concord-consortium · tealefristoe · Mar 22, 2023 · Mar 22, 2023 · Mar 22, 2023 · Mar 22, 2023
diff --git a/curriculum/bio/investigation-1/problem-1/chapter1/content.json b/curriculum/bio/investigation-1/problem-1/chapter1/content.json
diff --git a/curriculum/brain/investigation-1/problem-1/intro/content.json b/curriculum/brain/investigation-1/problem-1/intro/content.json
@@ -8,10 +8,7 @@
           "type": "Text",
           "format": "html",
           "text": [
-            "<p><strong>Overview: </strong></p>",
-            "<p>In this lesson, you will be introduced to emerging technology that helps people with neurological conditions or missing limbs.</p>",
-            "<p><strong>Learning Objectives: </strong></p>",
-            "<p>This activity is intended to help you come up with questions about how body systems interact with one another and with technology. We will explore these questions throughout the unit. </p>"
+            "<p><strong>Overview: </strong></p><p>Throughout this unit, we will explore how bionic arms work. Bionic arms are designed for people with limb differences (e.g., people who lost a limb as a result of an accident). With recent developments in science and engineering, these individuals can now directly control a prosthetic arm as if it was their own biological arm.</p><p><strong>Learning Objectives: </strong></p><p>This activity is intended to help you come up with questions about how body systems interact with one another and with technology. Throughout the unit, you will also learn about the engineering design process: what do engineers do and how their work can help people.</p><p> To start off, please drag the following tile into your workspace and answer these questions:</p><p></p>"
           ]
         }
       },
@@ -21,9 +18,18 @@
           "type": "Text",
           "format": "html",
           "text": [
-            "<p>To start off, please drag the following tile into your workspace and answer these questions:</p>",
-            "<p>1) What do you know about bionic arms? (e.g., what do they look like, why people might use them, in what ways are they connected to the person’s body, how do they work)</p>",
-            "<p>2) If you were tasked to design a bionic arm, what do you think the people who use them would like in terms of appearance and function?</p>"
+            "<p>To start off, please drag the following tile into your workspace and answer these questions:</p><p>1) What do you know about bionic arms? (e.g., what do they look like, why people might use them, in what ways are they connected to the person’s body, how do they work)</p><p>2) If you were tasked to design a bionic arm, what do you think the people who use them would like in terms of appearance and function?</p>"
+          ]
+        }
+      },
+      {
+        "id": "5N9jxYdxdFR4-N-n",
+        "title": "Text 1",
+        "content": {
+          "type": "Text",
+          "format": "html",
+          "text": [
+            "<p></p>"
           ]
         }
       }

diff --git a/curriculum/brain/investigation-1/problem-1/labWork/content.json b/curriculum/brain/investigation-1/problem-1/labWork/content.json
@@ -8,24 +8,82 @@
           "type": "Text",
           "format": "html",
           "text": [
-            "<p><strong>Meet Tilly</strong></p>",
-            "<p>Tilly is a real-life bionic teen.  At only 15 months old, Tilly had both her hands amputated at the wrist because of a very rare infection. For years she used basic silicon arms, but in 2018 she became the first child in the UK to have bionic arms. These high-tech, 3D printed arms give Tilly a much fuller range of movement. In class, you will watch a video about Tilly,  who is now a model, public speaker and make-up vlogger. In the video, Tilly showcases her colorful arm cases, before applying a full face of make-up - and trying out a new edgy look. </p>",
-            "<p>This <a href='https://www.youtube.com/watch?v=q2MjTcmLuIQ'>video</a> received over 2M views on YouTube! You can read more about Tilly <a href='https://openbionics.com/bionic-tilly/'>here</a></p>",
-            "<p>While watching the video, think about the following questions: (drag these questions into your workspace so you are ready to answer them after watching the video):</p>"
+            "<p><strong>Meet Tilly</strong></p><p>Tilly is a real-life bionic teen.  At only 15 months old, Tilly had both her hands amputated at the wrist because of a very rare infection. For years she used basic silicon arms, but in 2018 she became the first child in the UK to have bionic arms. These high-tech, 3D printed arms give Tilly a much fuller range of movement. In class, you will watch a video about Tilly,  who is now a model, public speaker and make-up vlogger. In the video, Tilly showcases her colorful arm cases, before applying a full face of make-up - and trying out a new edgy look. </p><p>This <a href=\"https://www.youtube.com/watch?v=q2MjTcmLuIQ\">video</a> received over 2M views on YouTube! You can read more about Tilly <a href=\"https://openbionics.com/bionic-tilly/\">here</a></p>"
+          ]
+        }
+      },
+      {
+        "id": "9k2YhXILrCaG09h7",
+        "content": {
+          "type": "Text",
+          "format": "html",
+          "text": [
+            "<p><em>- How does Tilly control her bionic arm?</em></p><p>Write your thoughts and other questions you may have on the sticky notes your teacher gives you. These will form a Driving Question board for you to refer to at any time through this unit!</p>"
           ]
         }
       },
-      {"id": "9k2YhXILrCaG09h7", "content": {"type": "Text", "format": "html", "text": ["<p>- How does the bionic lower arm appear to be physically attached to Tilly’s upper arm?</p>", "<p>- How does Tilly control her bionic arm?</p>"]}},
       {
         "id": "ULWVknRyAIhw-jUC",
         "content": {
           "type": "Text",
           "format": "html",
           "text": [
-            "<p><strong>How does Tilly control her bionic arms?</strong></p>",
-            "<p>Create a model on paper or a whiteboard or in a drawing tile that explains how Tilly&#x27;s bionic arms work. If you worked on paper or a whiteboard, take a picture of your model and upload it to your workspace in an image tile. </p>",
-            "<p><strong>Reflection</strong></p>",
-            "<p>At the end of the activity, please record your current thinking and learning in your Learning journal (see Reflection tab). </p>"
+            "<p><strong>How does Tilly control her bionic arms?</strong></p><p>Drag this tile into your workspace and answer the following questions</p><p><em>-What challenges might come up if you were using bionic arms?</em></p>"
+          ]
+        }
+      },
+      {
+        "id": "VdAiT8NSjSK7-XoX",
+        "title": "Text 1",
+        "content": {
+          "type": "Text",
+          "format": "html",
+          "text": [
+            "<p>Now, choose one challenge you came up with and think about what is needed to solve this challenge. This is the first step of the engineering design process, called a “need statement.” Your statement should be in the following form (drag and drop this prompt into your workspace):&nbsp;</p><p><em>“People using a bionic arm need X in order to do Y.”</em></p>"
+          ]
+        }
+      },
+      {
+        "id": "BnMKCNJn1Jf7Mluh",
+        "title": "Text 2",
+        "content": {
+          "type": "Text",
+          "format": "html",
+          "text": [
+            "<p>Next, let’s dive deeper into how bionic arms work.&nbsp;</p><p><em>Create a diagram or a flowchart that explains how you think Tilly is controlling her bionic arms</em>.&nbsp;</p><p>You can create the diagram on paper or a whiteboard, or in a ‘Sketch’ drawing tile here in CLUE.&nbsp;Be sure to add anything you think is important to how Tilly controls the bionic arms:</p><p> How does the bionic arm connect to Tilly’s body? What does Tilly need to do to make the bionic arm move? Can Tilly know how hard or soft an object is when using the bionic arm? What might happen if Tilly accidentally touches a hot surface using the bionic arm? What happens if Tilly’s bionic arm gets wet?&nbsp;</p>"
+          ]
+        }
+      },
+      {
+        "id": "insZMAlarK_8CmV9",
+        "title": "Text 3",
+        "content": {
+          "type": "Text",
+          "format": "html",
+          "text": [
+            "<p>If you worked on paper or a whiteboard, take a picture of your work and upload it to your workspace in an ‘Image’ tile.</p>"
+          ]
+        }
+      },
+      {
+        "id": "oJlCuTXa-E6V6wjz",
+        "title": "Text 4",
+        "content": {
+          "type": "Text",
+          "format": "html",
+          "text": [
+            "<p>To help you develop the model, you can read more about Tilly and her bionic arms &nbsp;<a href=\"https://openbionics.com/bionic-tilly/\">here</a>.</p>"
+          ]
+        }
+      },
+      {
+        "id": "-1r_bo8VFfrwv8Nr",
+        "title": "Text 5",
+        "content": {
+          "type": "Text",
+          "format": "html",
+          "text": [
+            "<p><strong>Reflection</strong></p><p>At the end of the activity, please record your current thinking and learning in your Learning journal (see Reflection tab). </p>"
           ]
         }
       }

diff --git a/curriculum/brain/investigation-1/problem-1/reflection/content.json b/curriculum/brain/investigation-1/problem-1/reflection/content.json
@@ -2,30 +2,13 @@
   "type": "reflection",
   "content": {
     "tiles": [
-      {
-        "id": "P7m0jRM_FltsX8Gt",
-        "content": {
-          "type": "Text",
-          "format": "html",
-          "text": [
-            "<p>As you recall, throughout the neural engineering unit, you will keep a learning journal.</p>",
-            "<p>To access your journal, click on &quot;My Work&quot; &gt;&gt; &quot;Learning Journals&quot;</p>",
-            "<p>Click on &quot;My First Learning Log&quot; and click &quot;Edit&quot; .</p>",
-            "<p>Then, come back to this tab, drag the template below into your workspace, and answer the following questions.</p>"
-          ]
-        }
-      },
       {
         "id": "YMXYngGJlN6ss7na",
         "content": {
           "type": "Text",
           "format": "html",
           "text": [
-            "<p><strong>Lesson 1.1 Journal Entry</strong></p>",
-            "<p>1. Today&#x27;s date:</p>",
-            "<p>2. Today&#x27;s topic:</p>",
-            "<p>3. Based on the video and the class discussion, please describe your current understanding of how bionic arms work. </p>",
-            "<p>4. What questions would you like to ask Tilly (the teen with the bionic arms from the video)?</p>"
+            "<p><strong>Lesson 1.1 Journal Entry</strong></p><p>1. Today&#x27;s date:</p><p>2. Today&#x27;s topic:</p><p>3. Based on the video and the class discussion, please describe your current understanding of how bionic arms work. </p><p>4. What questions would you like to ask Tilly (the teen with the bionic arms from the video)?</p>"
           ]
         }
       }

diff --git a/curriculum/brain/investigation-1/problem-4/labWork/content.json b/curriculum/brain/investigation-1/problem-4/labWork/content.json
diff --git a/curriculum/brain/teacher-guide/investigation-1/problem-1/overview/content.json b/curriculum/brain/teacher-guide/investigation-1/problem-1/overview/content.json
@@ -3,20 +3,13 @@
   "content": {
     "tiles": [
       {
-        "id": "bfsShgpMoj8B6Kc0",
+        "id": "Ywd0NBtgCnQKBTmO",
+        "title": "Text 1",
         "content": {
           "type": "Text",
           "format": "html",
           "text": [
-            "<p>In this lesson, students will be introduced to emerging robotics technology that helps people with neurological conditions or missing limbs. </p>",
-            "<p><strong>Learning Objectives</strong></p>",
-            "<p>The goal of this lesson is to introduce the anchoring phenomenon of the unit and elicit student questions about bionic arms. </p>",
-            "<p><strong>NGSS Alignment</strong></p>",
-            "<p>See <a href='https://www.nextgenscience.org/pe/hs-ls1-2-molecules-organisms-structures-and-processes'>NGSS HS-LS1-2</a></p>",
-            "<p><strong>Formative assessment</strong></p>",
-            "<p>Listening to group conversations; reflecting on students’ questions; Learning Journals (found in student-facing CLUE tab for lesson 1.1).</p>",
-            "<p><strong>Materials</strong></p>",
-            "<p>Whiteboards and markers or chart paper (for each group of students)</p>"
+            "<p><strong><em>IMPORTANT: PLEASE COMPLETE LESSON 0 WITH YOUR STUDENTS BEFORE BEGINNING THIS MODULE!</em></strong></p><p>In this lesson, students will be introduced to emerging robotics technology that helps people with neurological conditions or missing limbs.</p><p><strong>Learning Objectives</strong></p><p>The goal of this lesson is to introduce the anchoring phenomenon of the unit and elicit student questions about bionic arms.</p><p><strong>NGSS Alignment</strong></p><p><a href=\"https://www.nextgenscience.org/pe/hs-ls1-2-molecules-organisms-structures-and-processes\">See &nbsp;NGSS HS-LS1-2&nbsp;</a></p><p><strong>Formative assessment</strong></p><p>Listening to group conversations; reflecting on students’ questions; Learning Journals (found in student-facing CLUE tab for lesson 1.1).</p><p><strong>Materials</strong></p><p>Whiteboards and markers or chart paper (for each group of students) (optional) Sticky notes and a poster board (for the driving questions board)</p>"
           ]
         }
       }

diff --git a/curriculum/brain/teacher-guide/investigation-1/problem-4/overview/content.json b/curriculum/brain/teacher-guide/investigation-1/problem-4/overview/content.json
@@ -8,21 +8,7 @@
           "type": "Text",
           "format": "html",
           "text": [
-            "<p>Students will use Electromyography (EMG) to investigate their own muscle activity. </p>",
-            "<p><strong>Learning Objectives</strong></p>",
-            "<p>Students will use computation to acquire, digitize, and make sense of muscle electrical activity (EMG). </p>",
-            "<p><strong>NGSS Alignment</strong></p>",
-            "<p><em>Under development</em></p>",
-            "<p><strong>Formative Assessment</strong></p>",
-            "<p>EMG and Learning Journals</p>",
-            "<p><strong>Materials</strong></p>",
-            "<p>For each group of 3-4 students:</p>",
-            "<ul><li>EMG shield &amp; Arduino board, </li><li>EMG surface electrodes (each student will need 3; students should save these electrodes for subsequent activities)</li><li>Blue USB cable</li><li>Orange cable with alligator clips (all these materials are part of the <a href='https://backyardbrains.com/products/clawbundle'>Backyard Brains Claw Kit</a>)</li><li>Hand <a href='https://www.amazon.com/Edisalute-smartinlife-Strengthener-Gripper-Grippers/dp/B01MXHXSNP/ref=sr_1_5?crid=1U94UEC7O4HFK&keywords=hand+grip&qid=1660235040&s=sporting-goods&sprefix=hand+gri%2Csporting%2C222&sr=1-5'>gripper</a></li><li>A computer with the Backyard Brains <a href='https://backyardbrains.com/products/spikerecorder'>Spike Recorder App</a></li></ul>",
-            "<p><strong>Preparation</strong></p>",
-            "<p>Before class you will need to install the Backyard Brains <a href='https://backyardbrains.com/products/spikerecorder'>Spike Recorder App</a> on student computers [https://backyardbrains.com/products/spikerecorder]</p>",
-            "<p><a href='https://help.backyardbrains.com/support/solutions/articles/43000607444-spike-recorder-for-chromebook'>Click here</a> if your school uses Chromebooks</p>",
-            "<p>You will also need to upload this <a href='https://raw.githubusercontent.com/BackyardBrains/SpikerShield/master/Muscle/Arduino%20Code/SpikeRecorder/SpikeRecorderSpikerShield_V1_1.ino'>Arduino sketch</a> on each Arduino board.</p>",
-            "<p>To do so, please create a free account on <a href='https://cloud.arduino.cc/'>Arduino Cloud</a> and install the <a href='https://create.arduino.cc/getting-started/plugin/welcome'>Arduino Agent</a></p>"
+            "<p>Students will use Electromyography (EMG) to investigate their own muscle activity. </p><p><strong>Learning Objectives</strong></p><p>Students will use computation to acquire, digitize, and make sense of muscle electrical activity (EMG). </p><p><strong>NGSS Alignment</strong></p><p><em>Under development</em></p><p><strong>Formative Assessment</strong></p><p>EMG and Learning Journals</p><p><strong>Materials</strong></p><p>For each group of 3-4 students:</p><ul><li>EMG shield &amp; Arduino board, </li><li>EMG surface electrodes (each student will need 3; students should save these electrodes for subsequent activities)</li><li>Blue USB cable</li><li>Orange cable with alligator clips (all these materials are part of the <a href=\"https://backyardbrains.com/products/clawbundle\">Backyard Brains Claw Kit</a>)</li><li>Hand <a href=\"https://www.amazon.com/Edisalute-smartinlife-Strengthener-Gripper-Grippers/dp/B01MXHXSNP/ref=sr_1_5?crid=1U94UEC7O4HFK&amp;keywords=hand+grip&amp;qid=1660235040&amp;s=sporting-goods&amp;sprefix=hand+gri%2Csporting%2C222&amp;sr=1-5\">gripper</a><a href=\"https://backyardbrains.com/products/spikerecorder\"></a></li></ul>"
           ]
         }
       }