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Cue
Sketch
Cue robots (1 per group)
tablets or compatible devices (1 per group)
[Optional] Sketch Kit marker attachment (1–2 per class)
[Optional] Sketch Kit dry erase markers (1–2 sets per class)
[Optional] Wonder Whiteboard Mat and/or butcher paper (1–2 per class)
[Optional] materials to create a drawing attachment, if Sketch Kit unavailable (e.g., cardboard sheets and rolls, pipe cleaners, foam packing, tape, rubber bands, paper clips, etc.)
pencils
masking tape
projector or interactive display with mirroring capability
Before this lesson, it is recommended that students:
complete Unit 1, Lesson 1.
practice block-based coding in the Cue app.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
Set up a station with a Whiteboard Mat and/or butcher paper, Sketch Kit marker attachments, and Sketch Kit dry erase markers. If Sketch Kit is unavailable, lay out materials to create a drawing attachment and markers.
1. Ask, “What are some of Cue’s parts?”
Sample response: “Cue has a proximity sensor so it doesn’t bump into objects.”
2. Project the Cue Robot Components slides.
Use the first two slides to review the different components of Cue, including the lights, sensors, and motors.
Use slides three and four to test the students’ knowledge of the different components.
3. Lead a discussion indicating how each component is related to a human function.
Sample response: “Our ears and eyes are similar to Cue’s proximity sensors—they can detect objects to the left, to the right, and behind us.”
1. Ask, “What are two ways can we give instructions to Cue? How are these two methods different?”
Sample response: “We can give Cue instructions using Block or JavaScript programming. Blocks are dragged, dropped, and connected to create sequences of code, whereas JavaScript uses typed instructions.”
2. Ask, “How do we make Cue move using Block-based code? Using JavaScript?”
Sample response: “Using blocks, we drag out the move distance block and change the distance and speed. Using JavaScript, we type out the command actions.move (distance, speed) and change the parameters in the function.”
3. Ask, “In the previous lesson, which method did you prefer using? Why did you prefer this method?”
Sample response: “I liked JavaScript more because it had a lot of functions that do not have equivalent blocks.”
Lead a discussion on the various functions that the students may have discovered while using JavaScript.
1. Project your device’s screen and open the Cue app.
Open the Tutorial in the Examples section of Wonder.
2. Divide the class into pairs or small groups.
Distribute robots and devices.
Have each group complete the tutorial.
1. Say, “In Wonder, your program instructions by connecting different Groups to each other. You can drag an action from the bottom left of your screen into the group.”
2. Project the Advance and Retreat example in Wonder, which can be found in the Examples section of the Cue app.
3. Say, “Notice that multiple actions can be placed in one group. How is this different than what you can do in Block & JavaScript programming? What benefits does this have?”
Sample response: “In Block & JavaScript, you can only program one action at a time. In Wonder, you can program Cue to perform multiple actions at the same time.”
Lead a discussion contrasting programming a single action at a time versus parallel actions. Ask students to think of real-life examples where it is necessary for multiple actions to be addressed at the same time. (Sample response: “I might want to wave and say hello to someone at the same time.”)
Have students navigate to the Code with Wonder section of the app.
For Chromebook/Microsoft platforms, have students go to the Challenges section and try the Intro to Wonder examples.
For iOS/Android platforms, have students go to the Examples section and try the following examples:
Advance and Retreat
Action-Packed Groups
Turning Maneuvers
Custom Sound Duet
Show students how to start a new program by going to My Programs and tapping on Create New or New Program.
Ask, “Which block begins all programs in Wonder?” (Sample response: ”The Start block.”)
Ask, “How do you start a new project in Wonder?” (Sample response: “Tap Create New/New Program.”)
Ask, “What are some differences between Wonder and Block & JavaScript programming?” (Sample response: “In Wonder, you can program Cue to perform multiple actions at the same time. In Block & JavaScript, you can only program Cue to perform one action at a time.”)
Have students work on the following activities in their groups.
Encourage students to share device and robot time. Have them establish and rotate through 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. In their Unit 1 Design Process Notebooks, have student groups turn to Activity Menu: Move and Show (pages 1–2).
2. Have students select an activity to complete.
Tell students that they can choose to complete the activity using Block, JavaScript, or Wonder.
Have students use the space provided under PLAN & BUILD on page 3 of their Notebooks to plan out their solutions.
Encourage students to draw diagrams and list steps before they begin coding.
After coding and implementing their programs, have students use the space under TEST & RECORD on page 4 to record their results.
If there’s time, have students complete additional activities from the Activity Menu and record their results under ADDITIONAL ACTIVITIES on page 5.
Have students write about their reflections on their experience under REFLECT on page 6.
Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain what the initial plan was for their robot’s actions. They should demonstrate what they intended their robot to do, as well as the different sounds, lights, and/or animations they incorporated. (E.g., “We had the robot perform dance moves based on a Strauss waltz. Initially, we wanted the robot to turn and change lights based on the music.”)
Share any obstacles or difficulties they overcame during the activity. (E.g., “It was very difficult to create accurate angles at first, but after some adjustments to our measurements, we were more successful.”)
If students also designed their own programs using Wonder, have them present those programs.
In addition, have them explain the benefits of using Wonder. (E.g., “We wanted Cue to drive towards us and make a sound at the same time. This would not have been possible in Block & JavaScript.”)
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 animations to add to your program)?”
“I like how you (recorded your own sounds).”
“What if you (changed the lights on the robot each time it moved, based on its direction)?”
Did you prefer using Wonder or Block & JavaScript? (Sample response: “I preferred using Block & JavaScript because each step was sequential and laid out more clearly. I found it hard to communicate which step was next in Wonder.”)
What are some problems that are more easily solved when using Wonder? (Sample response: “In Wonder, it is easier to tackle problems that require you to perform more than one action at once.”)
Use our Evaluation Rubrics to review students’ work and presentations.
CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
CCSS.Math.Content.7.G.A.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
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.Math.Content.7.G.A.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
1B-AP-16: Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.
2-AP-10: Use flowcharts and/or pseudocode to address complex problems as algorithms.
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.
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-17: Systematically test and refine programs using a range of test cases.
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.
6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.
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
