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Unit 3 Design Process Notebooks (1 per student)
Cue robots (1 per group)
tablets or compatible devices (1 per group)
paper (1 sheet per student)
pencils (1 per student)
Before this lesson, it is recommended that students:
complete all previous lessons in Units 1, 2, and 3.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
1. Say, “Today, you will finally present your problem-solving robots! All of your hard work has lead to this. Since you have worked so hard, we are going to briefly review some audience etiquette tips. These behaviors will make sure everyone has fun both presenting and listening.”
2. Ask, “What do you think it means to be a good audience member?”
Elicit student responses. (Sample response: “Being a good audience member means listening quietly and participating in the demonstration only when asked.”)
3. Say, “In order to be a good audience member, one has to be an active listener. Active listening means:
Listening closely to what the presenters are saying.
Thinking critically about what the presenters say, as they are saying it.
Looking at the presenters while they are speaking to make sure you are seen to be listening.
Ask, “How will you make sure to be an excellent audience member?” (Sample response: “I will look at the presenters or the robot they are sharing for the entire presentation.”)
Ask, “If you have comments or questions for the presenters, how will you get your questions answered?” (Sample response: “I will wait until the end of the presentation to ask. If they do not have time to answer the question before the next presenters begin, I will ask them later.”)
1. Say, “In this lesson, you will prepare a presentation to display your hard work creating your problem-solving robot! You will give this presentation to the class during the next lesson. To help get you started, let’s discuss what makes a great presentation.”
Elicit student responses. (Sample response: “A great presentation is interesting and easy to understand.”)
2. Say, “A good presentation should:
Be clear.
A great presentation needs to be easy to understand. That’s why it is important to plan what you want to say and how you will say it before you present.
Make sure to know your audience! For example, is your presentation for kindergarten students, robotics experts, or the public?
Enunciate your words and don’t speak too quickly.
Be interesting.
Let the audience know directly what makes your project amazing!
Be engaging.
Looking up from your notes to make eye contact with the audience and showing your own enthusiasm for the topic are excellent ways to keep an audience engaged with your presentation.
3. [Optional] Show the How to Sound Smart video. This funny video demonstrates that how you say something in a presentation is sometimes just as important as what you say.
Ask, “How might you change your presentation for different audiences, such as kindergarten students or robotics experts?” (Sample response: “When you are presenting to kindergarten students, you might highlight what makes the robot fun. When presenting to robotics experts, you might emphasize what makes the robot useful or innovative.”)
1. Establish the order of group presentations before beginning.
2. Have students form their project groups. Allow students a short time to get organized. They may need to set up their accessory, make last minute changes to their code, assemble presentation notes, etc.
3. Before presentations begin, distribute paper and pencils and encourage students to use these to record any questions or comments they may have about the presentation they are watching.
4. Begin the presentations. Allow a short time following each presentation for audience members to ask questions, give comments, or even try the program themselves.
5. [Optional] Time permitting, have students walk around the class and try out each other’s programs.
Have students work on the following Design Process Notebook content in their project groups.
1. In their Unit 3 Design Process Notebooks, have students turn to Project Pathways: Reflection on page 68.
2. Have students read the directions.
3. Have students read and respond to the prompt on page 69 to help them reflect on their problem-solving robot project experience.
4. If students have completed all three projects from the Applied Robotics Curriculum for Cue, Units 1–3, ask them to reflect on what skills they have learned and what they would still like to improve on. Have them record these reflections on page 72.
1. Ask the class to discuss some of their personal reflections on Unit 3 as a whole.
Ask, “What was your favorite part of Unit 3?” (Sample response: “I really enjoyed that in Unit 3, I learned to use JavaScript® much more. Now, I actually prefer writing code in text to using blocks!”)
Ask, “Is there anything that we have not done in Units 1–3 that you would like to try with Cue?” (Sample response: “I would really like to create a program and accessory for the robot to carry or retrieve items for me.”)
Use our Evaluation Rubrics to review students’ work and presentations.
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.
2-AP-15: Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
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.
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.
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.
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 conditional statements and other control structures
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
- 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.
Communicating
- Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
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
- 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.
- 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.
Language as Sense Making
Access, use, build, and refine schema.
Select from and use a variety of strategies.
Be aware of and articulate the ways that one engages with text
Language as System
Recognize, apply, and adapt rules and conventions.
Identify, analyze, and apply understandings of whole-part-whole relationships.
Speaking and Listening
Communicate information and ideas effectively and clearly, and to respond personally and critically
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.
GCO 1: Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
GCO 2: Students will speak and listen to communicate information and ideas effectively and clearly, and to respond personally and critically.
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
GCO 1: Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
GCO 2: Students will speak and listen to communicate information and ideas effectively and clearly, and to respond personally and critically.
GCO1: Students will be expected to design, develop, evaluate, and articulate technological solutions
GCO2: Students will be expected to operate and manage technological systems
Postproduction
Presents text to intended audience
Evaluates the effectiveness of the text given audience and purpose
