ASSIST LESSON

Section of LessonThis lesson is an introduction to sensors for middle school students. This lesson is designed to be used across different subject areas. Students will analyze the uses of different types of sensors for an array of different purposes. This lesson can also be tailored to meet the needs of a high school class.

Title Introduction to Sensors

Introduction

Students will be introduced to various types of sensors that can be incorporated into wearable devices. Students will brainstorm ways different sensors can be used to help monitor humans, animals, and the environment. Students will briefly discuss the following sensors and apply the knowledge of these sensors to develop a mind map for the application of these sensors: accelerometer, light, temperature, humidity, pressure, gas/chemical, gyroscope, and hydration sensors. Students will analyze how sensors can be incorporated into the One Health Initiative.

Curriculum Alignment This section contains the curriculum alignment of the lesson to the North Carolina NC Essential Standards of Science or Math, and the Next Generation Science Standards (NGSS) or Common Core Math. Content AreaGrade LevelNC Essential StandardsNGSS / Common Core Math

Tech Ed6-86.TT.1- Use technology and other resources for the purpose of accessing, organizing, and sharing information

Tech Ed6-86.RP1- Apply a research process for collaborative or individual research

Tech Ed6-87.TT.1.2- Use appropriate technology tools and other resources to organize information

Tech Ed6-88.RP.1-Apply a research process to complete project-based activities

HS.SI.19-12Evaluate resources needed to solve a given problem.

HS.RP.19-12Design global-awareness project-based products individually and collaboratively.

Learning Outcomes Students will discuss various types of sensors Students will analyze different types of sensors and apply their knowledge of these sensors in determining different usage for the sensors Students will identify how various sensors work Students will investigate how sensors relate to the One Health Initiative

Time Required 45 minute class

Materials Needed Teacher-6 sheets of large poster paper. Label at the top (ex. Animal). List the four or five sensors indicated below on the page with plenty of room for students to write (for example one in the top left corner, one in the top right, bottom right, middle, and bottom left) -1 sheet labeled ANIMAL at the top, with Accelerometer, Light, Temperature, Humidity, Pressure labeled with enough room for students to write -1 sheet labeled HUMAN at the top, with Accelerometer, Light, Temperature, Humidity, Pressure labeled with enough room for students to write -1 sheet labeled ENVIRONMENT at the top, with Accelerometer, Light, Temperature, Humidity, Pressure labeled with enough room for students to write -1 sheet labeled ANIMAL at the top, with Gas/Chemical, Piezo Vibration, and Hydration sensors labeled with enough room for students to write -1 sheet labeled HUMAN at the top, with Gas/Chemical, Piezo Vibration, and Hydration sensors labeled with enough room for students to write -1 sheet labeled ENVIRONMENT at the top, with Gas/Chemical, Piezo Vibration, and Hydration sensors labeled with enough room for students to write-Class set of Sensor Information sheet-Markers-TapeStudent-Sensor information sheet

Safety

N/A

Student/ Teacher Prior Knowledge Students and teacher will have prior knowledge of the One Health Initiative. Teacher will review the Teacher Guide to Sensors Use worksheet.

Teacher Preparations On each table place the large sheet of poster paper with the subject (see Materials Needed) on it. Make copies of the Sensor Information sheet. Have a timer prepared, probably on the computer.

Activities Warm-Up (written on the board when students arrive)Answer the following: What is a sensor? Give three examples of where we might use a sensor. Remember if you dont know what a sensor is take an educated guess after considering the word. After students answer, discuss the following. Say: A sensor is something that detects and responds to things in the surrounding environment. Have students give examples of sensors that they can think of and their purpose. Write the students responses on the board. (If there are sensors missing from the list, go ahead and explain what they are and give a few examples of where they might be used. Depending on grade level, students probably will not consider accelerometers, humidity sensors, gas/chemical sensors, or hydration sensors.) Discuss some scenarios where sensors would be used to help monitor a 1) human, 2) animal, 3) environment; for example a temperature sensor can be used to help monitor a search and rescue dog to ensure the dog does not overheat on a mission, or an accelerometer can be used to measure the movement of a person, or a humidity sensor can monitor the humidity in the environment to tell us that maybe a person with asthma would have breathing difficulty on such a humid day.

Hand out the Sensor Information sheet and divide the students into groups of 3-4. Say: On each table there is a sheet of paper labeled either animal, human, or environment. There are also 4-5 sensors labeled. You have your sensor information sheet. Under each category you are going to write how you think that sensor could be used. Think as far outside of the box as you can. For animals think of any animal and how a sensor might help them, for example endangered species, working animals, pets, etc. For the environment think about what things have an effect on humans. For humans you need to consider how these sensors could help us monitor someone, think of children, obesity, students, the elderly, etc. You will have three minutes per station. When the bomb timer goes off we will rotate counter clockwise. If you rotate to a station and someone has already come up with an idea that you really like you may put a check mark beside it. Ready, go! Start the timer. Students should have six rotations. During this time walk around to encourage students in their ideas, help any students who are struggling with these concepts.

AssessmentHave students complete a journal entry answering the following questions. Journal entry: If you could design something for either a human or an animal to wear that uses at least two sensors what would it be? What sensors would you use in your design and where would you put them?

Critical Vocabulary*See Sensor Information sheet-Sensor-Peizo vibration sensor-Light sensor- Accelerometer, -Temperature sensor, -Humidity, -Pressure, -Gas/chemical, -Gyroscope-Hydration sensors

Modifications If possible bring in a device that uses sensors (you can rent different devices out from the ASSIST device library) so that students who have difficulty understanding this more abstract concept will have a tangible model and can actually see and feel the sensors working. Create purposeful groups to ensure all students are understanding the concepts.

References www.littlebits.cchttp://www5.epsondevice.com/en/information/technical_info/gyro/http://www.electronics-tutorials.ws/io/io_3.html

Comments This lesson was created to teach in middle school. If this lesson is being taught in high school it is recommended that the Sensor Information sheet be more in depth with deeper scientific terminology to further challenge the students. The format of the lesson and the activity can remain the same for high school, but the content should be more in depth.

Author InformationMrs. Elliott is currently a fourth year teacher at Ligon Middle School in Raleigh, North Carolina in the Wake County school district. She is a CTE teacher who currently teaches Technology, Design and Innovation A&B, and Technological Systems to students grade 6-8. Previously, she taught Project Lead the Way (PLTW) courses in Durham County. She has a masters degree in Technology Education from The University of Georgia and a bachelors degree in Industrial Design from Appalachian State University. Email: helliott@wcpss.net

June 23, 2015