Instructional Procedures

1. Show the micro:bit. Explain that the micro:bit is a microcontroller—a tiny computer that makes coding tangible and promotes digital creativity.
2. Organize the class into small groups and provide each group with a micro:bit and USB cable and computer to complete one or more exercises from the Micro:bit Learning Website.
3. Introduce computational thinking by completing the Giant Paper Airplane Team Challenge Lesson. Each group will need poster paper, colored markers, and stickers.
4. Follow the lesson instructions to guide students through the fundamentals of computational thinking by folding a few paper airplanes.
5. Connect the first exercise of basic programming to computational thinking.
6. Deepen and extend learning by designing a prototype of a computerized paper airplane using the Computerized Paper Airplane Prototype Lesson.
7. Provide each group with markers and paper to begin the Health Tech Challenge Lesson to prototype a health tech innovation.
8. Review each group’s drawings by having them present an “elevator pitch” to the class (under 30 seconds). Allow time for constructive class feedback.
9. Assign groups to reflect on the feedback and begin the Health Tech Prototyping – Innovations Lesson phase of the design challenge.

Days 4–5 Instructional Procedures

1. Provide each group with the mechanism building materials and allow time for students to follow the Plant Watering Mechanism Project Guide to make their own plant watering mechanism.
2. Use the Micro:bit Plant Water Video to guide the construction process.
3. Use the Soil Moisture Webpage and/or the Micro:bit Moisture Sensor Video to guide construction of the soil moisture sensor.
4. The final wiring should look like this:

   

5. Use the Plant Watering Code Instructions to code the micro:bit to water the plant when the soil moisture is low.

Days 6–7 Instructional Procedures

1. Direct teams to design, make, and code a “smart” garden device using the materials provided. Explain that the materials have a price and they must keep their device under budget for the final presentation. Devices will be judged on originality, creativity, and ability to solve a specific problem.
2. Each team identifies the problem. Use the following questions to guide discussion:
   • How can we build an herb garden?
   • How can we keep the costs down?
   • What is the purpose of our garden?
   • How is our garden different or unique from other gardens?
   • Who is our target demographic?
   • Does this specific audience have different requirements than the average user?
3. Instruct teams to brainstorm solutions. Each individual takes five minutes to write/draw possible solutions (one sticky note per idea). Do not filter ideas at this stage.
4. Have each student present their ideas to the group with minimal explanation. No judgment during this stage.
5. Place ideas by group on a table or wall. Direct each member to vote for the ideas they think are good.
6. After voting, groups review the votes and identify the direction they will pursue for product development.
7. To design the product, start with quick sketches (stick figures/basic shapes), then move to more detailed drawings. Identify materials, measurements, and movement in the drawings.
8. Each team builds a prototype using simple materials and basic skills to test ideas and drawings.
9. Provide time for each group to present their prototype to another group for critique. Taking turns, each team presents and answers clarifying questions. The audience uses sentence starters “I like…” to describe strengths and “I have…” to offer ideas that might improve the product. Remind students that feedback should be kind, helpful, and specific.
10. After reflecting on the feedback received during the critique, groups refine their product.
11. Allow time for groups to build their final product using precision and care.

Days 8–9 Instructional Procedures

1. Explain that now that the product is ready for public release, students will announce it and generate interest/funding by making a short Kickstarter-style video.
2. Groups write a script by first outlining their video, then drafting lines for all speakers.
3. Groups plan shooting locations, props, and camera movement/angles by creating a storyboard.
4. Using phones, cameras, or other video recording equipment, groups shoot each scene. Begin recording three seconds before the scene starts and continue three seconds after the scene ends to ease editing.
5. Have groups use video editing software to edit, adding transitions, effects, sound, and music as needed.

Day 10 Instructional Procedures

1. Explain that the class will watch each group’s presentation and Kickstarter video. While watching, each student will choose where to donate a set amount of money (e.g., $1,000). They may donate the full amount to one group or divide it among multiple groups. Consider inviting other teachers, older students from CTE/business classes, Day 1 experts, or other community professionals.
2. Watch each group’s video. Allow a few minutes for audience questions about the product.
3. Allow time for students to donate their funds to the products they find most compelling or useful.
4. Discuss how donations went and why students chose particular groups.
5. Use the Rubric and Checklist for PBL Presentation to evaluate each group.
6. Each student completes a Peer Collaboration Evaluation.
7. Have students fill in the Fillable Career Grid with careers from the clusters explored in this plan. If students need ideas, provide examples from Connections → Related Career Opportunities. Students can use the career information websites for details like education and salary. You can also show them the Example Career Grid (Agriculture & Tourism).