Loading…
Loading…
Cue
Sketch Kit
Cue robots (1 per group)
tablets or compatible devices (1 per group)
Unit 1 Design Process Notebooks (1 per student)
pencils
[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.)
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.
Ensure that the Wonder Workshop Cue app is installed and updated on each device.
Prepare a demo device with the Wonder Workshop Cue app by:
logging into the app.
completing the Repeat challenges in both the Code with Block & JavaScript and Code with Wonder Challenge/Adventure sections.
1. Ask, “How does Cue react to changes in its environment? For example, how does Cue know there is an obstacle in front of it?”
Sample response: “Cue uses sensors to detect changes in its environment. The proximity sensors tell Cue if there is an obstacle in front of it. When the robot senses a change in its environment, it is known as an event.”
2. Ask, “How does Cue translate these changes into actions? What coding block can be used to make this happen?”
Sample response: “Cue sends sensor data to a computing system, which then processes it and outputs an action. This can be done using a When block from the Events menu.”
1. Select two volunteers.
Have one volunteer be the “robot” and the other be the “programmer.”
Play the music for a popular dance, such as the Cupid Shuffle or Gangnam Style, and tell the programmer to give instructions to the “robot” on how to dance.
2. Have several pairs try different songs and compare their success.
Ask, “What factors affected how quickly the robot in each pair picked up the dance?”
Sample response: “Some groups had easier dances, since large components repeated. The most successful programmers told the robot to repeat what it already knew how to do.”
3. Say, “Sometimes, we can make a task easier by repeating portions of it. For example, instead of adding 2+2+2+2+2, we can quickly multiply 2 x 5. This is an example of a loop”.
Ask, “What are some tasks that you have done already with Cue that could be achieved with fewer lines of code using loops?”
Sample response: “Driving in a square or an equilateral triangle can be achieved with fewer lines of code using a loop. ”
4. Lead a discussion with the class about how loops can reduce the complexity and improve the readability of code.
Ask, “During the dance exercise, was it easier if the programmer repeated all the instructions each time a portion of the dance repeated, or if he or she told you to just repeat the same group of steps you had done earlier?”
Sample response: “It was easier to repeat the steps for a similar portion of the song, rather than to hear all of the instructions again.”
What is an easy way to reduce lines of code? (Sample response: “One way to use fewer lines of code is to create a loop.”)
What are some benefits of using loops? (Sample response: “Improving the readability of the code.”)
Model the following activities for your student or distribute robots and devices so that they can program along with you.
1. Project your device screen, open the Cue app, and create a new program in the Code with Block & JavaScript section.
2. Show students the repeat block under the Control menu. Say, “The repeat block repeats everything inside it a specific number of times."
Place the repeat block inside the on start block. Then have student volunteers take turns dragging different Move, Color, or Sound blocks into the repeat block.
Tap the number in the repeat block and type in 3.
Press Play and have students count together as the code repeats, “1, 2, 3.”
Have students suggest a different number from 1 to 10 and update the repeat block with the selected number. Then run the program again and ask students what they notice.
3. Show students the while block under the Control menu. Say, “The while block repeats everything inside it as long as the while statement is TRUE.”
Replace the repeat block in the program with the while block.
Run the program and say, “The statement is TRUE, so the code within the while block repeats forever.”
4. Say, “You can have the while block check for different events and statements.” From the Events menu, drag the button event block over the true statement in the while block. Let go to replace the true statement with the button event block.
Select a student volunteer to press and hold down the Main button of the robot as you run the program. Have the student volunteer let go of the button to stop the loop.
5. Say, “With the and and or blocks, you can check for multiple events or statement blocks at once!” From the Control menu, drag out the and event.
Drag two different button event blocks (e.g., main and square buttons) into the two empty slots of the and block.
Then replace the button event in the while block with the and block.
Select a student volunteer to press and hold down the two buttons indicated in the blocks as you run the program. Have the student volunteer let go of the button to stop the loop.
1. Project your device screen, open the Cue app, and start a new program in the Code with Wonder section.
2. Ask, “When coding events in Wonder, how did you change the event that moved from one group to another?”
Sample response: “I clicked the arrow that connected the two groups and changed the transition between them.”
Demonstrate changing transitions between groups and lead a discussion about some tasks that were tackled in the previous lesson when programming events.
3. Ask, “How could I perform a set of actions over and over again in Wonder?”
Sample response: “Link the arrow from the last group back to the first group.”
Lead a discussion about scenarios where using a loop would be more efficient. For example, if you wanted Cue to drive in a square, it could repeat the drive and turn actions.
Have a volunteer create a program to have Cue drive in a square. Then run the program.
4. Ask, “What could I add to the program to exit this loop after Cue has completed one full square?”
Sample response: “You could add an event, such as a clap or an obstacle. Then you could initiate this event after Cue completed the square.”
How can you code a loop in Wonder? (Sample response: “You can create a loop by connecting a group to a previous group.”)
Why are loops useful? (Sample response: “Loops are useful because they make your code shorter and more efficient.”)
1. Convert the code to JavaScript and go through the code with the students. Explain the structure to the students and how to change the while statements.
Discuss what boolean logic looks like in JavaScript using the table below.
Discuss the different components of each of the statements.
Compare and contrast the repeat and while blocks.
What situations would each block be the most useful in? When would you choose to use one block over another? (Sample response: “A repeat block is most useful when you want to repeat something a specific number of times. A while block is most useful when you want to repeat something while an event is true or not true.”)
Compare and contrast using loops in Block & JavaScript and Wonder. For example:
You can repeat something in Block & JavaScript a specific number of times but you have to use an event to stop a loop in Wonder.
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/or 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:
Repeat (blocks)
[Optional] Repeat (text) (coming soon)
2. After they complete the Challenges/Adventures, encourage students to try out the unlocked demos. Have a competition to see who can rewrite the program in the shortest number of lines.
3. After they finish personalizing one of the programs, have students:
Take a screenshot of their code.
Explain to the class what logic they used in their loop statements to achieve the shortest code.
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 Wonder examples in the Repeat section.
For iOS/Android platforms, have students go to the Examples section and try the following examples:
Color Loop
Multi-Tasking Moves
1. In their Unit 1 Design Process Notebooks, have student groups turn to Activity Menu: Repeat on pages 25–26.
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 27 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 28 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 29.
Have students write about their reflections on their experience under REFLECT on page 30.
1. Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain what steps they took to shorten their code. (E.g., “We drew out all of the actions and categorized them into similar groups so we could put them in respective loops.”)
Share any obstacles and difficulties they overcame during the activity. (E.g., “My robot kept hitting the object it was supposed to be guarding.”)
3. 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 (not include a broader loop to encompass more actions)?”
“I like how you (used loops inside each other to further maximize efficiency).”
“What if you (repeated the whole code so you don’t have to keep hitting play)?
What are some purposes of loops? (Sample response: “Loop blocks can be used to repeat a specific section of code. They can also be used to reduce lines of code.”)
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.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.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.
1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
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-10: Use flowcharts and/or pseudocode to address complex problems as algorithms.
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.
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.
6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.
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.
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.
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
