ASSIST LESSON

Section of
Lesson

This lesson is an introduction to sensors for middle school students. This lesson is
designed to be used across different subject areas. Students will analyze the uses of
different types of sensors for an array of different purposes. This lesson can also be
tailored to meet the needs of a high school class.

Title

Introduction to Sensors

Introduction

Students will be introduced to various types of sensors that can be incorporated into
wearable devices. Students will brainstorm ways different sensors can be used to help
monitor humans, animals, and the environment. Students will briefly discuss the
following sensors and apply the knowledge of these sensors to develop a mind map for
the application of these sensors: accelerometer, light, temperature, humidity, pressure,
gas/chemical, gyroscope, and hydration sensors. Students will analyze how sensors can
be incorporated into the One Health Initiative.

Curriculum
Alignment

This section contains the curriculum alignment of the lesson to the North Carolina NC
Essential Standards of Science or Math, and the Next Generation Science Standards
(NGSS) or Common Core Math.
Content Grade NC Essential Standards
NGSS /
Area
Level
Common Core
Math
Tech Ed 6-8
6.TT.1- Use technology and other
resources for the purpose of
accessing, organizing, and sharing
information
Tech Ed 6-8
6.RP1- Apply a research process for
collaborative or individual research
Tech Ed 6-8
7.TT.1.2- Use appropriate
technology tools and other resources
to organize information
Tech Ed 6-8
8.RP.1-Apply a research process to
complete project-based activities
HS.SI.1 9-12
Evaluate resources needed to solve a
given problem.
HS.RP.1 9-12
Design global-awareness projectbased products individually and
collaboratively.
Students will discuss various types of sensors
Students will analyze different types of sensors and apply their knowledge of these
sensors in determining different usage for the sensors
Students will identify how various sensors work
Students will investigate how sensors relate to the One Health Initiative
45 minute class

Learning
Outcomes

Time
Required

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ASSIST LESSON

Materials
Needed

Safety

Teacher
-6 sheets of large poster paper. Label at the top (ex. Animal). List the four or five
sensors indicated below on the page with plenty of room for students to write (for
example one in the top left corner, one in the top right, bottom right, middle, and
bottom left)
-1 sheet labeled ANIMAL at the top, with Accelerometer, Light, Temperature,
Humidity, Pressure labeled with enough room for students to write
-1 sheet labeled HUMAN at the top, with Accelerometer, Light, Temperature,
Humidity, Pressure labeled with enough room for students to write
-1 sheet labeled ENVIRONMENT at the top, with Accelerometer, Light,
Temperature, Humidity, Pressure labeled with enough room for students to write
-1 sheet labeled ANIMAL at the top, with Gas/Chemical, Piezo Vibration, and
Hydration sensors labeled with enough room for students to write
-1 sheet labeled HUMAN at the top, with Gas/Chemical, Piezo Vibration, and
Hydration sensors labeled with enough room for students to write
-1 sheet labeled ENVIRONMENT at the top, with Gas/Chemical, Piezo Vibration,
and Hydration sensors labeled with enough room for students to write
-Class set of Sensor Information sheet
-Markers
-Tape
Student
-Sensor information sheet
N/A

Student/
Teacher
Prior
Knowledge

Students and teacher will have prior knowledge of the One Health Initiative. Teacher
will review the Teacher Guide to Sensors Use worksheet.

Teacher
Preparations

On each table place the large sheet of poster paper with the subject (see Materials
Needed) on it. Make copies of the Sensor Information sheet. Have a timer prepared,
probably on the computer.

Activities

Warm-Up (written on the board when students arrive)

Answer the following: What is a sensor? Give three examples of where we might use a
sensor. Remember if you dont know what a sensor is take an educated guess after
considering the word.
After students answer, discuss the following.
Say: A sensor is something that detects and responds to things in the surrounding
environment. Have students give examples of sensors that they can think of and their
purpose. Write the students responses on the board. (If there are sensors missing from
the list, go ahead and explain what they are and give a few examples of where they
might be used. Depending on grade level, students probably will not consider
accelerometers, humidity sensors, gas/chemical sensors, or hydration sensors.) Discuss

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ASSIST LESSON

some scenarios where sensors would be used to help monitor a 1) human, 2) animal, 3)
environment; for example a temperature sensor can be used to help monitor a search
and rescue dog to ensure the dog does not overheat on a mission, or an accelerometer
can be used to measure the movement of a person, or a humidity sensor can monitor the
humidity in the environment to tell us that maybe a person with asthma would have
breathing difficulty on such a humid day.
Hand out the Sensor Information sheet and divide the students into groups of 3-4.
Say: On each table there is a sheet of paper labeled either animal, human, or
environment. There are also 4-5 sensors labeled. You have your sensor information
sheet. Under each category you are going to write how you think that sensor could be
used. Think as far outside of the box as you can. For animals think of any animal and
how a sensor might help them, for example endangered species, working animals, pets,
etc. For the environment think about what things have an effect on humans. For
humans you need to consider how these sensors could help us monitor someone, think
of children, obesity, students, the elderly, etc. You will have three minutes per station.
When the bomb timer goes off we will rotate counter clockwise. If you rotate to a
station and someone has already come up with an idea that you really like you may put
a check mark beside it. Ready, go! Start the timer. Students should have six rotations.
During this time walk around to encourage students in their ideas, help any students
who are struggling with these concepts.
Assessment

Have students complete a journal entry answering the following questions. Journal
entry: If you could design something for either a human or an animal to wear that uses
at least two sensors what would it be? What sensors would you use in your design and
where would you put them?

Critical
Vocabulary

*See Sensor Information sheet

-Sensor
-Peizo vibration sensor
-Light sensor
- Accelerometer,
-Temperature sensor,
-Humidity,
-Pressure,
-Gas/chemical,
-Gyroscope
-Hydration sensors

Modifications

If possible bring in a device that uses sensors (you can rent different devices out from
the ASSIST device library) so that students who have difficulty understanding this more
abstract concept will have a tangible model and can actually see and feel the sensors
working. Create purposeful groups to ensure all students are understanding the

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ASSIST LESSON

References

concepts.
www.littlebits.cc
http://www5.epsondevice.com/en/information/technical_info/gyro/
http://www.electronics-tutorials.ws/io/io_3.html

Comments

This lesson was created to teach in middle school. If this lesson is being taught in high
school it is recommended that the Sensor Information sheet be more in depth with
deeper scientific terminology to further challenge the students. The format of the lesson
and the activity can remain the same for high school, but the content should be more in
depth.

Author
Information

Mrs. Elliott is currently a fourth year teacher at Ligon Middle School in Raleigh, North
Carolina in the Wake County school district. She is a CTE teacher who currently
teaches Technology, Design and Innovation A&B, and Technological Systems to
students grade 6-8. Previously, she taught Project Lead the Way (PLTW) courses in
Durham County. She has a masters degree in Technology Education from The
University of Georgia and a bachelors degree in Industrial Design from Appalachian
State University.
Email: helliott@wcpss.net

June 23, 2015