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Unit 3 Design Process Notebooks (1 per student)
Cue robots (1 per group)
tablets or compatible devices (1 per group)
[Optional] Sketch Kit marker attachment (1–2 per class)
[Optional] Sketch Kit dry erase markers (1–2 sets per class)
[Optional] Wonder Whiteboard Mat and/or butcher paper (1–2 per class)
[Optional] materials to create a drawing attachment, if Sketch Kit unavailable (e.g., cardboard sheets and rolls, pipe cleaners, foam packing, tape, rubber bands, paper clips, etc.)
pencils
chart paper
markers
projector or interactive display with mirroring capability
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. Elicit what students already know about variables and how they are used in programming. Then review the definition of variables:
A variable is like a container that is used to store data, or information. This information can be changed or referred to later. In programming, you have to make your variables, give them a name, and then decide what data to put into them.
2. Review the kinds of information that can be stored in a variable. (Variables most commonly store numbers or text.)
Elicit from students the information they have stored in variables in the Cue app. (Sample response: “I have used variables to store the number of times a button has been pushed and the number of seconds the robot will drive forward.”)
3. Ask, “What are some ways we could use variables in the Cue app?” (Sample response: “We could create a variable for each of the red, green, and blue values and have these colors gradually change while the program runs.”)
1. Elicit what, if anything, students already know about arrays.
Then say, “An array is a list of information, or data, that can be given a name and stored, just like a variable. An array is different from a variable, however, because it contains an ordered list of information, rather than a single piece of information. For example, an array could store a list of the top scores in a video game or a list of coordinates in a GPS application like Google Maps.”
2. Ask, “What are some things from your daily life that you might keep track of in a list?” (Sample response: “party guests, groceries, songs in a playlist”)
Project the Array Slides. Discuss how to create and use an array in the Cue app.
[Optional] Display the Cue app on your device. Use the Array Slides as a guide to demonstrate how to create an array using JavaScript® in the Cue app.
Ask students to explain what they understood about arrays and give an example of how they think they could use them for their problem-solving robot. (Sample response: "Arrays store a list of information as a variable. I'll use an array to store turn angles for my Cautious Chauffeur program.")
1. Have students form their project groups.
Distribute robots and devices.
2. Project the Cue app on your device and open Code with Block & JavaScript. Then navigate to the Store Challenges.
Have students do the same on their devices.
3. Allow students a short time to work on the challenges in their groups before providing some guidance on how to complete each:
Colorful: Have students point out where the ColorList array is defined in the program. Then ask, “What type of information is stored in the array?” (Sample response: “Information about different colors.”)
More Colors, Please: Demonstrate how to add colors to the ColorList array.
Color Change: Demonstrate how to finish creating the ColorList array by adding new items (colors).
Color Code: Have students read the code before running it and predict what color the robot will display after each button is pushed.
What does the term ‘item’ mean when talking about arrays? (Sample response: “An item is each piece of information in the array.”)
What number is used to call the third item in an array? (Sample response: “The third item is called by the number two. For example, the third item in the ColorList array is ColorList[2] because the first item is called by ColorList[0].”)
Have students work on the following Design Process Notebook content in small groups (ideally 2 students per 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!
1. In their Unit 3 Design Process Notebooks, have student groups turn to Try It Out: Rainbow Spin on pages 21–22.
2. Have students copy the JavaScript code on page 21 and run the program.
3. Have students try one of the three prompts to modify their programs in the Change It Up! section on page 22.
1. In their Unit 3 Design Process Notebooks, have student groups turn to Activity Menu: Arrays on pages 23–24.
2. Have students work through each of the steps:
Tell students that that arrays must be created using JavaScript. (They may switch to blocks later, if they wish.)
Have students use the space provided under PLAN & BUILD on page 25 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 26 to record their results.
If there’s time, have students complete additional activities from the Activity Menu and record their results under ADDITIONAL ACTIVITIES on page 27.
Have students write about their reflections on their experience under REFLECT on page 28.
1. Have student groups take turns sharing one of their programs with the class. Encourage them to:
Explain how they used arrays to accomplish their goals. (Sample response: “We needed to store a list of colors to be displayed by the robot.”)
Share any obstacles or difficulties they overcame during the activity. (Sample response: “We had trouble choosing sounds that went well together when played at the same time.”)
1. How were arrays useful in these programs?
2. Can you think of any other programs that might use arrays?
Sample response: “an application that keeps track of contact information”
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 7 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.
CCSS.Math.Content.7.G.A.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
CCSS.Math.Content.7.RP.A.2: Recognize and represent proportional relationships between quantities.
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-11: Create clearly named variables that represent different data types and perform operations on their values.
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.
3A-AP-14: Use lists to simplify solutions, generalizing computational problems instead of repeatedly using simple variables.
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.
7c: Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
Performing and Recording
- selects and safely uses tools and equipment to observe and measure
- records and organizes data using standard measurements, sentences, lists, and/or simple labelled diagrams
Analyzing and Interpreting
- evaluates the experimental procedure, explains changes that could be made to improve it, and gives reasons for the changes
Spatial Sense
E1.4 describe and perform combinations of translations, reflections, and rotations up to 360° on a grid, and predict the results of these transformations
Algebra
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
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:
- 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
- Classify, measure and draw angles and triangles
- 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.
- Perform a combination of successive transformations of 2-D shapes to create a design, and identify and describe the transformations.
- Represent and describe patterns and relationships, using graphs and tables.
- Demonstrate an understanding of the relationships within tables of values to solve problems.
- 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: Processing and Analyzing Data and Information
- Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate
- Seek patterns and connections in data from their own investigations and secondary sources
Applying and Innovating
- Co-operatively design projects
- Transfer and apply learning to new situations
- Generate and introduce new or refined ideas when problem solving
Communicating
- Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
Reasoning and Analyzing
- Use logic and patterns to solve puzzles and play games
- Use reasoning and logic to explore, analyze, and apply mathematical ideas
- Estimate reasonably
- Demonstrate and apply mental math strategies
- Use tools or technology to explore and create patterns and relationships, and test conjectures
- Model mathematics in contextualized experiences
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
Scientific Inquiry
- 430 persist in seeking answers to difficult questions and solutions to difficult problems
Collaboration
- 431 work collaboratively in carrying out investigations, as well as in generating and evaluating 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 labeling angles when the measure is specified.
PR2: Represent and describe patterns and relationships using graphs and tables.
- 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.
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.
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.
SS6.5 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.
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.
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
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
Angles
Compare angles
Estimate and determine the degree measurement of angles
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
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
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
