Night Sensor Lesson 1
In this lesson students consider the importance of road safety at night for children.
- Computing: Logical thinking, designing, evaluation
- Science: Day and Night / Sensors
- Design and Technology: Product design
- Citizenship: Road safety
It is assumed that you have first completed the Safety introductory lesson.
In this lesson students consider the importance of road safety at night for children. They work in small groups to research the problem and consider different ways technology could help to make children safer at night.
- To understand the problem of road safety for children
- To think creatively and develop ideas for tech devices to help children stay safe at night
- To present and evaluate initial ideas
- 介紹與班級討論（10 分鐘）
- Be safe, be seen (10 minutes)
- 創意思考挑戰（15 分鐘）
- 提出想法（20 分鐘）
- 評估想法（10 分鐘）
- 總結（5 分鐘）
- Share the learning objectives if you wish (slide 2) and invite pupils to think/pair/share their current understanding of the main problems around road safety for children and when children are most at risk (e.g. those with hearing or visual impairments).
- Use the video on slide 4 to help with ideas if needed and make a class list on the board.
Be safe, be seen!
- Explain that you are going to focus on road safety at night and innovations that can help children ‘Be safe, be seen, showing the video on slide 5 if appropriate.
- Give small groups a worksheet and a few minutes to discuss and answer the questions (slide 6) before reviewing as a class. Depending on their age and time available, you could ask them to come up with / give them a group name (e.g. Code Cookies, Tech Terriers).
- Introduce the idea that technology can help (slide 7) and introduce the challenge (slide 8)
- Give groups large sheets of paper and ask them to brainstorm potential ideas for devices to help children stay safe at night. Encourage them to be really creative at this stage - they can refine their ideas to focus on the micro:bit later. You may wish to ask them to focus on particularly vulnerable children (e.g. children with visual or hearing impairment).
- Invite groups to present their ideas back to the class and prompt thinking with questions tailored to your class (some ideas on slide 9).
- Give pupils 5 minutes to evaluate their ideas (slide 10) and narrow them down or amend them to come up with a ‘top 3’ (or their favourite idea if you prefer). They can use the table in the worksheet to support this and talk them through the example.
- Ask pupils to present their top 3 / favourite idea to the class and encourage the class to give feedback (2 stars and a wish / WWW/EBI etc). At this stage, their ideas may be wildly unworkable...don’t worry too much about that, it’s more about getting them to think creatively and have confidence giving/getting feedback.
- 回顧今日所學（投影片 11）。
延伸 / 回家作業
- Students could add to or begin a written or video blog, which could form part of their assessment.
- You could start or add to a working wall for this topic and ask students to complete a design poster for their top 3 / favourite idea.
- Consider groupings carefully to enable all pupils to participate. Pupils may need support with their evaluations of ideas and can be encouraged to make simple evaluative statements (e.g. which idea do they think is ‘best’? 為什麼他們比較喜歡那一個？）。
延伸 / 挑戰活動：
Challenge pupils to consider their ideas more deeply and make more sophisticated evaluative statements. 例如，哪個想法最合適，為什麼？ Which idea would be easiest for people to use and why is that likely to be important? How could it be adapted for different vulnerable groups? How could children be encouraged to use it?
- Informal assessment of students’ ability to evaluate their ideas through questioning.
- Formal assessment if wished of worksheets / blog.