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Cue
Cue robots (1 per group)
Tablets or compatible devices (1 per group)
Unit 2 Design Process Notebooks (1 per group)
Color Master Activity (1 per group, if printing)
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.
Install the Wonder Workshop Cue app on each device.
1. Ask “What different sensors does the robot have?”
Sample response: “The robot has two sensors in the front and one in the back."
2. Ask, “What buttons does the robot have?”
Sample response: "There are four buttons,” “The robot has a main button, a triangle, a square, and a circle button."
3. Ask, “What is an algorithm?”
Sample response: “A section of code that accomplishes a specific task.”
Say, "We know there are different ways for the user—or player—to interact with the robot. We can refer to these interactions as ‘inputs.’ We've also learned how to use functions and variables to make the robot react to different buttons. Today, we're going to apply those skills to build some algorithms for our projects."
Have students do a Think-Pair-Share with a classmate on the following questions:
"What are some ways you expect the player to interact with your robot?" (Sample response: "The player will have to use the robot’s sensors to move it towards its goal," "The player will have to press a button to unlock a clue.")
"What have we learned so far that can help us make reusable pieces of code for our robots?” (Sample response: “We learned how to create reusable functions.”)
“How can we program the robot to remember what happened?" (Sample response: "We can use variables to store data.”)
In our projects, what will we be using the robot’s buttons and sensors for? (Sample response: "To have the user interact with the robot.")
What will we be using variables for? (Sample response: "To store what the user did.")
Have students form groups with their robots and devices.
Either project the Color Master Activity on the board to go through it step by step as a class, or distribute a PDF of the activity and let students go at their own pace.
Have students complete the Color Master Activity.
Remind them that they are completing the activity to understand and learn. The most important part is the process and not the final product. They should take time to read the steps and understand what is happening.
Why is it important to set a variable value in the on start block? (Sample response: “Because if the variable is used before it's set, the program might not work.”)
Why is it useful to break a button press into both up and down events? (Sample response: "It gives you more control over the button press, so you're able to do something when a button is pushed down, as well as when it's released.")
When is it not useful to break the button press into separate events? (Sample response: "When you just want to know if the user pressed a button and don't need to know when it's pushed down and then released.")
Thinking specifically about your main projects, when might you need to break your button presses into up and down events? (Sample response: “For the Break Out Bot project, the down button could be for setting the next button pressed and the up button could check to see if the pattern is correct.")
1. In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Move and Remember on pages 29–30.
2. Have students select an activity to complete.
Tell students that they can choose to complete the activity using Block or JavaScriptⓇ.
Tell students that they will try to create some reusable functions for their robots. These functions should focus on adding movement and visual responses with lights and colors. They should keep track of data in variables. As they create their functions, they should think about how to use that data, as well. For instance, they might make a function that displays a hint for their Break Out Bot, and then make a function that will display how many hints the user has been given.
Have students use the space provided under IDEATE on page 31 of their Notebooks to come up with different ideas that they may want to use.
Have students use the space provided under PLAN & BUILD on page 32 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 33 to record their results.
Have students write about their reflections on their experience under REFLECT on page 34.
3. If time permits, students can look at their list of ideas on IDEATE and build more. The more functions they've created, the more they'll have for their project!
1. In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Sense and Remember on pages 35–36.
2. Have students select an activity to complete.
Tell students that they can choose to complete the activity using Block or JavaScriptⓇ.
Tell students that they will be trying to create some reusable functions for their robots. These functions should focus on using buttons and sensors to keep track of how the user has interacted with their robot. They can also create functions that focus on how the robot will respond to the user.
Have students use the space provided under IDEATE on page 37 of their Notebooks to come up with different ideas that they may want to use.
Have students use the space provided under PLAN & BUILD on page 38 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 39 to record their results.
Have students write about their reflections on their experience under REFLECT on page 40.
3. If time permits, students can look at their list of ideas on IDEATE and build more. The more functions they've created, the more they'll have for their project!
1. Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain how they used input to store data and how they did or will use that data. (E.g., “The square button keeps track of whose turn it is,” "The circle and triangle change hidden numbers; when they're the same, the robot unlocks a hint.”)
Share any obstacles or difficulties they overcame during the activity. (E.g., “We wanted a button to do more than one thing, but didn’t know how to program that.”) You can explain to them that they'll learn about conditionals in the next lesson, which can be used to determine which action a button should do.
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 (use the square button for this)?”
“I like how you (made the robot look in different directions depending on the variables).”
“What if you (kept track of every button press)?”
What was difficult about using variables with inputs? (Sample response: “We wanted the buttons to do too many things," "We kept forgetting to set an initial value for the variables.")
What are some things to remember when using variables with inputs? (Sample response: "You can use any input to change a variable, such as both up and down button presses.")
Use our Evaluation Rubrics to review students’ work and presentations.
CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multi-step 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.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
2-AP-11: Create clearly named variables that represent different data types and perform operations on their values.
2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
2-AP-14: Create procedures with parameters to organize code and make it easier to reuse.
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-DA-07: Represent data using multiple encoding schemes.
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: 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.
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: 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.
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.
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
Angles
Compare angles
Estimate and determine the degree measurement of angles
Locates points in a Cartesian plane
In all four quadrants
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.
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.
