Loading…
Loading…
Cue
Cue robots (1 per group)
tablets or compatible devices (1 per group)
Unit 1 Design Process Notebooks (1 per student)
pencils
projector or interactive display with mirroring capability
Before this lesson, it is recommended that students have:
Completed all previous lessons in Unit 1.
Fully charge the devices and robots.
Ensure that the Wonder Workshop Cue app is installed and updated on each device.
1. Ask, “What did you learn about your project after receiving peer feedback?”
Sample response: “We learned that certain parts of our presentation were unclear. We also learned that sometimes the message we thought we were conveying was different from how viewers perceived that message.”
2. Ask, “What portions of your creative project did you refine after receiving feedback? ”
Sample response: “We incorporated a lot of suggestions based on what made different viewers feel happy or sad. This was different than what we thought, and we had to tweak Cue’s actions to better convey our message.”
1.. Lead a discussion with the students about the various topics they learned about while working on their creative projects. You can ask the following questions:
What are some of the different sensor components of Cue?
How are the capabilities of Cue similar to a human’s abilities? How are they different?
What did you learn about the different coding paradigms in Block & JavaScriptⓇ and Wonder?
Which paradigm did you prefer using, and why?
What was the most difficult part of the design process?
Which project phase was the easiest? Which one was the most fun?
What aspects of your message were the most difficult to convey?
How did you gauge whether each component of your project would be interesting to viewers?
2. Encourage students to share stories of experiences that were valuable to them and their team. Encourage students to reflect on the process as a whole.
Before publishing your final project, are there any last changes that you want to make?
1. In their Unit 1 Design Process Notebooks, have student groups turn to Project Pathways: Path to Presentation on pages 59–60.
2. Have students read the directions for Phase 7.
3. Have students read and respond to the prompts on pages 61–64 for taking final steps to prepare for their presentation, doing a rehearsal, and getting feedback.
4. Make sure that in addition to preparing their final presentation, students are also ready to present a “making of” presentation that demonstrates how they used the design thinking process during the development of their creative project.
1. Allow each group a period of time to put the final touches on their presentation and do a rehearsal.
2. Have each group present their projects to the rest of the class.
After the presentation, have them also show their “making of” presentation. Encourage them to identify their project path, why they chose that path, and why they picked their specific project. In addition, have them discuss major obstacles that they overcame.
3. After all the groups have presented, ask, “What are some creative ways that different groups presented their projects? What did you like about each project?”
1. In their Unit 1 Design Process Notebooks, have student groups turn to Project Pathways: Reflection on page 66.
2. Have students read the directions for Phase 8.
3. Have students read and respond to the prompts on pages 67–70 to help them reflect on their creative project experience.
1. Have student groups take turns sharing their reflections with the class. Encourage them to:
Explain favorite memories, important lessons, and how they improved their writing skills. (E.g., “My favorite memory is when my group danced to music for our video to figure out how to get Cue to dance similar steps. We learned how to work together as a group more effectively and how to write for a specific audience.”)
Share any obstacles and difficulties they overcame during the project. (E.g., “It was hard to implement loops and end our code when the music ended.”)
2. Encourage students to provide suggestions for improvements to one another for future projects that they may endeavour. Possible questions/feedback includes:
“In the future, (maybe you could try to agree on a common goal earlier in the process).”
“I like how you (used the obstacles in your code).”
“What if you (had videotaped your final performance to make sure it went the way you wanted it to)?
How did the design thinking process improve your work? (Sample response: “It helped us work in a more structured manner, rather than randomly attacking the problem.”)
How did you improve your writing skills? (Sample response: “I really struggled with coming up with writing topics before, but now I know how to use ideation techniques when I am struggling.”)
Use our Evaluation Rubrics to review students’ work and presentations.
CCSS.ELA-Literacy.SL.6.1.c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-Literacy.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
1B-IC-20: Seek diverse perspectives for the purpose of improving computational artifacts.
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.
2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
2-AP-19: Document programs in order to make them easier to follow, test, and debug.
4d: Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.
6a: Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6b: Create original works or responsibly repurpose or remix digital resources into new creations.
6c: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.
6d: Publish or present content that customizes the message and medium for their intended audiences.
7c: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
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.
- 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills.
- 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, presenters, readers, and writers help them improve their oral communication skills.
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.
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
- 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.
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
Calculates the perimeter of plane figures
Observes and produces frieze patterns and tessellations
Using translations
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
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
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
