Book #4: Doll-E 1.0, by Shanda McCloskey
At Glance: For use with 3rd Grade with Use of Makey Makey
At Glance: For use with 3rd Grade with Use of Makey Makey
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Where to find Doll-E 1.0: Where to find Doll-E 1.0: GWAEA Educators: In print & eBook Amazon Link Check your local library! |
Check out the printables below to help you get started!
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Maker Prompt:
Create a talking doll out of spare parts. Check out this Instructable for more detail Thanks Makey Makey for the great idea! Don't have a Makey Makey at home? Consider other options:
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Vocabulary List
Tinkering Coding Decoder Spare Database Interesting Destroying Update Jealous Revive Print your own Vocabulary Cards! Use Vocabulary Teaching Script to help guide your discussion with your students. |
Women's History Month Connection:
Nonfiction Texts Featuring Female Computer Scientists
From AEA Online Resources
GWAEA Educators: You will need to use your AEA Online Resources login to access the articles below
Ada Lovelace: InfoBits Britannica Elementary
Katherine Johnson: Britannica Elementary InfoBits InfoBits
Margaret Hamilton: Britannica Elementary
Grace Hopper: Britannica Elementary InfoBits. Highlights for Children
Not an educator in our AEA Schools?
Check out the Book: Good Night Stories for Rebel Girls
Katherine Johnson: Britannica Elementary InfoBits InfoBits
Margaret Hamilton: Britannica Elementary
Grace Hopper: Britannica Elementary InfoBits. Highlights for Children
Not an educator in our AEA Schools?
Check out the Book: Good Night Stories for Rebel Girls
Standards Connection
Literacy
RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
What evidence of understanding might look like:
RL.3.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
What evidence of understanding might look like:
- What are Charlotte’s interests?
- How do Charlotte’s interests contribute to the events in the story?
RL.3.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
- Page with what parents are watching on TV
- Page with Bluetooth being jealous
- Page with the Frankenstein illusion
- Have students pick an illustration from the story. Have them take a picture of the illustration in Seesaw. Have the students describe what is happening in the illustrations. Have the student talk about how the picture adds to the words in the story.
Science
Physical Science 3–PS2–3
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
What evidence of understanding might look like:
Engineering, Technology, and Applications of Science 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.
What evidence of understanding might look like:
Physical Science 3–PS2–3
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
What evidence of understanding might look like:
- Students would generate questions after viewing this video on makey makey inventions and add them to a driving question board
Engineering, Technology, and Applications of Science 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.
What evidence of understanding might look like:
- Students are all given the same maker prompt to create a solution to the maker problem. Students will discuss & share their products strengths and weaknesses.