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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)
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.
Install the Wonder Workshop Cue app on each device.
Ask, “What happened when you tested your project? What worked and didn’t work? What could be improved?”
Sample response: "Our robot searched for input and responded to some of the button presses, but the scores didn't work how we wanted them to. We want to get the game to go from one step to the next more effectively.”
Say, "In the past few lessons, you've all come up with some great ideas, made some amazing programs, and put a lot of time and effort into what you've made. Today, we're going to acknowledge that a project is never quite finished, though, and talk about how we can continue to improve and fix things."
Ask, “Did you come up with any additional ideas for changes or improvements to your project after the last lesson?”
Sample response: “I realized we could have made the robot play recordings for some of the steps.”
1. Project the About Wonder Workshop Web Page and scroll down to the How We Got Here section.
2. Point to the image of the robot and ask the students, "Does this look like the robot you've been using?"
Sample response: “Not at all!"
3. Scroll through each iteration of the robot’s development, and lead a discussion on how the Wonder Workshop team might have gotten from one step to the next. You can use the following questions to guide the discussion:
What do you notice changed from the last version?
Why do you think they may have made these changes?
What changes do you think make the robot better?
What challenges do you think they may have been facing?
4. Say, "What we're seeing here are the results from an iterative process. ‘Iterative’ just means to do something over and over. To iterate is to make changes, fixes, and improvements. Iteration is important any time you are creating something because you can always improve it. We iterate a lot in programming by going back and fixing our code!"
5. Go back to the first image that looks like Cue (July 2013). Ask students, "Why do you think there was such a huge change from the previous robots to this one?"
Sample response: “It looks way cooler," "It's safer because the wheels are hidden."
6. Say, “The biggest changes were in response to outside suggestions. The team got feedback that the previous robots looked too much like cars, which only interested kids who really liked cars and machines. So they hid the robot’s wheels and made the more universally-liked robot we see today.”
7. Lead a discussion on why outside feedback and suggestions are important.
Why is iteration so important? (Sample response: “To help us improve our ideas.”)
Why is feedback so important? (Sample response: "Other people might know or notice something we don't.")
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 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: Share and Refine on pages 67–68.
Have students read the directions and sample survey questions.
Have students read and respond to the prompts on pages 69–72 to help them gather and use peer feedback to refine their projects.
1. Have student groups take turns sharing their plans to refine their project. Encourage them to:
Explain what components of their project they plan to refine after collecting and assessing peer feedback. (E.g., “We want to change certain parts of the code to add more functionality. We also plan to make the specific button choices make more sense for the player.”)
Share any obstacles and difficulties they overcame during the process. What was the most difficult part of their refining process, and why? (E.g., “There were so many good suggestions to choose from. Some of them would change our program a lot, though, and we'd have to change a lot of other elements of our program, too.”)
2. Encourage students to provide suggestions and improvements for their classmates’ projects. Possible questions/feedback includes:
“Why did you (want to change how your robot moves)?”
“I like how you (plan on making the robot use lights more).”
“What if you (created a plan to record different outcomes)?
Which of your classmates’ suggestions was most helpful in planning how to refine your project?
Did any of your classmates’ feedback surprise you? If so, why?
Is there any feedback you received that you don’t plan to implement? Why?
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-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: Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.
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.
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.
