sadina believe she was talk-ing to the real Rio? Are Maddie’s classmates nice to her? Why or why not?

36730-Minute Lesson Plan, Day 9

Day 9 6:00 Chapter 12

2:00 Discuss: What do you think Sadina and Rio are going to do? Would it be ethically okay for Sadina and Rio to break into the drawer? Why or why not?

10:00 Watch the following video.

Video: Innovative Robots that Will Make Our Lives Better(youtube.com/watch?v=vef4ZbVga4I)

NOTE: This video has a very mild mention of beer at the end. Feel free to skip the video or stop at 9:00 it if that’s inappropriate for your students!

5:00 Discuss: What did you think was most interesting in the video? What do you think ro-bots in the future will be like?

8:00 Chapter 13

2:00 Discuss: Why do you think Rio is called to the office?

36830-Minute Lesson Plan, Day 10

Day 10 5:00 Chapter 14

2:00 Discuss: Have you ever thought a friend did something wrong? What did you do about it?

20:00 Watch the following videos.

Video: Making Stuff Stronger(pbs.org/wgbh/nova/tech/making-stuff.html#making-stuff-stronger)

START THIS VIDEO AT 41:25Video: RoboSnail

(pbslearningmedia.org/resource/eng06.sci.engin.systems.robosnail/robosnail/)

Video: RoboBees to the Rescue (pbs.org/wgbh/nova/tech/robobees-rescue.html)

Video: Let’s All Pull Together: Team of μTug Microrobots Pulls a Car (youtube.com/watch?v=wU8Q7gIdiMI)

5:00 Discuss, Write, and/or Draw: Think of a bug or spider you’ve seen before. What is it good at? Is there anything that ability could help humans with?

36930-Minute Lesson Plan, Day 11

Day 11 8:00 Chapter 15

2:00 Discuss: Who do you think came in the house? What do you think they took?

10:00 Chapter 16

5:00 Discuss: Do you think Rio took Flynn’s phone? Compare Rio and Sadina with Elizabeth and Flynn. How are their situations similar?

37030-Minute Lesson Plan, Day 12

Day 12 7:00 Chapter 17

2:00 Discuss: Do you think Rio stole the software?

5:00 Video: Programming a Robot (Cyberchase)(http://www.pbslearningmedia.org/resource/wnet08.sci.engin.systems.wnetrobot1/programming-a-robot/)

16:00 Pick one or two of the following activities.

A) Robot Obstacle Course

Basic robots can only follow instructions given by programmers. Have students get in pairs—designate one as the “Robot,” and the other as the “Programmer.” The Programmer’s job is to guide their Robot around obstacles in the room (desks, chairs) and pick up an object on the other side of the room (e.g., a water bottle or book). The Robot is blindfolded / has their eyes closed and can only follow the ex-act instructions the programmer provides (turn right, take three steps forward, etc.). Have partners switch roles and do it again! Afterwards, discuss the impor-tance of giving specific directions (designating the size of steps, how much to turn). This activity can be completed outside.

B) Tie Your Shoes Like a Robot

Similar to the Robot Obstacle Course, one partner is the Robot and the other is the Programmer. The Programmer must instruct their Robot to tie their shoes, but the Robot (blindfolded or eyes closed) can only perform actions/movements given by their programmer. Then, have partners switch roles and do it again! Afterwards, discuss the importance of giving very specific directions. Humans are good at using their senses to understand a new situation, but robots need specific instructions.

C) Practice Programming with Scratch (IF HAVE COMPUTER ACCESS)(https://scratch.mit.edu/)

Click “Create” and individual students can follow the tutorial to practice the basics of computer programming by making interactive stories, games, and animations.

37130-Minute Lesson Plan, Day 13

Day 13 19:00 Chapter 18-19

2:00 Discuss: If you were Sadina at this point in the story, how would you feel? What do you think is really going on with the software?

4:00 Video: How Smells Trigger Memories (youtube.com/watch?v=vY-HbcPInXw)

2:00 Discuss: Is there a certain smell that reminds you of anything, like Sadina’s mom’s per-fume reminds her of their trip to the Gorge?

37230-Minute Lesson Plan, Day 14

Day 14 8:00 Watch the following videos about engineering airplanes.

Video: How Airplanes Are Made (youtube.com/watch?v=7rMgpExA4kM)

Video: Engineer Profile: Victoria Wilk (pbslearningmedia.org/resource/aeroeng-sci-eng-victoria/engineer-profile-victoria-wilk/)

Video: Engineer Profile: Simon Bahr (pbslearningmedia.org/resource/aeroeng-sci-eng-simon/engineer-profile-simon-bahr/)

Video: How to Make a Paper Airplane (youtube.com/watch?v=7KPaxKUDj6I)

20:00 Paper Airplane Challenge: Have students build paper airplanes based on the video above. Then, allow them to experiment using paper clips, tape, etc. They can make up their own designs or look up designs online. If you want, have a competition to see who can fly their plane the farthest.

37330-Minute Lesson Plan, Day 15

Day 15 11:00 Chapter 20-21

5:00 Discuss: Have you ever been asked to make a promise you somehow felt was wrong or that you didn’t want to make? What did you do? Now that Flynn has accused Elizabeth of stealing the money, what should she do?

16:00 Watch the following videos.

Video: Velcro (pbslearningmedia.org/resource/lpsc10.sci.life.velcro/velcro/)

Video: Wild Inspired Robot Arms (pbslearningmedia.org/resource/nvmms.sci.eng.roboarm/wild-inspired-robotic-arms/)

Video: Scientist Profile: Ocean Engineer (pbslearningmedia.org/resource/e7f56842-4f05-4bdc-bb6f-3910d593eb9b/)

Video: Biomorphic Robots (pbslearningmedia.org/resource/stn15.cte.stem.biomorphic/biomorphic-robots/)

37430-Minute Lesson Plan, Day 16

Day 16 30:00 Animal-Inspired Superheroes

Part 1) Brainstorm: Choose several extreme animal characteristics (e.g., ele-phant trunk, giraffe neck, suction cup frog toes, lobster claws, etc.) and write them on the board. Have students brainstorm ways that each of these ani-mal features could help them in their daily lives (e.g., reach far-away objects, see over crowds, climb up walls). List these ideas on the board under each characteristic.

Part 2) Design a superhero: Have each student pick at least 3 extreme animal characteristics (ones you already discussed, or they can pick new ones), and draw their own superhero with superpowers inspired by animals. Give the su-perhero a name, and explain its superpowers. What villain is their superhero especially equipped to defeat? How does mimicking animal qualities help the superhero? (EXAMPLE: Super Ned has a Super Nose that looks like an ele-phant trunk, and uses it to help rescue cats that are stuck in trees.)

37530-Minute Lesson Plan, Day 17

Day 17 9:00 Chapter 22

5:00 Discuss: What are some words or phrases that describe how you think Sadina is feeling during this chapter? Did Rio make the right decision to talk to Sadina and be her friend even though she sort of accused him of stealing the software?

16:00 Begin learning adventure: Trapped in Time (throughmywindow.org)

37630-Minute Lesson Plan, Day 18

Day 18 30:00 Continue learning adventure: Trapped in Time (throughmywindow.org)

37730-Minute Lesson Plan, Day 19

Day 19 15:00 Chapter 23

5:00 Discuss: What do Sadina’s friends do to make sure they have an effective brainstorm-ing session? Why are those things important?

15:00 Draw/Compare: Sadina compares everyone frozen in Rio’s house to a scene in a natu-ral history museum. Draw these two scenes. What is similar about them?

37830-Minute Lesson Plan, Day 20

Day 20 30:00 Continue learning adventure: Trapped in Time (throughmywindow.org)

37930-Minute Lesson Plan, Day 21

Day 21 16:00 Chapter 24-25

2:00 Discuss: What do you think will happen when Sadina gives the cat to Maddie?

4:00 Chapter 26

3:00 Discuss: Is this what you thought would happen? Why or why not? What do you think Sadina should do now?

38030-Minute Lesson Plan, Day 22

Day 22 30:00 Continue learning adventure: Trapped in Time (throughmywindow.org)

38130-Minute Lesson Plan, Day 23

Day 23 10:00 Chapter 27

2:00 Discuss: If you had been Rio when Catalina proposed this idea, what would you have done and said?

18:00 Continue learning adventure: Trapped in Time (throughmywindow.org)

38230-Minute Lesson Plan, Day 24

Day 24 30:00 Continue learning adventure: Trapped in Time (throughmywindow.org)

38330-Minute Lesson Plan, Day 25

Day 25 30:00 Continue learning adventure: Trapped in Time (throughmywindow.org)

38430-Minute Lesson Plan, Day 26

Day 26 20:00 Chapter 28-29

10:00 Discuss: If you were Rio, would you have told Mr. J what you did? Why or why not? Why do you think Rio is smiling when he leaves with Mr. J to go to the principal’s office? What does each team member bring to the team? How do they make it better? If you were Sadina’s parents, would you believe that the robot cat would work? What do you think Monica and Paulie will do to stall the police officers?

38530-Minute Lesson Plan, Day 27

Day 27 30:00 Finish learning adventure: Trapped in Time (throughmywindow.org)

38630-Minute Lesson Plan, Day 28

Day 28 15:00 Chapter 30-32

5:00 Discuss: In what ways are Sadina and her friends engineers? Did you like the end of the story? Why or why not?

10:00 Write: What do you think the characters are like in 5 years? How is Maddie? What kind of engineering projects is Elizabeth working on? Are Sadina and Catalina better friends, or not?

38730-Minute Lesson Plan, Day 29

Day 29 30:00 Begin the design challenge.

38830-Minute Lesson Plan, Day 30

Day 30 30:00 Finish the design challenge.

38930-Minute Lesson Plan, Day 31

Day 31 30:00 Begin learning adventure: Rio’s Brain (throughmywindow.org)

39030-Minute Lesson Plan, Day 32

Day 32 30:00 Continue learning adventure: Rio’s Brain (throughmywindow.org)

39130-Minute Lesson Plan, Day 33

Day 33 30:00 Continue learning adventure: Rio’s Brain (throughmywindow.org)

39230-Minute Lesson Plan, Day 34

Day 34 30:00 Continue learning adventure: Rio’s Brain (throughmywindow.org)

39330-Minute Lesson Plan, Day 35

Day 35 30:00 Continue learning adventure: Rio’s Brain (throughmywindow.org)

39430-Minute Lesson Plan, Day 36

Day 36 30:00 Continue learning adventure: Rio’s Brain (throughmywindow.org)

39530-Minute Lesson Plan, Day 37

Day 37 30:00 Continue learning adventure: Rio’s Brain (throughmywindow.org)

39630-Minute Lesson Plan, Day 38

Day 38 30:00 Finish learning adventure: Rio’s Brain (throughmywindow.org)

39730-Minute Lesson Plan, Day 39

Day 39 30:00 Activity: Does My Brain Have a Mind of Its Own?

Begin Part A.

39830-Minute Lesson Plan, Day 40

Day 40 30:00 Activity: Does My Brain Have a Mind of Its Own?

Finish Part A.

39930-Minute Lesson Plan, Day 41

Day 41 30:00 Activity: Tell Me What to Do!

Begin Part A.

40030-Minute Lesson Plan, Day 42

Day 42 30:00 Activity: Tell Me What to Do!

Finish Part A.

40130-Minute Lesson Plan, Day 43

Day 43 30:00 Activity: Tell Me What to Do!

Begin Part B.

40230-Minute Lesson Plan, Day 44

Day 44 30:00 Activity: Tell Me What to Do!

Finish Part B.

40330-Minute Lesson Plan, Day 45

Day 45 30:00 Activity: How Are You Feeling?

Begin Part A.

40430-Minute Lesson Plan, Day 46

Day 46 30:00 Activity: How Are You Feeling?

Finish Part A.

40530-Minute Lesson Plan, Day 47

Day 47 11:00 Watch the following videos about facial recognition.

Video: Your Brain’s Facial Recognition Technology | BrainCraft(pbslearningmedia.org/resource/brain-facial-recognition-science-braincraft-1063/your-brains-facial-recognition-technology-braincraft/)

Video: How Snapchat filters work (youtube.com/watch?v=Pc2aJxnmzh0)

Video: Can twins trick facial recognition? (youtube.com/watch?v=J1NL246P9Vg)

13:11 Video: A Face in the Crowd: Say Goodbye to Anonymity(youtube.com/watch?v=mnfWZvU_Jqo)

5:00 Discuss or Write: Despite the fact that creating machines that could recognize faces was hard for engineers, they’ve figured out how to do it. Now, companies are allowed to use facial recognition on people without permission. Do students think that’s okay? Should they need to have your permission before using facial recognition on you? What do you think facial recognition might be used for in the future?

40630-Minute Lesson Plan, Day 48

Day 48 30:00 Activity: Would Robots Make Good Caretakers?

Begin Part A.

40730-Minute Lesson Plan, Day 49

Day 49 30:00 Activity: Would Robots Make Good Caretakers?

Continue Part A.

40830-Minute Lesson Plan, Day 50

Day 50 30:00 Activity: Would Robots Make Good Caretakers?

Finish Part A.

40930-Minute Lesson Plan, Day 51

Day 51 30:00 Activity: Would Robots Make Good Caretakers?

Begin Part B.

41030-Minute Lesson Plan, Day 52

Day 52 30:00 Activity: Would Robots Make Good Caretakers?

Finish Part B.

41130-Minute Lesson Plan, Day 53

Day 53 30:00 Activity: Would Robots Make Good Caretakers?

Begin Part C (Big Hero 6 movie) with the watching guide.

41230-Minute Lesson Plan, Day 54

Day 54 30:00 Activity: Would Robots Make Good Caretakers?

Continue Part C (Big Hero 6 movie).

41330-Minute Lesson Plan, Day 55

Day 55 30:00 Activity: Would Robots Make Good Caretakers?

Continue Part C (Big Hero 6 movie).

41430-Minute Lesson Plan, Day 56

Day 56 30:00 Activity: Would Robots Make Good Caretakers?

Continue Part C (Big Hero 6 movie).

41530-Minute Lesson Plan, Day 57

Day 57 30:00 Activity: Would Robots Make Good Caretakers?

Finish Part C (Big Hero 6 movie), then discuss the film using the watching guide.

41630-Minute Lesson Plan, Day 58

Day 58 4:30 Video: IBM Watson: Smartest Machine ever built—Documentary

(https://youtu.be/4cAv2SKXMDk?t=19m26s)

NOTE: Watch from where this video starts, 19:26, through 21:03. Then watch the following.

(https://youtu.be/4cAv2SKXMDk?t=27m31s)

NOTE: Watch from where this video starts, 27:31, through 30:30.

5:00 Discuss: What do students think these advances in machine learning mean for the fu-ture of artificial intelligence and technology?

20:00 Post-Survey

417

Copyright © 2017 Through My Window

This material is based upon work supported by the National Science Foundation under Grant Nos. 1223868 and 1223460.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s)

and do not necessarily reflect the views of the National Science Foundation.

30-Minute Lesson Plan