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Unit 3 Design Process Notebooks (1 per student)
Cue robots (1 per group)
tablets or compatible devices (1 per group)
pencils
projector or interactive display with mirroring capability
Before this lesson, it is recommended that students complete:
All lessons in the Cue Applied Robotics Curriculum, Units 1 and 2.
Unit 3, Lesson 1.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
Review the different components of the Cue app and Design Process Notebook that were used to help students create their Unit 1 and 2 projects:
In-App Challenges were used to introduce them to the programming concepts.
Try It Out activities enabled them to try out and manipulate existing programs.
Activity Menus allowed them to explore the different programming concepts.
Project Pathways were the steps that guided them through building their project.
Project the Design Thinking Process Slide.
Briefly review each step of the process with students.
Point out that in this lesson, students will practice each step of the Design Thinking Process as they choose and create a project.
1. Say, “The theme of Unit 3 is innovation. Innovation means to create something new, and to do that, you will need to solve problems! In this unit, you will solve problems as a programmer, and you will create programs that can solve problems all by themselves!”
Ask, “What problems have you already solved with Cue?” (Sample response: I have programmed the robot to navigate a maze.“)
2. Say, “Today, you will be choosing which type of problem-solving robot you would like to design. You'll then start brainstorming ideas for your robot. To start off, let's take a brief look at each of the possible projects.”
3. Project the Project Pathways Slide and give students a brief overview of each of the three Project Pathways:
Robot Sidekick: Students will program a robot “sidekick” that will help them or someone they know with an activity that is done on a daily basis. Students will get to decide what that activity is and how their robot will help.
Nifty Solver: Students will program the robot to solve physical problems by detecting, moving, and replacing objects. Students will get to decide on a common problem and how their robot could be programmed to physically help solve it.
Cautious Chauffeur: Students will program the robot to drive people from place to place. To do this, they will need to program their robot to avoid obstacles and anticipate challenges it will face while navigating the world.
3. Say, "Whatever project you choose, you will get to make it unique with your own ideas and creativity!”
4. Say, “Which project are you thinking of choosing? Robot Sidekick? Nifty Solver? Cautious Chauffeur?”
Ask student volunteers to describe what draws them to the project they’re thinking of choosing. (Sample response: "I like cars, so I would like to design a self-driving car as the Cautious Chauffeur.")
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. Say, “In this unit, you will get a chance to be innovative as you design and program a new way for robots to solve problems. An important part of creating something new is understanding what has already been done.That’s why before we get started with new projects, you will research real-life examples of robots that solve problems.”
2. Ask, “What robots do you already know of that solve problems?” (Sample response: “A Roomba is a robot that drives around your house and sucks up dirt.”)
Ask, ‘What type of problem does a robot like Cue solve?” (Sample response: “It teaches the basics of coding to kids.”)
3. [Optional] Show students some video examples of robots that solve problems:
4. Have students form groups and distribute the Robot Research Worksheet.
5. Within their groups, have students research one or two existing robots that solve problems. Students should record the following information on their worksheet:
What is the name of the robot and what is its main function?
Who uses the robot (i.e., who is its intended audience)?
What sensors does the robot use?
What decisions does the robot have to make?
6. Have students volunteer to briefly describe what they have discovered. Examples include: self-driving cars, emotional companions, Apple’s Siri and other multipurpose virtual assistants, robots that sort parts in a factory, delivery robots, etc.
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. In their Unit 3 Design Process Notebooks, have student groups turn to Project Pathways: Pick a Path on pages 9–10.
2. Have student groups read the project options and select a project path.
3. After selecting a project path, have students read and respond to the prompts on pages 11–14 to help them define their project.
4. Once all student groups have completed the prompts, have them explain their project ideas to another group and get feedback and suggestions.
In their Unit 3 Design Process Notebooks, have student groups turn to Project Pathways: Sense and Decide on pages 15–16.
Have students read the Phase 2 prompts for their chosen projects.
After reading and understanding the Phase 2 prompts, have students read and respond to the prompts on pages 17–19 to help them begin to think about their robot’s environment and how the robot will navigate it.
Have students create programs in the Cue app that correspond with the design plans they laid out on pages 17–19. Have students record the results of their tests and any changes they would like to make in the Test & Record section on page 20. Encourage students to continually test, improve, and retest their programs for as long as time permits.
1. Have student groups take turns sharing which Project Pathway they decided on and describe the ideas they’ve come up with for their problem-solving robot so far. Remind students that this is only the beginning of their project planning and that things may change by the end of the unit!
Have students explain their projects and what about their design they find exciting.
2. Encourage students to ask questions and give each other constructive feedback and suggestions at the end of each presentation.
1. What project ideas do you already have the knowledge and skills to accomplish?
Sample response: "We know how to make the robot move and sense things around it."
2. What might your robot problem solver have to do that was not necessary for other projects you have completed with Cue?
Sample response: “The robot problem solver will have to be able to both sense the environment and make decisions.”
3. What else might you need to learn about in order to make problem-solving robots?
Sample response: “We may need to learn how to use a new sensor or how to make our robot listen and make decisions."
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
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
Initiating and Planning
- uses a teacher-prepared organizational system for gathering and organizing information
- independently selects print, multimedia, and electronic resources
Performing and Recording
- selects information from print, multimedia, and electronic resources that he or she has found independently
- records information gathered, using a teacher-prepared organizational system
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
Science Inquiry - Explore and Investigate:
- identify one or more ways of finding answers to given questions
- plan and carry out procedures that comprise a fair test
- select appropriate materials and identify how they will be used
- modify the procedures as needed
- work individually or cooperatively in planning and carrying out procedures
- identify sources of information and ideas and demonstrate skill in accessing them. Sources may include library, classroom, community and computer based resources
- 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: Planning and Conducting
- With support, plan appropriate investigations to answer their questions or solve problems they have identified
- Decide which variable should be changed and measured for a fair test
- Choose appropriate data to collect to answer their questions
- Observe, measure, and record data, using appropriate tools, including digital technologies
- Use equipment and materials safely, identifying potential risks
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
Initiating and Planning
- 204-6 identify various methods for finding answers to given questions and solutions to given problems, and select one that is appropriate
- 204-8 identify appropriate tools, instruments, and materials to complete their investigations
Performing and Recording
205-7 record observations using a single work, notes in point form, sentences and simple diagrams and charts
205-8 identify and use a variety of sources and technologies to gather pertinent information
- 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.
Scientific Inquiry
- making observations, including watching or listening to knowledgeable sources
- posing questions or becoming curious about the questions of others
- examining books and other sources of information to see what is already known
- reviewing what is already known in light of experimental evidence and rational arguments
- planning investigations, including field studies and experiments
- acquiring the resources (financial or material) to carry out investigations
- using tools to gather, analyze, and interpret data
- proposing critical answers, explanations, and predictions
- communicating the results to various audiences.
Technological Problem Solving
- identifying a problem
- identifying constraints and sources of support
- identifying alternative possible solutions and selecting one on which to work
- planning and building a prototype or a plan of action to resolve the problem
- testing and evaluating the prototype or plan.
- 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.
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 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
GCO 2: Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
Speaking and Listening
Communicate information and ideas effectively and clearly, and to respond personally and critically
Reading and Viewing
Interpret, select, and combine information using a variety of strategies, resources, and technologies
Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
6-0-4c Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise.
6-0-5a Make observations that are relevant to a specific question.
6-0-5c Select and use tools and instruments to observe, measure, and construct.
6-0-7g Communicate methods, results, conclusions, and new knowledge in a variety of ways.
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.
Distinguishing between the different types of information useful for solving the problem
Drawing a diagram for the problem or illustrating it
Formulating questions
Exploring various ways of solving the problem
Using different means of communication to propose explanations or solutions (e.g. oral presentation, written presentation, procedure)
During Reading/Viewing
Applies knowledge of cueing systems to construct meaning
Uses a variety of reading strategies to make meaning of different text types
Skills: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
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
Skills: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
GCO1: Students will be expected to design, develop, evaluate, and articulate technological solutions
GCO2: Students will be expected to operate and manage technological systems
