Loading…
Loading…
Cue robots (1 per group)
tablets or compatible devices (1 per group)
Unit 3 Design Process Notebooks (1 per group)
pencils
lined paper or poster paper (1 sheet per group)
projector or interactive display with mirroring capability
Before this lesson, it is recommended that students complete all lessons in the Applied Robotics Curriculum for Cue, Units 1 and 2.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
1. Briefly discuss students' experiences in Unit 2 by asking, “What do you remember learning or doing in Unit 1?”
Sample responses: “I drew shapes using the Sketch Kit,” “I created games that used Cue,” “I learned how to use events, functions, and variables in the Cue app.”
2. Ask, “What are some of the different blocks that you used in the Cue app? How did you use them?”
Sample responses: “I used events to make the robot move when I pressed different buttons,” “I created a variable to store the number of times a button was pushed,” “I created a function to check the number in a variable and change the robot’s face lights, depending on the condition on the variable.”
1. Briefly review how to use events in the Cue app. Begin by asking, “What is an ‘event’ in computer programming?”
Sample response: “An event is an action taken by the user of the program that will trigger a section of code to run.”
2. Explain that there are three ways to use events in the Cue app:
In an event handler: This is an event block that continuously checks for the event, even while other sections of the code may be running. In the example below, the event handler is a “when” block that constantly checks whether an obstacle is seen on the front left of the robot.
In a conditional: A conditional block checks for the event at a specific point in the program, rather than continuously. In the example below, the conditional is an IF statement that checks whether there is an obstacle to the front left of the robot.
In a while loop: A while loop is a conditional block that repeats a section of code until the defined condition is no longer true. In the example below, the colors are set to green while there is an obstacle to the front left of the robot.
3. Say, “Each method of programming events serves a different purpose.”
Ask, “When do you think it would be best to use each type of event?” Elicit student responses.
4. Provide some examples of when and why you might use each type of event:
Event handlers are useful when the user needs to be able to give input to make the robot/program do something at a specific time. This is very common in video games. For instance, many games allow the players to push a button at any time to make the character on the screen jump. This is an event handler that continuously checks for whether the button is being pushed.
While loops and conditional statements help program more complex or autonomous actions.
Conditional statements are useful when you would like an event to trigger an action only when another event occurs. For example, a car safety program could respond to the gas pedal push of a user only when there are no obstacles in front of the car, rather than all of the time.
While loops are useful when you would like an event to trigger an action only while another event is occurring. For example, a program could turn a light on in a room only while it senses movement in that room.
5. Ask, “What was one way that you used events in the Cue app during Unit 2?”
Sample response: “I used event handlers to make the robot move when different buttons were pushed.”
What is the theme of the Unit 3 project? (Sample response: “Innovation.”)
What does “innovation” mean?” (Sample response: “Innovation means coming up with a new idea or creating something new—in this project, a new way to solve a problem with the robot.”)
What are the names of the three Project Pathways you'll get to choose from later? (Sample response: "Robot Sidekick, Nifty Solver, and Cautious Chauffeur")
1. Explain the goal of the activity:
Mention that everyone focused on different things in Unit 2, and some people may have a better understanding of some concepts or have learned skills that others haven't. This is normal and expected!
Explain that this is part of the reason working in groups is beneficial. It allows us to share our knowledge.
Tell students that they're going to get into groups and come up with a list of things they know how to do well with their robots, so that other students know who to ask for help if they need it.
[Optional] Have students create posters that they can update when they learn something new.
2. Have students get into their project groups.
Distribute paper and pencils.
Ask students to think about their experiences during the last project or other previous experiences they’ve had programming Cue. Have students list what they know about and what they know how to do with the robot. Specifically, ask students to think about what they know about programming the robot using functions, variables, and conditionals.
Examples:
I can create a variable with a random value.
I can check the value of a variable using a conditional.
I know how to define and call a function.
I can add conditions to an IF statement block by pressing the (+) button.
3. Have students share their lists with other groups.
Have students walk around the classroom, sharing their lists with other groups. If they see something on another group’s list that they also know how to do, they can add it to their list, as well.
4. After groups have shared their lists, ask students if there are any concepts on other groups’ lists that they would like to review, and clarify these concepts.
Be sure to review all of the concepts listed under “Examples” in step 2.
[Optional] Review text-specific concepts, such as: (1) creating a local variable, (2) using “&&” and “||”.
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 swap 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!
1. Provide each group with their assigned login account information.
2. Have students log into the app.
If it is the first time the app has been opened, have students walk through the lobby tutorial.
1. In their Unit 3 Design Process Notebooks, have student groups turn to Try It Out: So Sensitive activity on pages 1–2.
2. Ask students to recreate the program shown in the Notebook in block and/or text code.
3. Have students run their programs to see what happens.
1. In their Unit 3 Design Process Notebooks, have student groups turn to Activity Menu: Sense and Decide on pages 3-4.
2. Have students select an activity to complete.
Tell students that they can choose to complete the activity using Block, Wonder, or JavaScript®.
Have students use the space provided under PLAN & BUILD on page 5 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 6 to record their results.
If there is time, have students complete additional activities from the Activity Menu and record their results under ADDITIONAL ACTIVITIES on page 7.
Have students write about their reflections on their experience under REFLECT on page 8.
1. Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain their design thinking. (E.g., “We wanted our program to appeal to kids our age, so we tried to make the phrases we recorded a little funny.”)
Share any obstacles and difficulties they overcame during the activity. (E.g., “Our robot was having trouble finding the obstacles, so we reduced the driving speed.”)
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 (choose those lights for your program)?”
“I like how you (made the robot dance when you clapped your hands).”
“What if you (had the robot move away and turn around when it reaches an obstacle)?”
1. What new things did you discover during the review today?
2. What is one thing that you'll make sure to remember from today's lesson?
3. What types of things are you looking forward to learning from Unit 3?
Use our Evaluation Rubrics to review students’ work and presentations.
CCSS.ELA-LITERACY.RST.6-8.3: Follow precisely a multistep 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.WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
1B-AP-17: Describe choices made during program development using code comments, presentations, and demonstrations.
2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
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-17: Systematically test and refine programs using a range of test cases.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they 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.
4a: Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
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.
6c: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.
7c: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
Algebra
- extend and create repeating patterns that result from rotations, through investigation using a variety of tools (e.g., pattern blocks, dynamic geometry software, geoboards, dot paper).
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
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.
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves events influenced by a defined count and/or sub-program and other control structures
- Classify, measure and draw angles and triangles.
- 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 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
Applied Technologies
Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task
Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
- 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
• estimating the measure
• determining angle measures in degrees
• drawing angles.
- 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.
