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Cue
Cue robots (1 per group)
tablets or compatible devices (1 per group)
Unit 1 Design Process Notebooks (1 per student)
pencils
materials for prototyping: rubber bands, straws, tape, glue, popsicle sticks, etc.
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.
Select a sample problem related to a unit being studied in the classroom (see example in Guided Practice section).
Choose a problem that is real and could require a physical device as a solution.
Think of the types of devices that could possibly help solve the problem and bring in materials for building prototypes.
1. Ask, “What are some ways to generate good ideas as a group?” (Sample response: “Use ideation techniques to draw inspiration from different sources. You can copy designs found in nature using biomimetics or create a wish list.”)
2. Meet with each group to review their project road map. Encourage groups to question and reformulate their plans to make them more feasible.
1. Say, “After ideation and planning, we need to start testing our ideas. We can do this by building a prototype, which is a model that shows why an idea could work. For example, before developers design apps, they make wireframe drawings which show each screen and how they connect.”
2. Ask, “What are some different types of prototypes that could help you during your project?”
Sample response: “We can create a 3-D model, a drawing on paper, an origami model, a cardboard model, or a storyboard to show how Cue will move and act.”
Lead a discussion about how different prototypes could be used to express different aspects of a project.
3. Say, “Prototypes can also be of different quality. A low-fidelity prototype is a model that outlines broad concepts and does not actually function. A high-fidelity prototype functions and shows how the project component will actually work.”
4. Ask, “Imagine some of the prototypes that may have been used to make the Cue robot. What do you think the low- and high-fidelity prototypes of Cue might have looked like?”
Sample response: “A low-fidelity prototype might have been a drawing or a 3-D printed model. A high-fidelity prototype might have been used to show how the motors would function.”
How can designers use prototypes to help them test their ideas? (Sample response: “Prototypes demonstrate how designers’ ideas will work.”)
What makes a prototype useful?” (Sample response: “A prototype is useful if it shows why an idea will or will not work.”)
What are some different types of prototypes?” (Sample response, “Low- and high-fidelity prototypes.”)
1. Present a problem to the students and explain relevant background information.
For example, discuss the eye patches that are used after cataract surgery. Explain how current patches are uncomfortable, not aesthetically-pleasing, and cover a large portion of the face.
2. Ask the students to brainstorm and then build a prototype for a device that could help solve the problem.
3. Show the students the different materials that you have bought in for prototyping.
For example, if they are designing a new eye patch, make sure they have lots of felt, elastic bands, and pipe cleaners.
4. Divide the class into groups of four. Provide groups access to the materials.
Challenge each group to come up with a different solution to the problem and create a prototype using the materials provided.
5. After 10 minutes, have each group demonstrate their prototype to the class. Prompt the students to explain their design objectives.
Sample response: “Our design aimed to minimize material that was in contact with the face to make the patch more comfortable.”
6. Have students justify their prototype by answering questions such as:
“What are some ways that you could make this objective clear to a consumer?”
“Why is this prototype the best way of demonstrating your idea?”
“What are some ways you can turn this low-fidelity prototype into a high-fidelity prototype?”
What types of prototypes could you use to enhance the presentation of your project? (Sample response: “We could draw storyboards for our music video.”)
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. In their Unit 1 Design Process Notebooks, have student groups turn to Project Pathways: Build and Test on pages 47–48.
2. Have student groups read the directions for Phase 5.
3. Have students read and respond to the prompts on pages 49–52 for planning, building, testing, and revising their project components.
1. Have student groups take turns sharing the results of their tests. Encourage them to:
Explain what components of their robot they tested. What improvements did they make to their writing? What prototypes worked or didn’t work? Which props and tools are essential to their presentation? (E.g., “We tested Cue doing several dance moves. Some of the motions did not move fast enough for the music, so we made all moves faster.”)
Share any obstacles and difficulties they overcame during the project. (E.g., “It was hard to make a costume that stayed on because of Cue’s circular shape.”)
2. Encourage students to ask each other about their tests and provide each other feedback. Possible questions/feedback includes:
“Why did you (only prototype the costume, but not the background or props)?”
“I like how you (used warm colors in the scene to create a happy mood).”
“What if you (used cardboard to make other actors in the story)?
How did you change components that did not work? Was it easy to come up with a new plan? (Sample response: “We had one member of the group in charge of coding each section. Therefore, it was easy to identify a problem because each member knew the components of their section and had alternate solutions in case the first one failed.”)
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.6.2.b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
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-10: Create programs that include sequences, events, loops, and conditionals.
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-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-19: Brainstorm ways to improve the accessibility and usability of technology products for the diverse needs and wants of users.
1B-IC-20: Seek diverse perspectives for the purpose of improving computational artifacts.
2-A-7-2: Compare different algorithms that may be used to solve the same problem in terms of their speed, clarity, and size.
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.
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.
3d: Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
4a: Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4c: Students develop, test, and refine prototypes as part of a cyclical design process.
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.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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.
MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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
