Loading…
Loading…
Cue
Unit 2 Design Process Notebooks (1 per group)
Pencils
Projector or interactive display with mirroring capability
As an Audience Worksheet (1 per student)
Before this lesson, it is recommended that students complete:
All lessons in the Cue Applied Robotics Curriculum, Unit 1
Unit 2, Lesson 1
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
Review the different components of the Cue app and Design Process Notebook that were used to help students create their Unit 1 project:
In-app Challenges were used to introduce them to the programming concepts.
Activity Menus allowed them to explore the different programming concepts.
Project Pathways were the steps that guided them through building their project.
1. Say, “In this unit, you’ll be designing your own game with your robot! Today, you'll be choosing which type of game you’d like to design. You'll then start brainstorming ideas for your game. To start off, let's take a brief look at each of the possible games.”
2. Project the Project Pathways Slide and give students a brief overview of each of the three different Project Pathways:
"Olympic Athlete will focus on the physical movement and actions of your robot. This pathway is for those who want to make the robot perform amazing feats or be featured in a sport."
"Break Out Bot asks you to create a puzzle for the user to solve. This pathway is for those who want to think of interesting ways to trick a person or get them to think outside the box."
"Game Master is for those who want to create a buddy to play a game with or run a game for them. This pathway is for people who like thinking about the little details of games and how they work."
3. Say, "Whatever project you choose, you'll want to put your own personal touches on it to make sure that it's uniquely yours."
4. Say, “Which project are you thinking of choosing? Olympic Athlete? Break Out Bot? Game Master?”
Ask student volunteers to describe what draws them to the project they’re thinking of choosing. (Sample response: "I like video games and board games and looking at how they work. I want to design my own in the future.")
5. Say, "As you can see, different people may be more interested in one type of game more than another. It's important to keep this in mind as you build your game, as well, so you can make it fun for your intended audience."
What are the names of the three Project Pathways you'll get to choose from later? (Sample Response: "Olympic Athlete, Break Out Bot, and Game Master")
Why is it important to remember that different people like different types of games? (Sample response: “Because this will help us think about what the best audience for our game might be.”)
1. Project the Understand Slide.
Say, “In order for us to design our games, we need to begin with the Understand step of the Design Thinking Process. Instead of starting off by asking ourselves who our audience for our game is, let’s ask who we are as an audience.”
2. Have students form their project groups.
3. Distribute and have the students complete the As An Audience worksheet. The goal of the worksheet is for students to:
List characteristics about themselves that they think help determine what they like or dislike.
Try to answer the question, "How do these characteristics influence what I find fun or frustrating?"
Ask, “Why is it important to look at ourselves as audience members?” (Sample response: “It helps us to think about what other people might like or dislike, as well.”)
Ask, “Do you think it's better to try to design a game that could be fun for all potential audiences or just one audience type?” (There are arguments supporting each response. If students have an opinion, then they're paying attention!)
Have students work on the following Design Process Notebook content in small groups (ideally 2 students per robot).
PROJECT PATHWAYS: UNDERSTAND
In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Understand on pages 9–10.
Have students read and respond to the prompts on pages 11–14 about the games they play and what they like about them.
In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Pick a Project on pages 15–16.
Have student groups read the project options and select a project path.
After selecting a project path, have students read and respond to the prompts on pages 17–20 to help them define their project.
Once all student groups have completed the prompts, have them explain their project ideas to another group and get feedback and suggestions.
1. Have student groups take turns sharing which Project Pathway they decided on and describe the ideas they’ve come up with for their game so far. Remind students that they’ve only begun planning and that things may change drastically by the end of the unit!
Have them explain their game’s rules and what about their game they find exciting or interesting.
2. Encourage students to ask questions and give each other feedback at the end of each presentation.
What are some of your ideas for your game?
What ideas do you already have the knowledge/skills to accomplish? (Sample response: "We know how to make the robot move and sense things around it.")
What do games have that the documentary, show, or music video you created for your previous projects didn't? (Sample Response: "Games have players," "Games have levels that you have to beat." )
What else might we need to learn about in order to make games? (Sample response: “How to know what the player did," "How to know what level we're on.")
Use our Evaluation Rubrics to review students’ work and presentations.
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.ELA-Literacy.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
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.
6a: Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
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-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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.
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
