Students will engage in a discussion of the Engineering Design Process and a discussion about the concepts of algorithms using sequencing. Students will also be introduced to Ozobots and how to correctly handle and use the robots. Once the students have been presented with the problem and they have had an opportunity to design their solution using the Ozobots, the students will work collaboratively to construct sets of step-by-step algorithms to solve the problem.This lesson can be found at this LINK. 

Students will engage in a discussion about sound and how varied instruments make varied sounds. Studentswill discuss the relationship between frequency and pitch. Students will create a simple instrument and connect it to the Makey Makey demonstrating changes in pitch. Students will have the opportunity to connect the instrument to Scratch and write a program/algorithm to continue creating music with their instrument.This lesson can be accessed via this LINK. 

Students will engage in a discussion of open and closed circuits and the concepts of algorithms using sequencing and conditional statements. Students will be presented with a question to discuss and apply prior knowledge. Students will then be given information about open and closed circuits, using diagrams and explanations of key terms. Once the students have observed a demonstration of a simple circuit, they will have a discussion as to which circuit worked, open or closed, and why. Students will be asked to predict what might happen if more components were added. Students will then work collaboratively to construct a closed and open circuit using a diagram to show the step-by-step algorithms to create each circuit.The lesson can be found at this LINK. 

Students review what they already know about simple circuits, closed and open circuits. In this lesson, students will be using this information and the Makey Makey kits to create closed and open circuits using a variety of conductive and non-conductive materials.The lesson can be seen by clicking this LINK. 

In this activity, students will collaborate with a partner or group to create posters explaining the different steps of the rock cycle. They will then use an algorithm to record information onto MakeyMakey, connect their poster to the MakeyMakey Board, and assign a control that will allow the correlating recording to play. (For this activity, students should already have background knowledge of the rock cycle, metamorphic, igneous, and sedimentary rocks.) This lesson is designed for two days, the first day is the creation of the written poster, and day two is the creation of the interactive components.This lesson can be found at this LINK. 

Students will engage in a discussion about how rocks are formed and the rock cycle. They will then draw the rock cycle and when given various situations, give the steps necessary for a rock to go from one stage to another, following the paths in between. Students will have the opportunity to use a “character” to help them follow the paths without skipping steps. The students will then record the steps followed on a record sheet.The lesson can be accessed on this LINK. 

In this activity, students will be following an algorithm to create an electromagnet. They will follow a sequence of steps and collect data on the strength of the electromagnet along the way. Once all steps of the algorithm have been completed, students will analyze the data to create a conclusion.This lesson can be found at this LINK. 

In this activity, students will be exploring food chains on a Coding Map to determine how energy from the sun can help decomposers survive. Students will work in groups to find the most direct path without any overlaps to show how energy flows through a basic food chain (sun, producer, primary consumer, secondary consumer, and decomposer.) They will write about the path they took and explain how sunlight helps decomposers survive.This lesson can be accessed by this LINK. 

In this activity, students will collaborate with a partner to develop an algorithm that their partner will complete to construct a free-standing graham cracker house using the Engineering Process.  Students will have specific roles (architect or engineer) to contribute specific skill to their construction while following given parameters. The materials here are a baseline for what can be used but can be modified for class needs.  This lesson can be found at this LINK. 

This lesson can be found HERE. SummaryStudents will be using Ozobots and mazes to identify different types of motion and vibrations. The students will be working in a group to code using the Ozobots. The students will have accomplished the task when they successfully make it through the maze using the Ozobots to the preferred type of motion or vibration.Objectives● The students will compare the movement of two different objects.● The students will make and communicate observations of an object with rapid back-and-forth motion (vibration).● The students will construct a sequence of steps to accomplish an activity (unplugged).● The students will recognize that a sequence of steps when using a computer is called a program.● The students will understand that algorithms and/or programs may not always work correctly.● The students will debug an algorithm (e.g., character is not moving as intended).

SummaryDuring this lesson, the students will learn about migration through research and discussion. Then, they will use Ozobots and a map to demonstrate their learning based on their research and the class discussion.Objectives● The students will compare the activities of some common animals during summer and winter bydescribing changes in their behaviors and their body coverings.● The students will individually and/or as a class, construct a sequence of steps to accomplish an activity.● The students will identify a section of repeated actions to replace with a loop.● The students will be given a sequence of steps that include a loop to predict the next step in thesequence.The link to the lesson can be found HERE. 

SummaryStudents will be using Ozobots and mazes to identify different types of motion and vibrations. The students will be working in a group to code using the Ozobots. The students will have accomplished the task when they successfully make it through the maze using the Ozobots to the preferred type of motion or vibration.Objectives● The students will compare the movement of two different objects.● The students will make and communicate observations of an object with rapid back-and-forth motion (vibration).● The students will construct a sequence of steps to accomplish an activity (unplugged).● The students will recognize that a sequence of steps when using a computer is called a program.● The students will understand that algorithms and/or programs may not always work correctly.● The students will debug an algorithm (e.g., character is not moving as intended).The lesson can be found HERE. 

Students will use the Makey Makey Poster app to demonstrate their knowledge of Virginia ecosystems. Students will focus on deer and how population control is so vital.The lesson can be found at this LINK. 

Students will demonstrate their knowledge of populations, communities, and ecosystems by creating interactive posters using Makey Makey and Scratch.The lesson can be found at this LINK.

Students will work in groups to create an educational presentation using the online poster app created by Makey Makey. The students will compile and create images, videos and audio to explain the geology of the ocean floor, properties of ocean water and interaction of ocean organisms. After the information is organized, students will code for the Makey Makey control keys to display certain parts of the presentation when clicked. The lesson can be found at this LINK. 

Students will review the four cloud types: cirrus, cumulus, stratus and cumulonimbus. Students will investigate air pressure by doing an experiment to see the effects of air pressure. Students will learn about fronts and be able to identify the three types (warm, cold, and stationery). Students will then create conditional statements about these weather concepts using Scratch. This could be unplugged if you had block-based coding paper templates. The lesson can be found at this LINK. 

In this lesson students will create a poster to relay information about the planets in the Milky Way. The poster will include the sun, all 8 planets, characteristics about the planets such as proportional size to one another as well as location and tell tail features. Students will not only compile and organize the information, but they will also create the poster using their own art or research and print photos of their choice. After planning, students will use the Makey Makey Sampler App as well as the Makey Makey to record audio that will play when conductive touch points are interacted with. This information will be given at the command of these touch points rather than viewers having to read the information.This lesson can be found at this LINK. 

Using the website (Scratch.mit), students will create a demonstration of the relationship between the earth, sun and moon. In this demonstration, the Earth will exhibit its revolution and rotation movement around the Sun and the moon will demonstrate how it revolves around the Earth. All movements of the celestial bodies will be done through code on Scratch.mit.The lesson can be found at this LINK. 

SummaryStudents will explore the steps of the scientific method by conducting an experiment to test their hypothesis about the amount of sunlight a plant needs to grow best. Students will create a plan to carry out their experiment as well as produce step by step instructions for the experiment to be repeated. Students will discuss an algorithm as a set of defined steps to reproduce their experiment efficiently. Finally, students will collect data and analyze it to deem the truth of their hypothesis.Objectives● The students will discuss observations they have made about plants● The students will create a hypothesis pertaining to how light effects plant growth● The students will plan an experiment to test their hypothesis● The students will collect data from the given experiment● The students will analyze data to confirm or deny their hypothesis● The students will construct an algorithm so the same experiment can be completed by othersThe lesson can be found HERE