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What this lesson includes
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Real-World Example
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Coding Tutorial
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Assessment
Overview Accordion
Learning Goals
- Understand how inefficient waste collection contributes to greenhouse gas emissions.
- Discuss how smart bins use sensors to streamline garbage collection routes.
- Design and build a prototype smart garbage bin using sensors from the Climate Action Kit.
- Use conditionals and loops to simulate how garbage trucks can be dispatched based on bin status.
Preparation Accordion
Materials
- Climate Action Kit
- micro:bit V2
- Computer with access to Microsoft MakeCode
- Tissue paper
Get to Know the Content
- Make sure you've completed our 'Getting Started with the Climate Action Kit' professional development series
- If it has been a while, review the kit components featured in this lesson:
- Review the lesson, particularly the following thinking routines from Project Zero (Harvard Graduate School of Education):
Activity Accordion
Big Idea (15 minutes)
Students will:
- describe examples of inefficient waste management systems including overfilled and empty bins
- explain the relationship between CO2 emissions, consumption, and waste management systems
Take Action (30 minutes)
Students will use the Climate Action Kit to design, build, and code their own smart bin prototype. The prototype will use a sonar sensor for fill-level detection, and an LED ring to communicate bin status.
We've provided 3 ways students may build the project to support scaffolding and differentiation in your classroom: 'Use', 'Modify', and 'Create'.*
| Activity | Description |
|---|---|
| Use |
Students follow a tutorial to build and test a smart bin prototype to check its fill level every time it’s closed. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Modify |
Students will follow a tutorial to build their smart bin prototype and enhance their prototype with a timed alert system and reset button. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Create |
Students work in small groups to design, build, and code their own smart garbage bin prototype. Success CriteriaI can build a smart garbage bin prototype using the Climate Action Kit that physically:
and uses:
ResourcesBlank Project |
*Irene Lee, Fred Martin, Jill Denner, Bob Coulter, Walter Allan, Jeri Erickson, Joyce Malyn-Smith, and Linda Werner. 2011. Computational thinking for youth in practice. Acm Inroads 2, 1 (2011), 32–37.
Assessment Accordion
Use the following criteria to assess student learning. Students can:
Conversations
- Can students describe the difference between traditional waste management and smart waste management approaches?
- Can students describe how greenhouse gases in the environment accelerate climate change?
- Can students explain a waste management specialist’s role in smart cities?
- Can students communicate the relationship between home consumption and sustainable cities?
- Can students explain the real-world quantity represented by the variables that make their model function?
- Can students explain how the sensors work in their model? (Use, Modify, Create)
Observations
- Do students methodically test and debug their model? (Modify, Create)
- Do students make predictions about what certain segments of the code are responsible for and test those predictions (Use, Modify)
Products
- Students annotate their code to explain how it works (Use, Modify, Create)
- Students calculate the volume of their smart garbage bin (Use, Modify, Create)
- Add to the model to improve the functionality of the smart bin prototype (Modify)
- Student-created models meet the design criteria outlined in the lesson (Create)
Standards Accordion
Next Generation Science Standards
Grade 6 - 8
MS-ESS3-3 Apply scientific principles to design a method form monitoring and minimizing a human impact on the environment.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Computer Science Teachers Association Standards
Grade 6-8
2-DA-07 Represent data using multiple encoding schemes.
2-AP-11 Create clearly named variables that represent different data types and perform operations on their values.
2-AP-12 Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
2-IC-20 Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options.
Common Core State Standards for Mathematics
Grade 6
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.RP.A.3.C Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V \= l w h and V \= b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
Grade 7
7.RP.A.2 Recognize and represent proportional relationships between quantities.
7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
United Nations Sustainable Development Goals
11 Sustainable Cities and Communities
Common Core Technical Career Standards
STEM Cluster: Engineering & Technology Career Pathway
ST-ET 1.3 Use computer applications to solve problems by creating and using algorithms, and through simulation and modeling techniques.
ST-ET 2.1 Select and use information technology tools to collect, analyze, synthesize and display data to solve problems.
ST-ET 3.1 Use knowledge, techniques, skills and modern tools necessary for engineering practice.
ST-ET 3.2 Describe the elements of good engineering practice (e.g., understanding customer needs, planning requirements analysis, using appropriate engineering tools, prototyping, testing, evaluating and verifying).
ST-ET 3.4 Illustrate the ability to characterize a plan and identify the necessary engineering tools that will produce a technical solution when given a problem statement.
ST-ET 4.1 Explain why and how the contributions of great innovators are important to society.
ST-ET 4.2 Explain the elements and steps of the design process and tools or techniques that can be used for each step.
ST-ET 4.3 Describe design constraints, criteria, and trade-offs in regard to variety of conditions (e.g., technology, cost, safety, society, environment, time, human resources, manufacturability).
ST-ET 5.1 Apply the design process using appropriate modeling and prototyping, testing, verification and implementation techniques.
ST-ET 5.2 Demonstrate the ability to evaluate a design or product and improve the design using testing, modeling and research.
ST-ET 5.3 Demonstrate the ability to record and organize information and test data during design evaluation.
ST-ET 6.1 Apply the use of algebraic, geometric, and trigonometric relationships, characteristics and properties to solve problems.
ST-ET 6.4 Apply basic laws and principles relevant to engineering and technology.
STEM Cluster: Science and Math Career Pathway
ST-SM 1.1 Apply science and mathematics concepts and principles to resolve plans, projects, processes, issues or problems through methods of inquiry.
ST-SM 1.2 Use the skills and abilities in science and mathematics to access, share, and use data to develop plans, processes, projects and solutions.
ST-SM 1.3 Use the skills and abilities in science and mathematics to integrate solutions related to technical or engineering activities using the content and concepts related to the situations.
ST-SM 1.4 Explain the role of modeling in science and engineering.
ST-SM 1.6 Communicate with others on inquiry or resolution of issues/problems in the global community.
ST-SM 2.1 Demonstrate the ability to recognize cause and effect when faced with assigned projects or issues.
ST-SM 2.4 Predict the outcomes based on data collected in a project or experiment.
ST-SM 3.1 Evaluate the impact of science on society based on products and processes used in the real world.
ST-SM 3.2 Evaluate the impact of mathematics on society based on products and processes used in the real world.
ST-SM 3.3 Research how science and mathematics influence the professions and occupations supported by the STEM Career Cluster.
Information Technology Cluster: Programming & Software Development Career Pathway
IT-PRG 4.1 Employ tools in developing software applications.
IT-PRG 6.1 Explain programming language concepts.
IT-PRG 6.3 Demonstrate proficiency in developing an application using an appropriate programming language.
IT-PRG 6.4 Explain basic software systems implementation.
IT-PRG 7.1 Develop a software test plan.
IT-PRG 7.2 Perform testing and validation.
Agriculture, Food & Natural Resources Cluster: Power, Structural & Technical Systems Career Pathway
AG-PST 1.3 Investigate solutions to AFNR power, structural, and technical systems.
AG-PST 1.4 Design or modify equipment, structures, or biological systems to improve performance of an AFNR enterprise or business unit.