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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
Device for running the Cue app for demonstrations
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. Ask students to describe the purpose of some of the arrays they have built so far in their programs.
2. Elicit what students already know about changing arrays.
Then project the Changing Arrays Slides and review the following:
Each piece of data in an array is called an item.
Arrays can be changed by either writing which item you want to change as a single number in square brackets or using a variable to refer to the item that should be changed.
3. Ask, “How have you programmed arrays to change so far?”
Sample response: “I used an event handler to change an item from 0 to 1 and a variable to reference each item.”
4. Ask, “How have you used changing arrays to create new programs for your robot?”
Sample response: “I created a quiz program that stored the results of a quiz in an array. In that program, answers to the quiz were given by button pushes, which changed the value of array items.”
1. Ask, “How do you think arrays could be used to solve problems in the real world?”
Sample response: “An array could be used in a self-driving car program to store directions, such as street names and/or actions.”)
2. Say, “There are many examples of arrays in the real world. In fact, when you use the Internet, you encounter them all the time. Here are some examples of arrays in the real world:
Lists of flights or flight prices on a travel website.
Music playlists on sites like Spotify or Apple Music.
List of distances between locations on a map.
3. Show students this video about arrays and sorting (from 1:02–2:58) for an example of how using arrays to store data is useful when you need to sort large amounts of data, like when you do a Google search.
Ask, “Why are arrays useful for storing and using data?” (Sample response: “Referring to each item in an array is faster and more organized than referring to each piece of data as an independent variable.”)
1. Have students form their project groups.
Distribute robots and devices.
2. Have each group review the programs they have created so far that use arrays and prepare two examples they are proud of to share with another group.
3. Review the process of combining bits of code with students. First, have them:
Open a new document in a text editor such as Word or Google Docs.
Copy their code by highlighting it and pressing ctrl-c.
Paste their code into the document by pressing ctrl-v.
Write a one or two sentence description of what the code can be used for above the text. Ask students to change the color or style of the sentence’s font so that it looks different from the code.
4. Pair groups.
Have students share the documents that contain their code examples with one another and describe the purpose of that code does in their program.
5. Have groups combine one of the other group’s code snippets with one of their own programs in the text document.
Have them copy and paste the combined program into a New Project.
6. Ask, “What does it mean to attribute the work of others?”
Sample response: “Giving credit to others when you have used their ideas.”
Have students use code comments to provide attribution for the other group’s code in their combined programs. Provide some examples of appropriate wording such as:
“This section of code was authored by Jeremy Smith and Jessica Jones.”
“This code was taken from a program written by Group 3.”
Ask, "In what ways does the code that was shared with you use arrays similarly to/differently from the code you have written before?" (Allow students some time to discuss in their groups before choosing a few students to share. Sample response: “The code that was shared is different because it stores a different type of information than the arrays we have made. It is the same in that it uses button pushes to change array items.”)
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 Project Pathways: Sense and Remember on pages 37–38.
2. Have students work through each of the steps.
Have students use the space provided under IDEATE on page 39 of their Notebooks to describe their ideas about what their robot could sense in order to remember particular reactions.
Have students use the space provided under PLAN & BUILD on page 40 of their Notebooks to plan out their solutions. Have students brainstorm one or two ways that they could use the code that was shared with them by another group in their solution.
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 41 to record their results.
Have students write about their reflections on their experience under REFLECT on page 42.
1. Have student groups take turns sharing their programs with the class. Have students:
Explain which project they picked and what they have accomplished with it thus far. (Sample response: “We picked the Cautious Chauffeur, and so far our program has the robot stop and change directions if there is an obstacle in front of it.”)
Describe the purpose of the code that was shared with them and which group created the code. If they have incorporated the code into their project, have them explain how. If not, students should give an example of another way this code might be used. (Sample response: “The other group shared some code that uses a loop to add color items to an array. We used a similar loop, but added turn angles instead.”)
1. Ask, “Now that you have had a chance to learn about and practice using arrays, is there anything about your project that you want to change? If so, what?”
Sample response: “Previously, we used a variable to change the turn angles that the robot used. Now we are using an array so that the robot can go back to previously-used angles, if necessary.”
2. Ask, “What is the benefit of seeing and sharing some of your classmates’ code?”
Sample response: “Seeing other people’s code helps you consider different ways to solve a problem or using the same programming tools.”
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-16: Incorporate existing code, media, and libraries into original programs, and give attribution.
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
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
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
- 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
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
- 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.
- 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
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.
