All right, now I'm going to look in less detail, just an overview, of version 2.0 of a Muddy City lesson plan. And yeah, you can tell I created this myself. And note that it is adapted from the Unplugged Activity. I’m just going to give you a highlight of some of the key things that I changed or features in this particular lesson plan. Not to say that it's absolutely the best design, it certainly isn't. I know it can be improved. But you'll have the chance to look at it in detail and read it as you do your next activity. Because your activity is, you're going to help me better this by creating some vocabulary for it and creating an assessment item that students could do afterwards to show that they learned what they needed. So here's what we've got. I've got a brief introduction here that sort of says what students are going to be doing, and gives an overview of what students should be able to do. Importantly, an agenda. I really like this, this idea of right now, you can see there are going to be basically five parts to this, and the total time it's going to take you. Do have more explicit learning outcomes, rather than just saying about a skill, so a student will be able to find a minimal scan entry, etc. I'll leave that for you to read. I did add a teacher warm-up. We talked about it last time that there was a lot of details provided at the very end of the last lesson. I actually just really wanted to consolidate some of the key knowledge about the least cost way to connect on those in a graph is called the minimal spanning tree. So really basic things to remind a teacher who has learned about this before, what the key things are here, and I also very carefully pointed out the differences between minimal spanning trees and what they're not good for or not the same as. As you can see, my vocabulary list is missing. You guys will be helping create that. And I also have the clear details on what materials are needed. I also have PowerPoint slides that the teacher might be able to use in presenting this in class if they want, because graphs are very visual. All right, each of the activities in my agenda starts with a blue sort of link across here, and it tells you about how many minutes you've got. I choose to write out very explicitly words that the teacher could actually read if they wanted to in the class. So that if they're even less experienced with this, or it's the first time they're doing it, they've got that. I do talk about the relationship with other networks. But I put images in so that kids can get a visual of what that is. And by the way, one of the reasons I provided PowerPoints is it has those images in there, so the teacher could present that without having to show this lesson plan. All right, we're on to our next activity is there, one of these green boxes. Green boxes are, I would say, metacognitive comments to teachers. What does that mean? It says, hey, this is something you're going to be doing for classroom management. Or these are activities you're going to do, or be aware of this. So it's like private notes to the teacher. So one of the key things here is rather than having students work individually, we're going to have them work in pairs. And we're going to be very directive also about exactly how they're going to work together. Again, here is the reading that the teacher can read out loud. And it's because it's pasted in here, it's suggesting read this out loud with your students, even though it's written on their handout. Because I didn't particularly align this lesson for a particular age group, I did point out though an idea for working with maybe younger students rather than, maybe that's K-6. I don't know, we could let that teachers decide. I did provide a copy of the two solutions. There are in fact, I believe, only two solutions. And I told them what the shortest path was. I pointed out this bridge thing, by the way. I hadn't even noticed it the first time. We're going to count that as a title. Next activity, I've got more explicit debrief, including not just questions to ask the whole class, but having two groups get together and compare their diagrams, and talk about them together. Finally, no, not finally, next one. I'm actually going to explicitly bring out this idea that the paving thing that we did, this can be represented as a graph and computers can use graph representations to solve problems. And again, this is stuff teachers can read. So I've got the drawing, and I have a second activity. Did I put, it's coming up, okay? We've got the drawing and we've got part of a representation of a graph. I point out that there's a mistake in that graph. Which I did make accidentally make, but then I realized it was a really good teaching thing. And I have them do Handout Worksheet B. Okay, and have the students work with their partners again, taking turns. And they're going to fill in the rest of the edges of the graph. That's a lot busier, right, then the one they showed previously. Well, this is an accurate representation of the diagram that we worked with. Then we’ve got, I believe, our last activity. We're going to sort of summarize by talking about characteristics of minimal spanning trees. But rather than just have some sentences about it, I actually have a series of activities that the teacher would do probably projecting on the board. And asking the students to show, in a much smaller example, because the other one is really too complicated for this, is this is the minimal spanning tree? And I'm showing them multiple ones where it's not, before we finally get down to one where this is the minimal spanning tree. So I'm really trying to, through use of examples, clarify what is and what is not a minimal spanning tree, rather than just hoping they got it by creating one in a complex vault. And then at the bottom, I have the links to the two worksheets. Again, there's the original one. And then this is the one with a partial solution, where students are going to fill it in. So I hope you all enjoy getting to read a little bit more of the lesson plan in detail, as you go through and create, again, glossary words, vocabulary that students either need to know before they start this or that they will learn by doing this. And then finally, an assessment item, just you only have to do one that could be used to see, after students completed this, did they actually learn what we wanted them to learn? And for that, we'll review back to the learning outcomes.