Cyborg Enhancements: Building Super Abilities
Created byPhillip Charles Alcock
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Cyborg Enhancements: Building Super Abilities

Grade 4Science5 days
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a prototype of a cyborg enhancement that improves daily life for individuals with disabilities or enhances normal abilities into super abilities, while considering ethical implications?

Essential Questions

Supporting questions that break down major concepts.
  • What are cyborg enhancements and how can they change the way we live?
  • How can technology help people with disabilities to function in daily life?
  • In what ways can normal functions be enhanced to become super abilities?
  • What ethical considerations should we think about when creating cyborg enhancements?
  • How does the design process work in creating a prototype for a cyborg enhancement?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will define the criteria and constraints for their cyborg enhancement prototype.
  • Students will evaluate different designs for their prototypes based on established criteria.
  • Students will create a prototype of a cyborg enhancement that addresses a specific need.
  • Students will assess the ethical implications of their prototypes.
  • Students will present their prototype and rationale to the class.

Next Generation Science Standards (NGSS)

MS-ETS1-1
Primary
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.Reason: This standard aligns with the project as students will define the criteria for their cyborg enhancement prototypes.
MS-ETS1-2
Primary
Evaluate competing design solutions based on jointly developed and agreed-upon criteria.Reason: Students will evaluate different design solutions for their cyborg enhancements based on established criteria.
MS-ETS1-3
Primary
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution.Reason: Throughout the prototyping process, students will analyze their designs and prototypes based on testing data.

Common Core Standards

CCSS.ELA-LITERACY.W.4.7
Secondary
Conduct short research projects that build knowledge through investigation of different aspects of a topic.Reason: Students will conduct research on cyborg enhancements to inform their designs and prototypes.
CCSS.ELA-LITERACY.SL.4.1
Secondary
Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.Reason: Collaboration will be required during the design and evaluation processes of their projects.

Entry Events

Events that will be used to introduce the project to students

Superhero Enhancement Day

Students discover that they have been selected as science consultants for a new superhero movie. They must design cyborg enhancements for the heroes, based on real-world technologies and challenges faced by people with disabilities.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Cyborg Inspiration Gallery

In this activity, students explore different types of technological enhancements and disabilities to draw inspiration for their own cyborg prototypes. They will research various enhancements available in modern technology or in fiction and discuss both the pros and cons of such improvements.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Work in pairs to research two examples of cyborg enhancements from movies, books, or real-life technologies.
2. Create a visual display (poster or digital slideshow) that includes images, descriptions, and the functionality of each enhancement.
3. Discuss the benefits and challenges of each enhancement with your partner and prepare a short presentation.
4. Present your findings to the class, focusing on how the enhancements could help people with disabilities or provide super abilities.

Final Product

What students will submit as the final product of the activityA visual poster or digital slideshow that highlights at least two cyborg enhancements, their functions, and a brief opinion piece discussing their benefits and challenges.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with understanding technological advancements (NGSS 4-ETS1-1) and discussing how they impact society.
Activity 2

Cyborg Concept Creator

Building on the previous activity, students will conceptualize their own cyborg enhancements. They will choose a disability or normal function that they want to enhance and design an original cyborg prototype that addresses it.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Reflect on the information gathered during the Cyborg Inspiration Gallery. Choose either a disability you would like to address or a normal function you wish to enhance.
2. Sketch a detailed design of your cyborg enhancement, labeling parts and their functions.
3. Write a brief description of your enhancement, explaining how it works and the problems it solves.
4. Present your prototype design to the class, explaining the functionality and purpose.

Final Product

What students will submit as the final product of the activityA detailed sketch of the cyborg enhancement along with a written description of its function and purpose.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with STEM design and engineering practices (NGSS 4-ETS1-2) by encouraging students to design solutions to real-world problems.
Activity 3

Cyborg Prototype Builder

In this hands-on activity, students will create a physical prototype of their cyborg enhancement using various art supplies. This encourages them to make their designs tangible and consider the challenge of engineering limitations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Gather materials such as cardboard, plastic, wires, and other craft supplies to build your prototype.
2. Utilize your sketch as a reference to create a 3D prototype of your cyborg enhancement.
3. Assemble your prototype carefully, ensuring it showcases the intended functions and aesthetic detail.
4. Prepare to demonstrate your prototype to the class and explain how it works in detail.

Final Product

What students will submit as the final product of the activityA 3D prototype of the designed cyborg enhancement, ready to be presented to peers for feedback.

Alignment

How this activity aligns with the learning objectives & standardsThis activity supports the engineering design process (NGSS 4-ETS1-3) and allows students to physically create their ideas.
Activity 4

Cyborg Advocacy Campaign

Students will learn to advocate for their cyborg enhancement by creating a persuasive campaign that includes a written piece and visual components to effectively communicate their enhancement's benefits.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research persuasive writing techniques and identify key components to include in your campaign.
2. Create a persuasive letter advocating for the use of your technology in society, highlighting its importance and potential impact.
3. Develop a visual component such as a flyer or infographic to accompany your letter, summarizing your main points.
4. Present your campaign to the class, focusing on persuasive delivery and engagement.

Final Product

What students will submit as the final product of the activityA persuasive letter and accompanying visual component (flyer/infographic) that advocates for the cyborg enhancement, presented to the audience.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with writing informational texts and supporting ideas with reasons and evidence (CCSS.ELA-Literacy.W.4.1).
Activity 5

Cyborg Reflection Journal

In this final reflective activity, students will assess their learning throughout the project and contemplate the implications of cyborg technology on society and individuals.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Reflect on your journey from researching cyborg enhancements to creating and advocating for your own.
2. Write about what you learned, the challenges you faced, and how your understanding of technology and disability evolved.
3. Consider the ethical implications of cyborg enhancements on society and individuals and write a short paragraph on your thoughts.
4. Share a summary of your reflections with your classmates in a group discussion.

Final Product

What students will submit as the final product of the activityA reflective journal entry that captures the learning journey and thoughts on the implications of cyborg technology.

Alignment

How this activity aligns with the learning objectives & standardsThis activity prompts critical thinking and self-assessment, linking to deeper understanding of ethical issues and societal impacts (NGSS Crosscutting Concepts).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Cyborg Enhancement Project Rubric

Category 1

Research and Understanding

Assesses the depth of research, understanding of cyborg enhancements, and ability to relate them to real-world applications.
Criterion 1

Comprehensive Research

Evaluation of the thoroughness and relevance of research conducted on cyborg enhancements from various sources.

Exemplary
4 Points

Conducts thorough research with diverse sources, demonstrating an in-depth understanding of cyborg enhancements and effectively relates findings to real-world applications.

Proficient
3 Points

Conducts comprehensive research with multiple sources, demonstrating a clear understanding of cyborg enhancements and referencing some real-world applications.

Developing
2 Points

Conducts basic research with few sources, demonstrating a partial understanding of cyborg enhancements with limited reference to real-world applications.

Beginning
1 Points

Conducts minimal research with one or two sources, showing little understanding of cyborg enhancements and minimal connection to real-world applications.

Criterion 2

Ethical Considerations

Assessment of the student's ability to identify and discuss the ethical implications of cyborg enhancements.

Exemplary
4 Points

Insightfully identifies and discusses multiple ethical considerations with well-supported arguments and implications for society.

Proficient
3 Points

Identifies and discusses key ethical considerations with clear explanations and implications.

Developing
2 Points

Identifies some ethical considerations with basic explanations and limited implications.

Beginning
1 Points

Identifies ethical considerations superficially with little explanation.

Category 2

Design and Prototyping

Evaluates the creativity, functionality, and accuracy of the cyborg enhancement design and prototype.
Criterion 1

Design Creativity

Assessment of the originality, feasibility, and innovative aspects of the cyborg enhancement design.

Exemplary
4 Points

Creates an original and innovative design that is highly feasible, showcasing exceptional creativity and purpose.

Proficient
3 Points

Creates an original design that is feasible and shows clear creativity and purpose.

Developing
2 Points

Creates a design with some original aspects but limited creativity and feasibility.

Beginning
1 Points

Creates a basic design with minimal originality and creativity.

Criterion 2

Prototype Functionality

Evaluation of the practical execution and functionality of the cyborg prototype.

Exemplary
4 Points

Builds a prototype that demonstrates excellent functionality and closely aligns with the design intentions.

Proficient
3 Points

Builds a prototype that demonstrates good functionality and aligns well with the design intentions.

Developing
2 Points

Builds a prototype with basic functionality that somewhat aligns with the design intentions.

Beginning
1 Points

Builds a prototype with minimal functionality and alignment with the design intentions.

Category 3

Collaboration and Presentation

Assesses teamwork, communication, and the effectiveness of presentations.
Criterion 1

Team Collaboration

Evaluation of the student's contribution and effectiveness in collaborating with team members.

Exemplary
4 Points

Exhibits leadership and initiative, significantly contributing to the team with excellent collaboration skills.

Proficient
3 Points

Effectively collaborates with team members, contributing meaningfully and participating constructively.

Developing
2 Points

Participates in team activities with some contribution and collaboration.

Beginning
1 Points

Participates minimally in team activities with limited contribution.

Criterion 2

Presentation Skills

Assessment of the clarity, engagement, and persuasiveness of the presentation delivery.

Exemplary
4 Points

Delivers a highly engaging and clear presentation that is exceptionally well-organized and persuasive.

Proficient
3 Points

Delivers a clear and engaging presentation that is well-organized and persuasive.

Developing
2 Points

Delivers a presentation with some clarity and engagement, with basic organization and persuasiveness.

Beginning
1 Points

Delivers a presentation with minimal clarity and engagement, lacking organization and persuasiveness.

Category 4

Reflective and Critical Thinking

Evaluates the student's reflections on their learning journey and critical analysis of their work.
Criterion 1

Reflective Insight

Assessment of the depth and insightfulness of personal reflections on the project experience.

Exemplary
4 Points

Provides deep and insightful reflections, critically analyzing learning experiences and outcomes.

Proficient
3 Points

Provides clear and thoughtful reflections, analyzing learning experiences.

Developing
2 Points

Provides basic reflections with limited analysis of learning experiences.

Beginning
1 Points

Provides superficial reflections with minimal analysis of learning experiences.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising thing you learned about cyborg enhancements during this project?

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Question 2

How did your understanding of disabilities and assistive technologies change throughout this project?

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Question 3

On a scale of 1 to 5, how confident are you in your ability to design and create a prototype for a solution to a real-world problem?

Scale
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Question 4

What were some of the ethical considerations you encountered while designing your cyborg enhancement?

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Question 5

Which stage of the design process (research, design, prototyping, or advocacy) did you find most challenging? Why?

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Question 6

How did collaborating with your peers contribute to your learning and the development of your project?

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Question 7

If you were to continue working on this project, what improvements or modifications would you make to your cyborg enhancement?

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