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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)
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.
Have students form their project groups and refer to the rules for their games that they listed on pages 57–60 of their Unit 2 Design Process Notebooks.
Have students discuss at least one rule or component of a rule that they think they will keep and one that they might want to change, and why.
Have students share these ideas with another group.
Ask for volunteers to explain what they want to change, and why.
1. Say, "We have written a lot of code during different parts of this project. Some of it is really useful as is, some will need to be changed to work how we want it to, and some new code will need to be written, as well! To combine snippets of code, use the following steps for each program you want to use:
Turn all of your blocks into text.
Open a new document in a text editor such as Word or Google Docs.
Copy your code by highlighting it and pressing ctrl-c.
Paste your code into the document by pressing ctrl-v.
Copy and paste the combined program into a New Project.
Turn the text back into blocks.
2. Ask students to check carefully to make sure none of the variables from different snippets of code have the same name. If they do, they should change the names of the variables.
Ask, "How can we combine snippets of code we’ve created previously into a new project?" (Sample response: "First, turn it into text, copy it, and paste it into a document. Then copy and paste it into a New Project and turn it back into blocks.")
Ask, "What's the main issue we have to look for?" (Sample response: "We need to make sure we don't have variables with the same names.")
1. Have students form their project groups.
Distribute robots and devices.
2. Model the process described in step 3 below with some of your own code.
3. Have students look through the previous Project Pathways and corresponding programs they’ve created so far to select a program they would like to use in their final project. Then have students:
open one of these previously-created programs, and then open a blank document in a text editor.
turn one of their Project Pathways programs into JavaScriptⓇ, and then copy and paste it into the document.
write a one or two sentence description of what the code can be used for above the text. Ask them to change the color or style of the sentence’s font so that it looks different from the code.
create a New Project.
paste in a snippet of the code from the document.
check to make sure there are no duplicate variable names.
switch back to blocks.
4. Ask groups to share their programs with another group when they’ve finished.
Why do we have to switch to text before copying and pasting the code into a document? (Sample response: “Because we can't copy and paste blocks.")
Why should we write a description of what the code does above the code? (Sample response: “It will help organize our code as we add more code to the document.")
Have students work on the following Design Process Notebook content 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!
In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Rules Check on pages 55–56.
Have students work through each of the steps.
Tell students that this is their chance to make any small changes that make sense for their rule set. This will hopefully be a quick revision so that they can jump into building their completed project.
Have students use the space provided under WRITE YOUR RULES on page 57 to list the current rules for their game.
Have students use the space provided under CHECK YOUR RULES on page 58 of their Notebooks to help determine which of their rules work well and which they might like to change.
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 59 to record their results.
Have students write about their reflections on their experiences under REFLECT on page 60.
In their Unit 2 Design Process Notebooks, have student groups turn to Project Pathways: Build and Test on pages 61–62.
Have students work through each of the steps.
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 63 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 on page 64 to make sure their program works how they want.
Have students come up with revisions and implement them if they have enough time under REVISE on page 65.
Have each group pair with another group. Have them discuss the following:
"What did you accomplish today?" (E.g., "We were able to get most of our game working, but a couple parts didn't work how we wanted.")
"What do you look forward to sharing with everyone in the next lesson?" (E.g., "We really want to show the way our robot responds to user input," "We want to show everyone how fun our game is!”)
Use our Evaluation Rubrics to review students’ work.
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-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
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-16: Incorporate existing code, media, and libraries into original programs, and give attribution.
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.
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.
6b: Create original works or responsibly repurpose or remix digital resources into new creations.
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.
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
