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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
- Describe how light reflects off objects and enters our eyes to allow us to see
- Discuss the pros and cons of light emitted from streetlights at night
- Build a motion-activated streetlight that conserves energy while keeping community members safe
Preparation Accordion
Materials
- Climate Action Kit
- micro:bit V2
- Computer with access to Microsoft MakeCode
- Optional: Craft materials to further customize the streetlight posts
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:
- Explore how light helps us see
- Discuss the pros and cons regarding light emitted from streetlights at night
Take Action (45 minutes)
Students will use the Climate Action Kit to design, build, and code their smart streetlight. The streetlight uses the sonar sensor to detect if cars or pedestrians are nearby.
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 their smart streetlight and test some starter code. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Modify |
Students modify the starter code to optimize the streetlight and customize it for a special event. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Create |
Students work in small groups to design, build, and code their own smart streetlight from scratch. Success CriteriaI can build a smart streetlight with the Climate Action Kit that can save energy by using a:
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 explain the role light plays in sight?
- Can students practice perspective-taking and explain why optimal light level might vary from audience-to-audience (e.g. pedestrians, wildlife, drivers, etc.)?
- Can students explain how the sensor and LED ring work in their model? (Use, Modify, Create)
- Can students explain how decimals and comparisons (<,=,>) help make their light function? (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 change the sonar trigger distance, LED colour, and visual display on their streetlight and justify those changes (Modify)
- Student-created models meet the design criteria outlined in the lesson (Create)
Standards Accordion
Next Generation Science Standards
Grade 4
4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Grade 5
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Grade 3-5
3-5 ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Computer Science Teachers Association Standards
Grade 3-5
1B-CS-01 Describe how internal and external parts of computing devices function to form a system.
1B-AP-10 Create programs that include sequences, events, loops, and conditionals.
1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations.
1B-IC-18 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.
Common Core State Standards for Mathematics
Grade 4
4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.C.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
United Nations Sustainable Development Goals
Common Career Technical Core 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.
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 2.9 Analyze change as a result of data differences and changing environmental values.
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.