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Cue
Sketch
Cue robots (1 per group)
Tablets or compatible devices (1 per group)
Unit 2 Design Process Notebooks (1 per group)
Pencils
Lined paper or poster paper (1 sheet 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.)
Projector or interactive display with mirroring capability
Before this lesson, it is recommended that students complete all lessons in the Cue Applied Robotics Curriculum, Unit 1.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
1. Briefly discuss students' experiences in Unit 1 by asking, “What do you remember learning or doing in Unit 1?”
Sample responses: “I made my robot do a dance,” "I used lots of repeats to have my robot do something over and over."
2. Ask, “What are some of the physical parts of the Cue robot?”
Sample responses: “It has lots of buttons,” "There are sensors and lights."
3. Ask, “What are some of the things the robot can do?”
Sample responses: “It can make sounds and do animations,” “It can react in a certain way when you press one of its buttons or when it senses an obstacle.”
1. Introduce the theme for the Unit 2 project: game design.
Explain to students that they will be creating a game that uses the robot as either a part of the game or as a player.
Tell them that they will get to decide the type of game that they create, such as a physical game in which the robot moves around or a thinking game that involves solving puzzles.
2. Project the Design Thinking Process Slide.
Refresh the students’ understanding of each step of the process by asking questions about what the step involves and how they used it in their last project.
3. Lead a discussion with students about why they would use the Design Thinking Process again for this project, even though they used it for the previous project.
Stress the importance of iteration of learning and using a process that works on any project.
4. Say, “In the next class, we'll work on the understand, define, and ideate steps of this process as they apply to our new project.”
Explain to students that they should think about these steps as they reacquaint themselves with their robots and what they know how to do. This way, they'll already be thinking of what is next and can be successful in the next class as they plan out their projects.
Explain that today, they'll be revisiting what they’ve already learned and, hopefully, learning some new things along the way!
What will our new projects be about? ("We'll be making games.")
What will we be doing today? ("Reviewing what we already know about our robots.")
What will we be doing in the next class? ("Brainstorming and planning the projects we want to create.")
1. Explain the goal of the activity:
Mention that everyone focused on different things in Unit 1, and some people may have a better understanding of some concepts or have learned skills that others haven't. This is normal and expected!
Explain that this is part of the reason working in groups is beneficial. It allows us to share our knowledge.
Tell students that they're going to get into groups and come up with a list of things they know how to do well with their robots, so that other students know who to ask for help if they need it.
[Optional] Have students create posters that they can update when they learn something new.
2. Have students get students into their project groups.
Distribute paper and pencils.
Ask students to think about their experiences during the last project or other previous experiences they’ve had programming Cue. Have students list what they know about the robot and what they know how to do with the robot. Encourage them to think of more complex tasks or lesser known information.
Examples:
I can program the robot to respond to button pushes.
I can set wheel speed to 0 in order to stop the robot.
Sound files are stored on the robot, not the app.
3. Have students share their lists with other groups.
Have students walk around the classroom, sharing their lists with other groups. If they see something on another group’s list that they also know how to do, they can add it to their list, as well.
What do we already know about the robot, and what it can do?
What new things might we learn to do with the robot?
Provide each group with their assigned login account information.
Have students log into the app.
If it is the first time the app has been opened, have students walk through the lobby tutorial.
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 swap 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!
In their Unit 2 Design Process Notebooks, have student groups turn to Try It Out: Move Bot on pages 1–2.
Ask students to recreate the program shown in the Notebook in block or text code.
Have students run their programs to see what happens.
In their Unit 2 Design Process Notebooks, have student groups turn to Activity Menu: Show and Sense on pages 2–3.
Have students select an activity to complete.
Tell students that they can choose to complete the activity using Block or JavaScriptⓇ.
Have students use the space provided under PLAN & BUILD on page 5 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 6 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 7.
Have students write about their reflections on their experience under REFLECT on page 8.
1. Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain their design thinking. (E.g., “We thought the audience for our robot’s joke would be young kids, so we chose a simple knock-knock joke that would appeal to that group.”)
Share any obstacles and difficulties they overcame during the activity. (E.g., “We weren’t sure how to record custom sounds in JavaScript, so we switched back to blocks to record the sounds.”)
2. 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 sounds for your program)?”
“I like how you (recorded your own sounds).”
“What if you (changed the lights on the robot each time it moved)?”
What new things did you discover during the review today?
What is one thing that you'll make sure to remember from today's lesson?
What types of things are you looking forward to learning in Unit 2?
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.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.ELA-Literacy.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
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-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.
4a: Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4d: Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.
5c: Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
6b: Create original works or responsibly re-purpose 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.
7c: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to 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.
Algebra (Coding)
C1.2 create and translate repeating, growing, and shrinking patterns using various representations, including tables of values, graphs, and, for linear growing patterns, algebraic expressions and equations
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
Data
D2.1 use fractions, decimals, and percents to express the probability of events happening, represent this probability on a probability line, and use it to make predictions and informed decisions
D2.2 determine and compare the theoretical and experimental probabilities of two independent events happening
Speaking & Listening
- 2.2 demonstrate an increasingly sophisticated 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.
- 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills.
- 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills.
Reading
- 3.1 automatically read and understand most words in a range of reading contexts.
- 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 a distinctive voice in their writing appropriate to the subject and audience.
- Classify, measure and draw angles and triangles.
- Generalize the sum of interior angles for triangles and quadrilaterals.
- Present information: use various styles and forms of presentations, depending on content, audience and purpose.
- Enhance presentation: emphasize key ideas and information to enhance audience understanding and enjoyment.
- Use effective oral and visual communication: demonstrate control of voice, pacing, gestures and facial expressions; arrange props and presentation space to enhance communication.
- Demonstrate attentive listening and viewing: identify the tone, mood and emotion conveyed in oral and visual presentations respond to the emotional aspects of presentations by providing nonverbal encouragement and appreciative comments.
- Cooperate with others: assume a variety of roles, and share responsibilities as a group member; identify and participate in situations and projects in which group work enhances learning and results.
- Work in groups: contribute to group knowledge of topics to identify and focus information needs, sources and purposes for research or investigations; address specific problems in a group by specifying goals, devising alternative solutions and choosing the best alternative.
- Evaluate group process: assess own contributions to group process, and set personal goals for working effectively with others.
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 tools or technology to explore and create patterns and relationships, and test conjectures.
- Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving.
Curricular Competencies:
- Exchange ideas and viewpoints to build shared understanding and extend thinking.
- Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences.
Applied Skills
Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed
Applied Technologies
Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Identify how the land, natural resources, and culture influence the development and use of tools and technologies
- SS1: Demonstrate an understanding of angles by:
• identifying examples of angles in the environment
• classifying angles according to their measure
• estimating the measure of angles using 45°, 90° and 180° as reference angles
• determining angle measures in degrees
• drawing and labeling angles when the measure is specified.
- SS6: Perform a combination of translation(s), rotation(s) and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.
- Read a wide variety of words automatically, including subject-specific terminology and words from oral language.
- Use context clues, prior knowledge/experiences and knowledge of text forms/features to verify and adjust predictions while reading.
- SS6.1 Demonstrate understanding of angles including:
• identifying examples
• classifying angles
• estimating the measure
• determining angle measures in degrees
• drawing angles
• applying angle relationships in triangles and quadrilaterals.
- SS6.4 Demonstrate understanding of the first quadrant of the Cartesian plane and ordered pairs with whole number coordinates.
- SS6.5 Demonstrate understanding of single, and combinations of, transformations of 2-D shapes (with and without the use of technology) including:
• identifying
• describing
• performing.
- CC6.4 Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.
- CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations.
- CC6.6 Use oral language appropriately to express a range of information and ideas in formal and informal situations including presenting an oral report based on research, a demonstration, and a short dramatization.
6SS1 Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles, using 45°, 90° and 180° as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified.
6SS6 Perform a combination of translations, rotations and/ or reflections on a single 2-D shape, with and without technology, and draw and describe the image.
6SS8 Identify and plot points in the first quadrant of a Cartesian plane, using whole number ordered pairs.
GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences
GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.
SS1 Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45°, 90 and 180° as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified.
SS6 Perform a combination of translation(s), rotation(s) and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.
SS8 Identify and plot points in the first quadrant of a Cartesian plane using whole number ordered pairs.
Speaking and Listening
contribute thoughts, ideas, and questions to discussion and compare their own ideas with those of peers and others
Contribute to and respond constructively in conversation, small-group and whole-group discussion
6.SS.1 Demonstrate an understanding of angles by
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45º, and 90º, and 180º as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified
6.SS.6 Perform a combination of transformations (translations, rotations, or reflections) on a single 2-D shape, and draw and describe the image.
6.SS.8 Identify and plot points in the first quadrant of a Cartesian plane using whole-number ordered pairs.
Language as Exploration and Design
Manage information and ideas.
Angles
Compare angles
Estimate and determine the degree measurement of angles
Locates points in a Cartesian plane
In all four quadrants
describe angles as a measure of rotation (turn)
identify and classify angles as acute, obtuse, right, straight, or reflex
estimate the measure of an angle using a referent
sketch angles without using a protractor
measure angles using a protractor
draw angles using a protractor
plot points on the first quadrant of the Cartesian plane using ordered pairs
match points on the first quadrant of the Cartesian plane with the corresponding ordered pairs
draw shapes/designs on the first quadrant of the Cartesian plane when given ordered pairs
create shapes/designs on the first quadrant of the Cartesian plane and identify the ordered pairs used to create them
perform transformations (flips, slides, and turns) on the first quadrant of the Cartesian plane and identify the ordered pairs of the original shape and its image
describe the change in the position of the vertices of a 2-D shape after a transformation has occurred
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
