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Cue robots (1 per group)
tablets or compatible devices (1 per group)
[Optional] assorted craft materials and/or recycled elements
projector or interactive display with mirroring capability
Before this lesson, it is recommended that students:
become familiar with the elements of the periodic table.
practice programming actions and events in the Cue app.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
1. Project the Periodic Table or post one somewhere in the room for review.
2. Review the unique properties of selected elements (e.g., flammable, soft, toxic, glows, etc.).
3. Have student volunteers share properties of individual elements.
Chart students' responses on the board.
1. 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, buttons.”)
2. Say, “In this lesson, you will program Cue to behave like a superhero or supervillain. What are some blocks from the Actions menu that could help you achieve this?” (Sample response: “Set light, set face pattern, custom sound, and animate blocks.”)
1. Explain the goal of the lesson: Say, “During this lesson, your group will be assigned an element of the periodic table. You will need to research its properties, characteristics, and associations. Then, you will need to decide if your element is a superhero or supervillain based on your research. Finally, you will program Cue to behave like your superhero or villain."
2. [Optional] Visit this page where students can observe examples of creatively-interpreted anthropomorphized elements: 112 Cartoon Elements. This will help students begin to visualize the elements as comic-style characters.
1. Use one element (that will not be assigned to students) as an example to demonstrate the process.
2. Project the Elemental Superheroes & Villains Worksheet.
3. Refer to questions 1 and 2 on the Elemental Superheroes & Villains Worksheet.
Write the name of an element that has not been assigned to students (e.g., Neon).
4. List 5 properties or characteristics of and/or associations with your element. Example for neon:
1) It glows when a high electrical voltage is passed through it. 2) It does not form compounds with other substances. 3) It is odorless. 4) It is the most abundant element and gas in the universe. 5) It's obtained from distillation of liquid air.
5. Refer to question 3 on the Elemental Superheroes & Villains Worksheet. Ask students to determine whether the modeled element should be a superhero or villain. (In this case, we will interpret Neon as a superhero called “Neon Ned” that glows an electric charge!)
Ask students to identify elements which would make good supervillains. For example, fluorine gas is highly reactive to touch. Its volatile nature would make it a great villain, as it is unpredictable.
6. Refer to question 4 on the Elemental Superheroes & Villains Worksheet. Ask students to brainstorm powers, weaknesses, friends, and/or foes of Neon Ned. (Sample responses: “Glows orange when an electrical charge runs through him, has electrical powers, stops villains with shocks, can turn the power off or on, is friends with Eddie Electron, has dogs named Static and Battery, is weakened by nonrenewable energies, is strengthened by renewable energies.”)
7. Refer to question 5 on the Elemental Superheroes & Villains Worksheet. Model how to creatively interpret information from question 4 in a program that will turn Cue into a superhero or villain. The program may be a short skit/story about their superhero/villain or a demonstration of its powers, weaknesses, etc.
Discuss how certain programming features could be used to program each part of their program (e.g., events, actions, loops, conditionals, etc.).
Note: The programming features used will depend on your students' level of ability and/or exposure to programming in the Cue app.
8. Project your tablet screen and open the Cue app.
Navigate to the Code with Block and JavaScriptⓇ section.
Have students help you program Cue while other students observe and offer suggestions.
9. Test and run your program.
Fix and retest.
Stress the importance of testing, fixing, and retesting.
Sample Program:
What is the goal of this lesson? (Sample response: “The goal is to translate our element's research into a superhero or supervillain based on its properties, characteristics, and any associations with it. Then we will program Cue to behave like our superhero or villain in a creative program based on our research.”)
Where will you plan the program for your superhero or supervillain? (Sample response: “On the Elemental Superheroes & Villains Worksheet.”)
1. Divide students into small groups.
Assign an element from the periodic table to each group.
2. Distribute the Elemental Superheroes & Villains Worksheet and pencils.
Have groups work together to research at least five facts about the properties and characteristics of and associations with their assigned element.
3. Have groups fill in the answers to questions 1 and 2 on the Elemental Superheroes & Villains Worksheet.
[Optional] Steps 1, 2, and 3 can also be done prior to class in order to provide more time for coding. Alternatively, this class can be taught over the course of two days.
4. Circulate to assist and assess as students complete the worksheet.
Check their work before allowing pairs to move onto programming.
5. Distribute Cue robots and devices.
6. Have students program Cue to behave like their superhero or supervillain element.
Circulate to assist and assess as students program.
Instruct students to check and recheck their programs as they work together.
7. [Optional] Have students create props or simple costumes from recycled elements or craft materials to enhance their program.
Have pairs team up with another pair's Cue superhero or villain to create a super duo or opposing forces for good vs. evil. Have them create a new program for two Cue robots as a creative interpretation of their relationship.
Have students write stories about their elemental superhero or supervillain and create comic books.
After students are finished, have them share their Elemental Superheroes & Villains Worksheet and present their elemental superhero or supervillain program to the class.
Allow other pairs to ask them questions about their element or features of their program.
What was challenging about turning your element into a superhero or supervillain?
Which elements could be natural friends with or foes of your element? 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-PS1.1: Develop models to describe the atomic composition of simple molecules and extended structures.
CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSS.ELA-LITERACY.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.Math.Content.MP.2: Reason abstractly and quantitatively.
1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
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-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.
1B: Build networks and customize their learning environments in ways that support the learning process.
1C: Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
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.
6D: Students publish or present content that customizes the message and medium for their intended audiences.
7A: Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
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.
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
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
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
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
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves events influenced by a defined count and/or sub-program and other control structures
C3.2 read and alter existing code, including code that involves events influenced by a defined count and/or sub-program 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
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves the analysis of data in order to inform and communicate decisions
C3.2 read and alter existing code involving the analysis of data in order to inform and communicate decisions, 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
GCO 1: Science, Technology, Society, and the Environment - Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
GCO 2: Skills - Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
GCO 1: Science, Technology, Society, and the Environment - Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
GCO 2: Skills - Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
6-0-1a Formulate specific questions that lead to investigations. Include: rephrase questions to a testable form; focus research questions.
6-0-3b Identify variables that might have an impact on their experiments, and variables to hold constant to ensure a fair test.
6-0-4c Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise.
Science, Technology, Society, and the Environment (STSE): Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
Skills: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
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
Science, Technology, Society, and the Environment (STSE): Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
Skills: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
GCO1: Students will be expected to design, develop, evaluate, and articulate technological solutions
GCO2: Students will be expected to operate and manage technological systems
