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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 previous lessons in Units 1, 2, and 3.
Fully charge the devices and robots.
Install the Wonder Workshop Cue app on each device.
Elicit what students already know about arrays. After fielding student responses, remind students, if necessary, that an array is a list of information (or data) that can be given a name, stored, and referred to later.
Ask, “How have you already used arrays in your programming with Cue?” (Sample response: “I used an array to store color information. I created a program that called on each item in the array to display different colors on Cue.”)
Ask, “How are arrays and variables similar? How are they different?” (Sample response: “Arrays and variables are similar because they both store information that can be referred to or changed later. An array is different from a variable because it can store multiple items, whereas a variable can store only a single item.”)
Project the Array Slides and briefly review how an array is created in the Cue app.
Say, “In this lesson, you will have a chance to improve your skills in programming by going beyond simply creating and calling each item in an array. You will create programs that allow the user to change items in an array while the program is running. You will see that this opens up all kinds of exciting possibilities!”
Project the Changing Arrays Slides. Demonstrate how to change items in an array.
Ask, “What is an array ‘item’? (Sample response: “An item is a single piece of information in an array. An array is an ordered list of items.)
Ask, “How was a variable used to change the TurnAngles array?” (Sample response: “We used a variable to refer to each item in the array instead of using single numbers.”)
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 Transform 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:
Light Magic: Have students point out where the lights array is defined in the program. Have students also point out each line where the lights array can be changed. Ask, “What type of information is stored in the array?” (Sample response: “Information about whether a face pattern light is on or off.”)
Button Shift: Demonstrate how to use different buttons to change the value of items in the array.
Color Cycle: Point out where students should switch the number 1 with the variable “index.”
Rainbow: Functions can be programmed to use arrays. The spinDance function is defined to use any array that has color information. Point out where this is defined in the code (line 9). Before running the program, have students read the JavaScript and discuss in their groups what they think running the spinDance function will make the robot do.
Ask, “Why is it useful to use a variable to reference each item, rather than single numbers?” (Sample response: “A variable allows you to cycle through each item in an array with much fewer lines of code than if you were to use single numbers and a new line of code for each change.”)
Ask, “What two types of information were stored in arrays in the Transform Challenges?” (Sample response: “The lights array stored 0’s and 1’s, which referred to whether a face pattern light was on or off. The rainbowList and shortList arrays stored words referring to each color.”)
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 2 Design Process Notebooks, have student groups turn to Try It Out: Playlist on pages 29–30.
2. Have students copy the JavaScript code on page 29 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 30.
1. In their Unit 3 Design Process Notebooks, have student groups turn to Activity Menu: Search and Change on pages 31–36.
2. Have students work through each of the steps:
Tell students that they can choose to complete the activity using JavaScriptⓇ.
Have students use the space provided under PLAN & BUILD on page 33 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 34 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 34.
Have students write about their reflections on their experience under REFLECT on page 36.
1. How were arrays useful in these programs?
Sample response: “Using arrays helped keep my code much shorter than if I were to use many individual variables.”
2. How was the ability to change the array values useful in these programs?
Sample response: “Being able to change my array was useful because it allowed me store two different paths for the robot to travel. Otherwise, I would have had to use many variables and many more lines of code to accomplish the task.”)
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.
CCSS.Math.Content.6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
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.
- Represent and describe patterns and relationships, using graphs and tables.
- Demonstrate an understanding of the relationships within tables of values to solve problems.
- 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.
P6.1 Extend understanding of patterns and relationships in tables of values and graphs.
b. Create a table of values to represent a concrete or visual pattern.
i. Describe how a graph and a table of values are related.
- 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
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.
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.
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.
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.
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
6-0-4c 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
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
