Loading…
Loading…
Cue
Cue robots (1 per group)
Tablets or compatible devices (1 per group)
Unit 2 Design Process Notebooks (1 per group)
Pencils
Projector or interactive display with mirroring capability
Before this lesson, it is recommended that students:
Complete all previous lessons in Units 1 and 2.
Fully charge the devices and robots.
Ensure that the Wonder Workshop Cue app is installed on each device.
1. Ask, “What did you learn about your project after receiving peer feedback?”
Sample response: “We learned that the rules of our game were difficult to understand.”
2. Ask, “What portions of your game project did you refine after receiving feedback?”
Sample response: “We changed how the buttons light up,” "We changed some of the hints."
1. Lead a discussion with the students about the various topics they learned about while working on their game design projects. You can ask the following questions:
How were functions useful?
How were variables useful?
What types of decisions required a conditional in your programs?
In way ways did you use the sensors and buttons differently in this project than in the last one?
If anyone used JavaScriptⓇ text, how was it different from using blocks? Would you recommend others try it out for their next project? Why or why not?
2. Encourage students to share stories of experiences that were valuable to them and their team. Ask them to reflect on the process as a whole.
In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Path to Presentation on pages 73–74.
Have students read the directions.
Have students read and respond to the prompts on pages 75–78 for taking final steps to prepare for their presentation, doing a rehearsal, and getting feedback.
Make sure that students are also ready to give a “making of” presentation that demonstrates how they used the Design Thinking Process during the development of their creative project.
1. Allow each group a period of time to put the final touches on their presentation and do a rehearsal.
2. Have each group present their projects to the class. Ask the audience to watch for anything that they find particularly impressive or unique, because they'll have time afterward to praise their fellow students for their successes.
After presenting their game design projects, have students also show their “making of” presentation. Encourage them to identify their project path, why they chose that path, and why they picked their specific project. In addition, have them discuss major obstacles that they overcame.
3. After all the groups have presented, say, “Thinking about the different presentations, what in particular stood out to you? Praise your classmates by saying first what you saw the group do, and then what value that showed you. For example, 'I thought Group 3 had a really unique way to present hints for their Break Out Bot when they made the robot blink different colors on different areas of the robot. This showed me that they value creativity.’"
4. Have students give positive feedback to other groups, as described above.
Encourage students to also provide suggestions for improvements for future projects they may endeavour.
In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Reflection on page 80.
Have students read the directions.
Have students read and respond to the prompt on page 81 to help them reflect on their game design project experience.
Have student groups take turns sharing their reflections with the class. Encourage them to:
Explain their greatest successes, their biggest struggles, and what they learned about making games. (E.g., “We finally got the buttons working in the order we wanted,” “It took a long time to program some of the conditionals,” “I'm surprised how much games rely on really specific conditions and keeping track of every detail.”)
How well did using code snippets work to slowly build up code to work from? (Sample response: “It gave us a lot to work from, but it also had to be changed a lot to be effective.”)
How do you think this process has changed your approach to problem solving? (Sample response: “I'm more okay with being wrong sometimes and having to figure things out.”)
How has using the Design Thinking Process helped to make our project better than if we weren't guided, step by step, through creating our games? (Sample Response: "We might not have been able to create games that were quite as complex.")
Use our Evaluation Rubrics to review students’ work and presentations.
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.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
4a: Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4c: Develop, test, and refine prototypes as part of a cyclical design process.
4d: Develop, test, and refine prototypes as part of a cyclical design process.
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.
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.
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.
Content:
- Angle measurement and classification.
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 Design
Sharing
Decide on how and with whom to share their product
Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications
Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment
Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space
Identify new design issues
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
- 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.
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
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.
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
