Weavers of Light

It is essential to find the solution in the questions asked by the group of students. In order to do this, they brainstormed possible questions derived from the conflict, such as when to turn on the AC independently from the hot or cold, what is the difference between temperature and heat, and what knowledge the group has in order to come up with solutions.
Based on this, they formulated different levels of questions (like a Mamushka): general and specific questions that allowed them to think of possible answers.
Each student presented a possible solution and shared it with the rest of the group in the virtual classroom, so everyone could see their classmates’ different proposals.
Once shared, they chose the questions to be jointly answered.

Since the students had worked several times with Micro:bit projects, they proposed to create a board that could signal when to turn on the air conditioner. In this regard, searching for information was key to understand what programming info was necessary to create the temperature-alert device. For this purpose, they carried out interdisciplinary work with a Science and Technology team from the school formed by two engineers and an architect, who helped with the design of the air-conditioning system.
Also, at this point, students deepened on the different types of texts: science and journalism portals, etc.

The Olympics gave a context to the already advanced project and had some formal requirements, such as creating a group identity. This resulted in different processes that started by dividing the class into four groups, which, in turn, led to the presentation of the project. It is worth mentioning that the necessary steps for the final presentation were taken jointly. These were the group activities:

-The first group was in charge of designing and programming the device with Micro:bit boards. To do this, they selected the board, the sensors, the buzzer, and the LCD screen, and the necessary information to make the temperature alert work.

-The same first group also created a box to take care of and present the components.

-The second group was in charge of group identity (they created the project’s name and logo). For this purpose, they worked with aesthetics and image.

-The third group was in charge of writing the project's presentation. To achieve this, they delved into the practice of writing dissemination projects as well as into the use of collaborative writing tools.

-The last group was in charge of recording each step of the process and its documentation to communicate it later. This group worked closely with the programming group, since they had to keep a record of the errors, successes, and advancements while creating the device.

Even though one group was in charge of the oral communication of the project at the Olympics, the whole class assessed and reflected on the solution. They highlighted different points to be improved (such as the sound of the selected alarm) and they agreed on leaving the device at the school so that it could be available for future projects of coming groups.