GK-12 Sensors!

Title: “Human Sensor Dashboard”

Authors: Danielle Donovan & Robert O’Leary

Disciplines: All, Life Science, Biology

Introduction

The concept of sensors is usually thought about in terms of the five human senses, but there are so many sensors that students don’t even think about. So this unit involves student’s viewing himself or herself like a car, where all of their sensors or gauges are directly in front of them on a dashboard. What would they want to sense about their lives?

Objectives

Students will invent a human sensor dashboard. Student’s dashboard will include 3+ sensors. Students will identify each sensor, describe what the sensor is detecting, and show how the sensor will access information. Student will work cooperatively with another person to create the dashboard.

Construction paper/poster paper
Rulers
Compass
Crayons/colored pencils, markers/ pens/pencils
Scissors
Tape
Glue
Computer
Computer drawing program
Creativity!

Procedure

Prior to class, have all of the supplies ready at the front of the room for students to pick up after you have explained the assignment.
Hand out the Human Sensor Dashboard Worksheet. (HUMAN SENSOR DASHBOARD.pdf)
Ask the students what gauges are on a car’s dashboard. Have students describe what each named gauge/sensor is measuring/detecting and how the information is accessed. Use a couple of examples from the car’s dashboard (odometer, fuel gauge, etc.). (Write it out on the board if it helps.)
Talk about the objectives of the assignment:
• Invent a human dashboard
- Name the dashboard
• Include 3+ gauges
- Name each sensor
- Describe what the sensor is measuring/detecting
- How would you access the information?
Tell the students what is appropriate, what is inappropriate.
• Don’t allow students to use other classmates'/teachers' etc. names for their categories
• No derogatory words
• No hurtful or malicious gauges
Pair each student off with a partner and have one partner come up to the front of the room to get the supplies.
Allow students 30-40 minutes to work on the dashboard.
After each group has finished have each group share its dashboard.

1. Students will have created a dashboard on a piece of construction paper that should include 3 or more sensors.
2. Students should have included all of the necessary information with each sensor (name each sensor, describe what the sensor is measuring/detecting, and how the information would be accessed).
3. Students will share their dashboards with the class.
4. Students will learn about how sensors are with us everywhere and everyday.
Troubleshooting

Keep students on topic. Make sure no classmate’s or teacher’s names are used. Encourage students to be as creative as possible. This is a great unit at the end of the year to wrap up sensors.