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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
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
Gather several videos of different prominent speakers from a site like Ted.com that could be used for presentation comparisons.
Ask, “What happened when you tested your project? What worked and didn’t work? What could be improved?”
Sample response: “Cue continued to repeat dance moves after the song was over. We will time each move and test different combinations until Cue finishes the dance on time.”
1. Say, “An important part of the design process is iteration. We can use feedback from multiple viewers to help us improve our projects.”
2. Lead the students in a discussion on how to evaluate different creative works. Ask, “Think of a book or movie you like or don’t like very much. Can you identify specific reasons why you like or dislike it?”
Sample response: “I didn’t like The Blair Witch Project because it was filmed using a shaky camera technique. It made me feel queasy.”
3. Ask, “Is it important to consider the criticism of your peers and viewers? What value do they add to the refinement process?”
Sample response: “It is important, since they ultimately will view the finished product. They can provide a fresh set of eyes or an alternative perspective. If they do not understand what the artist is trying to communicate, then the artist has not done a good job.”
Ask, “How can you incorporate iteration into a creative project?” (Sample response: “Before we publish a project, we can take feedback from multiple people and use it to refine our work.”)
1. Project the videos of different prominent speakers and play a minute or two of each speaker.
2. After each speaker, gauge the students initial reactions. Ask, “Who is this person speaking to? Did you like the way they presented to their audience? What could they have improved?”
Sample response: “The woman is speaking at a campaign rally for a congressional race. I like how charismatic she was in addressing issues that mattered most to the people; however, sometimes she over exaggerated her facial expressions and this made certain portions feel disingenuous.”
For each speaker, compare the setting with the way the speech was delivered.
3. Lead a discussion about how to use viewers’ feedback to improve presentation style. Emphasize that the style of a presentation can affect how what a person is saying is interpreted or received by his or her audience.
How could you can modify your project presentation to better connect with your audience? (Sample response: “We could tell jokes while teaching the concept to make people laugh and have more fun as they learn.”)
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: Share and Refine on pages 53–54.
2. Have students read the directions for Phase 6.
3. Have students read and respond to the prompts on pages 55–58 to help them gather and use peer feedback to refine their projects.
1. Have student groups take turns sharing their plans to refine their project. Encourage them to:
Explain what components of their project they plan to refine after collecting and assessing peer feedback. Does their text communicate their ideas clearly? Does their code execute all of the actions they planned out? (E.g., “We want to change certain parts of the code to add more functionality. We also plan to change portions of the narrator's text to convey a different tone.”)
Share any obstacles and difficulties they overcame during the process. What was the most difficult part of their refining process and why? (E.g., “It was hard to make small changes to certain parts that were not coded using repeat blocks since we had to make sure we made the changes throughout the program.”)
2. Encourage students to provide suggestions and improvements for their classmates’ projects. Possible questions/feedback includes:
“Why did you (make the audio louder during certain parts of the music video)?”
“I like how you (zoomed in and out during the chorus).”
“What if you (made other characters in the show out of construction paper taped to cardboard)?
Which of your classmates’ suggestions was most helpful in planning how to refine your project?
Did any of your classmates’ feedback surprise you? If so, why?
Is there any feedback you received that you don’t plan to implement? Why?
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-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-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.
2-IC-22: Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact.
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.
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
