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Cue
masking tape
Cue robots (1 per group)
tablets or compatible devices (1 per group)
pencils
projector or interactive display with mirroring capability
Install the Wonder Workshop Cue app on each device.
Open the Cue app. Connect each robot by tapping the plus sign in the top right corner of the screen and then selecting the robot image. Name each robot by tapping edit and changing the name in the name box.
Label each robot with its name using masking tape or labels.
Fully charge the devices and robots.
Provide each group with an email address and password to log into the Cue app.
Ensure that there is reliable access to wireless internet in the classroom.
Prepare a demo device with the Wonder Workshop Cue app by:
logging into the app.
connecting a robot to the app.
tapping on the Code with Block & JavaScript section of the app.
tapping on the Challenges/Adventures section
completing the Block Challenge/Adventure called Move. (You must complete the first Challenge/Adventure in order to create your own programs.)
1. Briefly discuss students’ experience using block-based programming languages by asking, “What have you programmed using blocks in Blockly/Code.org/Scratch?”
Sample responses: “I programmed a dance with Dash using Blockly. I programmed a video game in Code.org.”
2. Ask, “What kinds of blocks did you use in your programs?”
Sample responses: “I used a Repeat block so that Dash would dance forever. I used When blocks so that the bird would move when the player clicked on the screen.”
1. Make sure the robot is not connected to the app. Then, turn on the Cue robot.
Wait for Cue to initiate the Push game or press the top main button to begin play.
Invite students to take turns playing the game.
2. Ask, “What do you notice about the robot? What can the robot do?”
Sample response: “The robot can change lights, move its head, and move around.”
If students have used Dash before, have them identify the similarities and differences between Dash and Cue. (E.g., “All of Cue’s buttons light up, whereas only one of Dash’s buttons lights up.”)
3. Project the Cue Robot Components slides. Refer to slides 1 and 2.
Note how the colors of the dots next to each robot part’s description match the colors of those parts on the robot image.
Lead a discussion with students about which parts help the robot move (e.g., powered wheels, encoders, potentiometers, dual motors).
In the same manner, discuss which parts help the robot display lights and play sounds (e.g., speaker, programmable LED, and buttons).
4. Navigate to the last two slides, where the dots are missing from each robot part’s description.
Select student volunteers to identify the location of each part on the Cue robot image and on the physical robot.
Which parts help the robot move? (Sample response: “Potentiometers and dual motors.”)
Which parts help the robot display lights? (Sample response: “Programmable LED and buttons.”)
1. Demonstrate how to create a new program in the Code with Block & JavaScript section.
Project your device’s screen and open the Cue app.
Navigate to the Code with Block & JavaScript section.
Tap on the My Programs section.
For Chromebook/Microsoft platforms, select New Program.
For iOS/Android platforms, select Create New.
2. Show students how to connect the app to the robot by tapping the plus sign at the top right and tapping the icon with the same name as the robot.
3. Drag out a few blocks from the Actions menu. Say, “With Block-based coding, you can program using blocks, just like in Blockly or Code.org.”
Select student volunteers to create a program using three to four blocks. (Suggested blocks: move distance, set light, and/or sound blocks.)
Run the program.
4. Say, “You can delete blocks by dragging them into trash can in the menu.”
Model deleting a couple of blocks.
5. Say, “With this app, you can turn your blocks into JavaScript! JavaScript is a text-based programming language that’s used to create interactive effects within Web browsers.” Then tap on the JavaScript icon at the top of the screen and tap the check mark.
Have student volunteers add to the program by selecting additional lines of code from the Actions menu.
Run the program.
6. Say, “You can also convert your program back into blocks.” Then tap on the Block icon at the top of the screen.
Have student volunteers point out the similarities and differences between the Block and JavaScript workspaces.
How do you connect the app the to the robot? (Sample response: “You tap the plus sign in the top right corner of the screen.”)
How do you turn the blocks in your program into JavaScript? (Sample response: “You tap the JavaScript icon at the top center of the screen.")
Have students work on the following activities in small groups (ideally 2 students per robot). Provide each group with a device and a robot.
Encourage students to share device and robot time. Have them establish and swap roles such as:
Lead Programmer: Holds the device and manipulates the code.
Robot Wrangler: Retrieves and resets the robot after every program attempt.
When students work together while coding, they’re able to help each other identify mistakes and develop creative solutions!
1. Provide each group with their assigned login account information.
2. Have students log into the app.
If it is the first time the app has been opened, have students walk through the lobby tutorial.
1. Have students complete the following Challenges/Adventure in the Code with Block & JavaScript section:
Move (blocks)
[Optional] Move (text)
Show (blocks)
[Optional] Show (text)
2. After they complete the Challenges/Adventures, encourage students to try out the unlocked demos. Have them personalize one of the programs by changing its movements, lights, and/or sounds.
3. After they finish personalizing one of the example programs, have students:
Take a screenshot of their code.
Take a video of the Cue robot while the code is running.
1. Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain their design thinking. (E.g., “We changed the example program by adding recorded sounds so that the robot made different noises each time it moved forward.”)
Share any obstacles and difficulties they overcame during the activity. (E.g., “We weren’t sure how to record custom sounds in JavaScript, so we switched back to blocks to record the sounds.”)
2. Encourage students to ask each other how they accomplished different objectives and give each other feedback on their programs. Possible questions/feedback includes:
“Why did you (choose those sounds for your program)?”
“I like how you (recorded your own sounds).”
“What if you (changed the lights on the robot each time it moved)?”
What are some of the blocks you can use to program Cue to move? (Sample response: “Move distance, turn angle, and turn head blocks.”
Which parts of Cue can you program to show lights? (Sample response: “Cue’s ears, chest, and face.”)
*[Optional] What are some differences between Block and JavaScript programming? (Sample response: “In JavaScript, when you want to use a command from the Actions menu, you need to start the line of code with the word ‘actions’.”)
*[Optional] Which did you prefer using, Block or JavaScript programming? Why? (Sample response: “I liked using JavaScript because it was easier to customize colors.”)
*Ask these questions after students have completed Move and Show in text.
Use our Evaluation Rubrics to review students’ work and presentations.
CCSS.ELA-LITERACY.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations.
2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
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.
1B-CS-01: Describe how internal and external parts of computing devices function to form a system.
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-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
2-AP-16: Incorporate existing code, media, and libraries into original programs, and give attribution.
1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
6b: Create original works or responsibly repurpose or remix digital resources into new creations.
7c: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
4d: Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
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.
3-5-ETS1-2: At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.
Measurement
E2.4 explain how protractors work, use them to measure and construct angles up to 180°, and use benchmark angles to estimate the size of other angles
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.
Speaking & Listening
- 2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small and large group discussions.
- 2.7 use a variety of appropriate visual aids to support or enhance oral presentations.
Reading
- 3.1 automatically read and understand most words in common use.
- 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues.
Writing
- 1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary.
- 2.2 establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences.
- identify 90° angles.
- design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.
- Present information: organize ideas and information in presentations to maintain a clear focus and engage the audience and purpose.
- Enhance presentation: use effective openings and closings that attract and sustain reader or audience interest and enjoyment.
- Use effective oral and visual communication: adjust volume, tone of voice and gestures to engage the audience; arrange presentation space to focus audience attention.
- Demonstrate attentive listening and viewing: identify and interpret the purpose of verbal and nonverbal messages and the perspectives of the presenter, show respect for the presenter's opinions by listening politely and providing thoughtful feedback.
- Cooperate with others: accept and take responsibility for fulfilling own role as a group member discuss and decide whether to work individually or collaboratively to achieve specific goals.
- Work in groups: formulate questions to guide research or investigations, with attention to specific audiences and purposes contribute ideas to help solve problems, and listen and respond constructively.
- Evaluate group process: show appreciation for the contributions of others, and offer constructive feedback to group members.
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.
Curricular Competencies:
- Use technology to explore mathematics.
- Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
- Develop and use multiple strategies to engage in problem solving.
Curricular Competencies:
- Exchange ideas and perspectives to build shared understanding.
- Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences.
- Use language in creative and playful ways to develop style.
Applied Skills
- Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments
- Identify the skills required for a task and develop those skills as needed
Applied Technologies
- Use familiar tools and technologies to extend their capabilities when completing a task
- Choose appropriate technologies to use for specific tasks
- Demonstrate a willingness to learn new technologies as needed
- SS7: Perform a single transformation (translation, rotation, or reflection) of a 2-D shape (with and without technology) and draw and describe the image.
- read a wide variety of words automatically, including content-specific words.
- make personal connections, relate relevant prior knowledge and make logical text-to-text comparisons.
- SS5.1 Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions.
- SS5.7 Identify, create, and analyze single transformations of 2-D shapes (with and without the use of technology).
- CC5.3 Speak to express and support a range of ideas and information in formal and informal speaking situations for particular audiences and purposes.
- AR5.1 Identify strengths in viewing, listening, reading, speaking, writing, and other forms of representing.
5SS1: Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and draw conclusions
5SS7: Perform a single transformation (translation, rotation or reflection) of a 2-D shape, and draw and describe the image.
GCO1: Communicate information and ideas effectively and clearly, and to respond personally and critically
SS1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and draw conclusions.
SS7 Perform a single transformation (translation, rotation, or reflection) of a 2-D shape (with and without technology) and draw and describe the image.
Speaking and Listening
communicate information and ideas effectively and clearly, and to respond personally and critically
5.SS.1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and draw conclusions
5.SS.7 Perform a single transformation (translation, rotation, or reflection) of a 2-D shape and draw and describe the image.
Language as Exploration and Design
Research and study topics and ideas
Manage information and ideas
Calculates the perimeter of plane figures
Observes and produces frieze patterns and tessellations
Using translations
draw rectangles for a given perimeter (distance around the outside)
identify a translation (slide) of a 2-D shape
identify a rotation (turn) of a 2-D shape
identify a reflection (flip) of a 2-D shape
describe the direction and magnitude of a translation (slide)
describe the direction of turn of a rotation (turn)
describe the line of reflection (e.g., horizontal, vertical) and the distance from the line of reflection (flip)
identify transformations (flips, slides, and turns) found in the everyday world
perform a translation (slide) of a 2-D shape
perform a rotation (turn) of a 2-D shape
perform a reflection (flip) of a 2-D shape
predict the result of a transformation (a flip, a slide, or a turn) and verify the prediction
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
