Author:
Carrie Robledo, ANGIE MITCHELL
Subject:
English Language Arts
Material Type:
Activity/Lab
Level:
Lower Primary, Upper Primary
Tags:
1st Grade, 2nd Grade, 35-AP-08, 35-ap-08, 35-ap-10, 35-ap-11, 35.AP.10, 35.AP.11, 3rd Grade, 4th Grade, 5th Grade, Engineering, English Language Arrts, K12 Engineers, K2.AP.07, Kindergarten, Makey Makey, Robotics, Stem, k2-ap-07
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English

Education Standards

The Most Magnificent Thing: Literacy, Robotics, and Makey Makey

The Most Magnificent Thing: Literacy, Robotics, and Makey Makey

Overview

 

Students will listen to the book The Most Magnificent Thing by Ashley Spires and then collaboratively work together to make a doll that talks using the Scratch program and a Makey Makey. (These two tools were introduced and taught prior to this lesson.)

Instructor Directions

 

The Most Magnificent Thing:

Literacy, Robotics, and Makey Makey

Submitted by Angie Mitchell

Randolph County Schools

 

 

Driving Question / ScenarioHow did the character in the story use her prior knowledge to solve her problem? How can we use our knowledge to create a doll that will talk to you.
Project SummaryStudents will listen to the book The Most Magnificent Thing by Ashley Spires and then collaboratively work together to make a doll that talks using the Scratch program and a Makey Makey. (These two tools were introduced and taught prior to this lesson.)
Estimated Time45 minutes
Materials / ResourcesMaterials: Makey Makey, spare parts of different material for making a doll. (Cups, balloons, paper, cans, be creative.) You will need to make sure that each “doll” has one part that can act as a conductor of electricity. I use aluminum foil.
GradeK-5 Kindergarten and 1st will need slight modifications
Subject(s)Reading, Communications, and Technology
Educational StandardsStudents Will Be Able To: ISTE STANDARDS:
  • Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
  • Develop, test and refine prototypes as part of a cyclical design process.
  • Students create original works or responsibly repurpose or remix digital resources into new creations.
      English Language Arts Standards               CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and major events in a story.CCSS.ELA-LITERACY.RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.CCSS.ELA-LITERACY.RL.2.3Describe how characters in a story respond to major events and challenges.CCSS.ELA-LITERACY.RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of eventsCCSS.ELA-LITERACY.RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text.CCSS.ELA-LITERACY.RL.4.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).CCSS.ELA-LITERACY.RL.5.6Describe how a narrator's or speaker's point of view influences how events are described.
Classifying Objective• Evaluate the effectiveness of creative strategies in solving problems and making adjustments as necessary.
Project Outline
AskAfter listening to the story ask the students what the problem of the story was. Discuss how many times she tried to create her most magnificent thing and how she never gave up. Explain to them that they are going to create a doll for a friend using spare parts. Ask them how they would need to create this doll.
ImagineHave them get in groups and brainstorm ideas on how to make a doll that will talk using the parts in front of them. Explain to them that each person should have a part in the design process. They also need to plan out what they want their doll to say.
PlanHave them draw a model of their doll and gather their materials.
CreateThey will collaboratively work together to create a doll from their materials that will be used on the makey makey. They will also use the Scratch program to make their doll talk.
ImproveAfter connecting their doll to the makey makey they will examine their doll to see what modifications they can make to improve their doll and its functionality. They will have a chance to make these modifications and test their doll again.
Closure / Student ReflectionsStudents will answer the following questions on their performance:
  1. How well did we work collaboratively? What could we have improved on as we worked collaboratively?
  2. Did we create a working doll that could talk once connected to the makey makey?
  3. What did we learn from this project?
  4. What would I do differently next time, if given the chance?
  5. How can I take what I learned from this project to help me with later projects?
Possible Modifications / ExtensionsModifications: For Kindergarten and First Grade have them sit in a circle around the parts and discuss as a group how to build it then have them tell the teacher how to build the doll. They could also use legos to build the doll making sure aluminum foil was attached so they could connect it to the makey makey. The beauty of the makey makey makes this activity very durable, students could use a cut out of a doll and decorate it then have their doll's hands and feet wrapped with aluminum foil so it can still talk. This would be a great way to adapt books/songs like Old McDonald had a farm. Have the students create/draw animals and connect it to the makey makey so that at that part of the story they can touch the animal and have it say the sound.