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Cue robots (1 per pair)
tablets or compatible devices (1 per pair)
stationary objects (balls, pencil holders, etc.; 1 per group)
[optional] flashlight
Before this lesson, it is recommended that students:
understand the behavior and cyclic patterns of the Earth around the Sun and the Moon around the Earth.
practice programming loops and events in the Cue app.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
1. Ask, "How do the Earth, Sun, and moon work together within the solar system?” (Sample response: “The Earth revolves around the Sun while rotating on its axis. At the same time, the Moon revolves around the Earth.”)
Project the Sun, Earth, Moon Animation.
2. Ask, “How often does the Earth rotate on its axis?” (Sample response: “Once every 24 hours, or once a day.”)
Ask, “How long does it take Earth to orbit around the Sun?” (Sample response: “365 days/a year.”)
Ask, “How long does it take the moon to orbit the Earth?” (Sample response: “27 days.”)
1. Ask, “What is a loop?” (Sample response: “A set of instructions programmed to repeat x number of times.”)
Ask, “Why can it be helpful to use loops in your programs?” (Sample response: “They can make my programs shorter and more efficient.”)
Ask, “How would you program a loop in the Cue app?” (Sample response: “I would place the blocks I want to loop inside the repeat X block and set X to the number of times I want the code to repeat.”)
2. Ask, “What is an event?” (Sample response: “An action that triggers Cue to perform the next statement in a program.”)
Ask, “When would it be useful to program an event?” (Sample response: “When I want to have control over when Cue performs the next statement.”)
Ask, “What blocks are used to program events in the Cue app?” (Sample response: “Obstacle sensors, sound sensors, and buttons.”)
1. Discuss how the cyclic patterns of the Earth around the Sun create seasons.
Say, “We encounter seasons on Earth is because the Earth is slightly tilted. This 23.5-degree tilt changes the amount of sunlight the Earth receives from the Sun as it revolves around it, creating seasons. ”
Watch the Bill Nye Video explaining the seasons.
2. Discuss the three ways the Earth experiences the seasons in the Northern Hemisphere:
Earth tilted towards the Sun: The Sun’s rays are directly hitting the Earth, during which we experience Summer.
Earth tilted away from the Sun: The Sun’s rays do not directly hit the Earth, during which we experience Winter.
Earth isn’t titled towards or away from the Sun: The Sun’s rays partially hit the Earth, during which we experience Fall or Spring.
3. Discuss the two ways eclipses occur in the Sun-Earth-Moon system:
Solar Eclipse: Occurs when the moon passes between the Sun and the Earth.
Lunar Eclipse: Occurs when the Earth passes between the Sun and the moon.
4. Say, “During this lesson, you will work with your group to program Cue to mimic the cyclic patterns of the Earth around the Sun or the moon around the Earth. Then, you will join with another group to model how the Earth-Sun-Moon system works by synchronizing your programs.”
What season do we experience when the Sun’s rays do not directly hit the Earth? (Sample response: “Winter.”)
When does a lunar eclipse occur? *Sample response: “When the Earth passes between the Sun and the moon.”)
1. Say, “The Earth revolves around the Sun while rotating on its axis in an elliptical (oval-shaped) motion. The movement of the Earth around the Sun stays constant after each revolution, as in this representation .”
Say, “The moon also revolves around the Earth in an elliptical manner. However, the movement of the moon around the Earth changes slightly after each revolution, as in this representation .”
2. Discuss why loops and events could be helpful in students’ programs. (Sample response: “A loop could be programmed to make Cue repeat the set of instructions for each of the actions over and over. An event could initiate a program to be run.”)
Ask, “What are some blocks that could be looped to make Cue move around the Sun or Earth in a desired motion in sync with other Cue robots?” (Sample response: “Move distance, turn angle, and set wheel speedblocks.”)
Ask, “What could be adjusted in these blocks to illustrate the differences between each motion?” (Sample response: “Distance and speed.”)
3. Project your device’s screen and open the Cue app.
Navigate to the Code with Block and JavaScriptⓇ section.
4. Place a stationary object representing the Sun on the floor.
Place Cue a couple a short distance from the object.
5. Have students observe and offer suggestions as you build a program representing the Earth (Cue) revolving around the Sun (the object).
6. Test and run your program.
Fix and retest.
Stress the importance of testing, fixing, and retesting.
7. Discuss what might be different about a program representing the moon’s rotation around the Earth.
Sample response: “The Earth rotates on its axis, while the moon does not. The movement of the Earth around the Sun stays constant after every revolution, while the moon changes slightly.”
Sample Programs:
Earth around the Sun
Moon around the Earth
How will you program your robots to mimic the the motions of the Sun-Earth-Moon system? (Sample response: “One group will program the motion of the Earth around the Sun and at the same time, another group will program the motion of the moon around the Earth. Then we will synchronize our two programs.”)
How will you use events in your program? (Sample response: “We will use buttons to initiate the motion of either the Earth around the Sun or the moon around the Earth.”)
How will you use loops in your program? (Sample response: “We will program loops to repeat two different types of motion: 1) the rotation of the Earth on its axis and 2) the revolution of the Earth/moon around its respective object.”)
1. Divide the class into groups (ideally, 4–6 students each).
Have each group split into two smaller groups.
Assign each smaller group one of the two motions.
Instruct groups to work together to discuss and coordinate how to program each motion assigned.
2. Distribute robots, devices, and stationary objects.
3. Instruct students to build and test their programs before connecting with the larger group to synchronize both of their programs.
Have students edit the video that was recorded of their program with narration to explain their overall model of the Earth-Sun-Moon system, including a discussion of how the system creates the seasons and lunar/solar eclipses.
Have students use the model they created to model the different lunar phases using a light source (e.g., a flashlight) as the Sun.
Have each group present their two programs simultaneously.
Provide time for peer feedback and suggestions from other groups.
[Optional] Record this presentation as a video.
What was challenging about synchronizing the programs of two robots?
What strategies did you use to simplify the process?
Which motion was most challenging to program on its own? Which motion was most challenging to synchronize within your group? Explain why.
Use our Evaluation Rubric to review students’ work and presentations.
[Optional] Share your students’ work with the world using @logicsacademy and #Cue
MS-ESS1.1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.MATH.CONTENT.4.MD.C.5.A: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.
CCSS.MATH.CONTENT.4.MD.C.5.B: An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
1B-AP-16: Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.
1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations.
2-CS-03: Systematically identify and fix problems with computing devices and their components.
2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
2-AP-17: Systematically test and refine programs using a range of test cases.
1A: Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
4D: Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
5A: Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5C: Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
6C: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
7C: Contribute constructively to project teams, assuming various roles and responses.
SCIENCE INQUIRY
Students will:
identify one or more ways of finding answers to given questions
identify variables: identify the variable to be manipulated, identify variables to be held constant, identify the variable that will be observed (responding variable)
select appropriate materials and identify how they will be used
modify the procedures as needed
work individually or cooperatively in planning and carrying out procedures
PROBLEM SOLVING THROUGH TECHNOLOGY
General Learner Expectations:
6–3 Design and carry out an investigation of a practical problem, and develop a possible solution.
Students will:
communicate effectively with group members in sharing and evaluating ideas, and assessing progress
evaluate procedures used and identify possible improvements
evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students. Example criteria include: effectiveness—Does it work?; reliability—Does it work every time; durability—Does it stand up to repeated use?; effort—Is it easy to construct? Is it easy to use?
ATTITUDES
General Learner Expectations:
6–4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways.
Students will show growth in acquiring and applying the following traits:
curiosity
confidence in personal ability to learn and develop problem-solving skills
inventiveness and open-mindedness
perseverance in the search for understandings and for solutions to problems
flexibility in considering new ideas
critical-mindedness in examining evidence and determining what the evidence means
a willingness to use evidence as the basis for their conclusions and actions
a willingness to work with others in shared activities and in sharing of experiences
appreciation of the benefits gained from shared effort and cooperation
a sense of personal and shared responsibility for actions taken
respect for living things and environments, and commitment for their care.
SKY SCIENCE
General Learner Expectations:
6–7 Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these movements.
Students will:
6. Describe seasonal changes in the length of the day and night and in the angle of the Sun above the horizon.
7. Recognize that the Moon’s phases are regular and predictable, and describe the cycle of its phases.
10. Recognize that not only Earth, but other planets, have moons; and identify examples of similarities and differences in the characteristics of those moons.
11. Identify technologies and procedures by which knowledge, about planets and other objects in the night sky, has been gathered.
12. Understand that Earth, the Sun and the Moon are part of a solar system that occupies only a tiny part of the known universe.
CTF is planning, creating, appraising and communicating in response to challenges.
I plan in response to challenges.
I make decisions in response to challenges.
I adapt to change and unexpected events.
I solve problems in response to challenges.
I create products, performances or services in response to challenges.
I appraise the skills, knowledge and technologies used to respond to challenges.
I communicate my learning.
CTF is working independently and with others while exploring careers and technology.
I determine how my actions affect learning.
I develop skills that support effective relationships.
I collaborate to achieve common goals.
Questioning and Predicting:
Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
Make observations in familiar or unfamiliar contexts
Planning and Conducting:
With support, plan appropriate investigations to answer their questions or solve problems they have identified
Use equipment and materials safely, identifying potential risks
Processing and Analyzing Data and Information:
Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data
Identify patterns and connections in data
Compare data with predictions and develop explanations for results
Demonstrate an openness to new ideas and consideration of alternatives
Communicating:
Communicate ideas, explanations, and processes in a variety of ways
Express and reflect on personal, shared, or others’ experiences of place
force of gravity
the overall scale, structure, and age of the universe
the position, motion, and components of our solar system in our galaxy
Applied Technologies:
- Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.
- Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use.
- Identify how the land, natural resources, and culture influence the development and use of tools and technologies.
Appreciation of Science
422 appreciate the role and contribution of science and technology in our understanding of the world
423 appreciate that the applications of science and technology can have advantages and disadvantages
Interest in Science
425 show a continuing curiosity and interest in a broad scope of science-related fields and issues
Scientific Inquiry
428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions
429 value accuracy, precision, and honesty
430 persist in seeking answers to difficult questions and solutions to difficult problems
Collaboration
431 work collaboratively in carrying out investigations, as well as in generating and evaluating ideas
301-19 demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s revolution causes the yearly cycle of seasons
observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides (301-20)
Appreciation of Science
422 appreciate the role and contribution of science and technology in our understanding of the world
423 appreciate that the applications of science and technology can have advantages and disadvantages
Interest in Science
425 show a continuing curiosity and interest in a broad scope of science-related fields and issues
Scientific Inquiry
428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions
429 value accuracy, precision, and honesty
430 persist in seeking answers to difficult questions and solutions to difficult problems
Collaboration
431 work collaboratively in carrying out investigations, as well as in generating and evaluating ideas
Appreciation of Science
422 appreciate the role and contribution of science and technology in our understanding of the world
423 appreciate that the applications of science and technology can have advantages and disadvantages
Interest in Science
425 show a continuing curiosity and interest in a broad scope of science-related fields and issues
Scientific Inquiry
428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions
429 value accuracy, precision, and honesty
430 persist in seeking answers to difficult questions and solutions to difficult problems
Collaboration
431 work collaboratively in carrying out investigations, as well as in generating and evaluating ideas
2.2 use technological problem-solving skills to design, build, and test devices (e.g., a sundial, a model of the earth’s rotation around the sun) for investigating the motions of different bodies in the solar system
2.4 use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons, comets, and asteroids, in oral and written communication
3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
3.5 describe the effects of the relative positions and motions of the earth, moon, and sun (e.g., use models or simulations to show solar and lunar eclipses, phases of the moon, tides)
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures
C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code
Initiating and Planning
with support (e.g., as a class or in small groups), generates a list of possible solutions to a practical problem and determines which are realistic in the classroom and/or the real world
outlines (individually or in small groups) the steps of a plan, including labelled drawings and/or diagrams, to solve the problem
establishing general criteria for evaluating objects or devices designed to solve the problem
Performing and Recording
carries out the pre-determined plan (individually or in pairs or small groups)
designs, builds, and tests (on the basis of pre-determined criteria) a device or an object to solve the problem
Analyzing and Interpreting
identifies and explains what changes could be made to the plan and how to improve the solution to the problem, and gives reasons for the changes
Communicating
describes orally, and/or using drawings, pictures, and/or simple sentences, the problem and how he or she solved it
Create scale-distance and/or scale-size models to represent the major components of the solar system.
Propose personal explanations for the causes of seasons, phases, and eclipses.
Demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s 23.5° tilt and revolution around the sun causes the yearly cycle of seasons.
Initiating and Planning
with support (e.g., as a class or in small groups), generates a list of possible solutions to a practical problem and determines which are realistic in the classroom and/or the real world
outlines (individually or in small groups) the steps of a plan, including labelled drawings and/or diagrams, to solve the problem
establishing general criteria for evaluating objects or devices designed to solve the problem
Performing and Recording
carries out the pre-determined plan (individually or in pairs or small groups)
designs, builds, and tests (on the basis of pre-determined criteria) a device or an object to solve the problem
Analyzing and Interpreting
identifies and explains what changes could be made to the plan and how to improve the solution to the problem, and gives reasons for the changes
Communicating
describes orally, and/or using drawings, pictures, and/or simple sentences, the problem and how he or she solved it
Initiating and Planning
with support (e.g., as a class or in small groups), generates a list of possible solutions to a practical problem and determines which are realistic in the classroom and/or the real world
outlines (individually or in small groups) the steps of a plan, including labelled drawings and/or diagrams, to solve the problem
establishing general criteria for evaluating objects or devices designed to solve the problem
Performing and Recording
carries out the pre-determined plan (individually or in pairs or small groups)
designs, builds, and tests (on the basis of pre-determined criteria) a device or an object to solve the problem
Analyzing and Interpreting
identifies and explains what changes could be made to the plan and how to improve the solution to the problem, and gives reasons for the changes
Communicating
describes orally, and/or using drawings, pictures, and/or simple sentences, the problem and how he or she solved it
30.0 describe the physical characteristics of the Sun, planets, and moons
31.0 demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s revolution causes the yearly cycle of seasons
32.0 observe and explain how the relative positions of Earth, the Moon, and the Sun are responsible for various phenomena
301-19 demonstrate how Earth’s rotation causes the day and night cycle and how Earth’s revolution causes the yearly cycle of seasons
301-20 observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides
300-23 describe the physical characteristics of components of the solar system—specifically, the sun, planets, moons, comets, asteroids, and meteors
6-4-09 Identify the planets in the solar system and describe their size relative to the Earth and their position relative to the Sun.
6-4-12 Explain, using models and simulations, how the Earth’s rotation causes the cycle of day and night, and how the Earth’s tilt of axis and revolution cause the yearly cycle of seasons.
Solar system
Recognizes the main components of the solar system (sun, planets, natural satellites)
Describes the characteristics of the main components of the solar system (e.g. composition, size, orbit, temperature)
301-20 observe and explain how the relative positions of Earth, the moon, and the sun are responsible for the moon phases, eclipses, and tides
P2: Students will be expected to use digital tools to develop ideas and original works in innovative ways.
TOC1: Students will be expected to
safely use many forms of current technology for learning with growing competence
demonstrate conceptual understanding of how information and communication technology, digital tools, and authorized networks support their learning
use terminology related to information and communication technology
