Loading…
Loading…
Cue
Cue robots (1 per group)
tablets or compatible devices (1 per group)
Computing Process Slides
markers
pencils
projector or interactive display with mirroring capability
Before this lesson, it is recommended that students:
Complete all previous lessons in Unit 1.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
Prepare a demo device with the Wonder Workshop Cue app by:
logging into the app.
completing the Sense challenges in the Code with Block & JavaScript Challenges/Adventures section.
1. Project the first page of the Design Thinking Process Slides.
Have students volunteer to summarize each step in the process.
Encourage students to discuss how each stage is affected by the target audience.
2. Ask, “In your creative writing project, how did you use the Design Thinking Process to help you define your project?”
Sample response: “We used the Understand step to pick a project that worked for our audience. At first, we wanted our topic to be global warming. However, we wanted our audience to be young children, and we realized that might be difficult for them to understand. Therefore, we changed our topic to be about reducing, reusing, and recycling, which we thought would be more accessible to a very young audience.”
3. Ask, “How did you use the robot’s movements, lights, and sounds to help you express your ideas?”
Sample response: “Our group used lights and sounds to reflect the mood of the robot during a particular part of our music video. We wanted to convey happiness, so we used a lot of warm colors.”
1. Ask, “How do our senses affect our actions? For example, when you touch a hot stove, what is the typical response?”
Sample response: “When I touch something really hot, it hurts, so I might yell and quickly pull away my hand.”
Say, “Humans receive sensory input, integrate this input in their brains, and send a motor output to our limbs. This cycle is similar to how robots process and respond to sensory input.”
2. Project the Computing Process Slides.
3. On the first two slides, review Cue’s sensors: (1) 3 microphones, (2) proximity sensors, (3) processors and sensor fusion, and (4) encoders.
Show students the third slide and explain how these sensors are the first component in the Perception-Computation-Action cycle.
4. Divide the class up into groups of three.
Say, “Each group will be required to complete a set of tasks. Each member of your group will act out a stage of the Perception-Computation-Action cycle.”
Explain that the student acting out the Perception stage is the sensor, the student acting out the Computation stage is the computer, and the student acting out the Action stage is the motor.
5. Give the students prompts. Have the Perception member write down what to do, the Computation member deliver the message to the Action member, and the Action member complete the action.
Sample prompt, “Lift up your left leg and your right arm.”
Give a point to the group that completes the action first.
6. Ask, “What were some difficulties that arose as you tried to complete the prompt? How are these difficulties related to real computing systems found in Cue?”
Sample response: “Sometimes the message would be misinterpreted from the sensor to the motor. This may happen in a real robot if data is too large.”
[Optional] Start a discussion about the way sensors read data. For example, binary outputs from light sensors (a zero or a one) can be sent and misinterpreted if more than two inputs are needed. Explain how the computing system often has to process the data from a sensor and rewrite it in a different way to the effector.
What part of Cue collects data from its environment? (Sample response: “Sensors.”)
Name some of the types of sensors on Cue. (Sample response: "Proximity sensors and microphones.”)
Describe the Perception-Computation-Action cycle in the human body. (Sample response: “In the human body, input comes from the senses, which travels to the brain. The brain then acts as a computing system to send signals to motor outputs.”)
1. Project your device screen, open the Cue app, and create a new program in the Code with Block & JavaScript section.
2. Say, “A human can experience different sensations; for example, you experience a stove as hot, or a sound as loud. Different senses are activated for each event you experience. In Block & JavaScript, events can be either obstacles, buttons, or sounds.”
3. Show students the various blocks under the Events menu.
Drag out a When block from the Events menu. Say, “A When block is not connected to the Start block. The code is constantly checking for the event specified in the block. When the event happens, it interrupts all other processes.”
Discuss how an event can influence Cue’s actions. For example, Cue can say thank you when it hears applause.
4. Select student volunteers to create a program using using Events with three to four blocks.
Run the program.
5. [Optional] Convert the program the students just created to JavaScript and go through the code with the students.
Project the following image and explain the structure of an event to the students.
Start a new line in the code and type “events.” A list of menu options will appear. Select an input type and press return.
Select student volunteers to try rewriting the above code using the autocomplete option to find “Obstacle.Center” and “ObstacleState.seen.”
6. [Optional] Lead a discussion about objects and methods in JavaScript.
Objects, like Events, are variables that have many properties.
These properties can be accessed, such as with Obstacle.Center. The obstacle object has different properties and Centeris one of them.
Methods are actions that can be performed on objects, such as with events.whenObstacle().
What are the different type of events that Cue can detect? (Sample response: “Cue can detect obstacles, sounds, and when a button is pressed.”)
[Optional] How can I use JavaScript to detect a different type of event? (Sample response: “You can change the method of the event object. For example, events.whenButton() will detect button presses.”)
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 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. Have students complete the following Challenges/Adventures in the Code with Block & JavaScript section:
Sense (blocks)
[Optional] Sense (text) → (coming soon)
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 conditions.
3. After they finish personalizing one of the 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 what the initial plan was for their robot’s actions. They should indicate what they intended their robot to do, as well as the events they incorporated into their program. (E.g., “We wanted our robot to follow the wall on its right. If it was too far from the wall, we had it move closer.”)
Share any obstacles and difficulties they overcame during the activity. (E.g., “Sometimes an event would not be detected. For example, when the class was really loud, so Cue didn’t hear our clapping. However, it worked better when we moved to the hallway.”)
2. Encourage students to ask each other what events were the most interesting and how combination events could produce complex behaviors. Possible questions/feedback includes:
“Why did you (combine detecting obstacles from the left and the right)?”
“I like how you (had your robot model human behaviors).”
“What if you (removed that when block to make sure the other events are detected more often)?
Does the Events menu give you tools that would assist in your creative writing project? (Sample response: “Yes. Now I can use obstacles to make sure Cue doesn’t run into walls while dancing.”)
Use our Evaluation Rubrics to review students’ work and presentations.
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.6.1.c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
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-CS-01: Describe how internal and external parts of computing devices function to form a system.
1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
2-AP-16: Incorporate existing code, media, and libraries into original programs, and give attribution.
2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks.
2-AP-17: Systematically test and refine programs using a range of test cases.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations.
7c: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
6c: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.
4d: Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.
6b: Create original works or responsibly repurpose or remix digital resources into new creations.
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.
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.
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.
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
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
