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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
- Explain how matter cycles through ecosystems, focusing on decomposition
- Describe the process of composting and its environmental benefits
- Describe how technology can enhance composting processes
- Build a solar-powered compost tumbler prototype that:
- uses a solar sensor and motor from the Climate Action Kit
- optimizes rotation for composting
- uses loops to automate the composting process
- adds visual or audio output to indicate stages during composting cycle
Preparation Accordion
Materials
- Climate Action Kit
- micro:bit V2
- Computer with access to Microsoft MakeCode
- Optional: Flashlight
Get to Know the Content
- Make sure you've completed our 'Getting Started with the Climate Action Kit' course
- If it has been awhile, 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)
Learn about the environmental benefits of composting and how technology can improve the composting process.
Students will:
- Discuss the interconnectedness of ecosystems
- Explain how nutrients cycle through an ecosystem
- Describe how to compost
- List the benefits of composting
Take Action (45 minutes)
In the 'Take Action' section of this lesson, students will use the Climate Action Kit to design and build their own solar-powered compost tumbler prototype. The tumbler will mix compost when it detects sunlight and switch between spinning and resting stages to support efficient composting.
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 will follow a step-by-step tutorial to build & use their solar-powered compost tumbler prototype. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Modify |
Students will follow a step-by-step tutorial to build their solar-powered compost tumbler prototype. After this, they will modify the code and complete a challenge to demonstrate their understanding. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Create |
Students will work in a small group to design, build & code their own compost tumbler prototype. Success CriteriaI can build a compost tumbler prototype with the Climate Action Kit that:
and uses at least:
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
- Discuss how nutrients cycle through an ecosystem, including plants, animals, decomposers, and the environment itself
- List at least two environmental benefits of composting
- Explain how the tumbler works to mix compost
- Discuss the purpose of each smart component in the project (Use, Modify, Create)
- Explain how loops and pauses in the code control the tumbler's spinning and resting stages
Observations
- Methodically test and debug their code to ensure the tumbler spins and rests as intended (Modify, Create)
Products
- Add comments to the code to demonstrate their understanding of each block (Use, Modify, Create)
- Adjust the timing of the tumbler’s spin and rest stages (Modify, Create)
- Design a compost tumbler prototype that satisfies the provided criteria (Create)
Standards Accordion
Next Generation Science Standards
Grade 3-5
3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
5-PS3-1 Use models to describe that energy in animals' food (used for body repair, growth, and motion, and to maintain body warmth) was once energy from the sun.
3-5-ETS1-1 Define a simple design problem reflection a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
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-CS-02 Model how computer hardware and software work together as a system to accomplish tasks.
1B-CS-03 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
1B-AP-10 Create programs that include sequences, events, loops, and conditionals.
1B-AP-12 Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
1B-AP-13 Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations.
Common Core State Standards for Mathematics
Grade 3-5
3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …
4.MD.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
5.MD.C.5.b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
5.MD.C.5.c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
United Nation's Sustainable Development Goals
12 Responsible Consumption and Production
15 Life on Land
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.
ST-ET 6.1 Apply the use of algebraic, geometric, and trigonometric relationships, characteristics and properties to solve problems.
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 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: Natural Resources Systems Career Pathway
AG-NR 2.3 Examine natural cycles and related phenomena to describe ecologic concepts and principles