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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
paper (1 sheet per group)
projector or interactive display with mirroring capability
[Optional] building materials for robot accessory (e.g., recyclable materials, pencils, tape, LEGOs, Building Brick Connectors, etc.)
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 how to share code using the Cue app.
After fielding student responses, remind students how to copy and paste different snippets of code into a text document and then paste it back into a New Project.
2. Ask, “What code was shared with you during Lesson 5? How did you use the code in your programs?”
Sample response: “We exchanged code with Jeremy and Jessica.They shared code for a loop that changes the values of even numbered items in an array. We used it to change the turning angle of our Robot Sidekick.”)
3. Ask, “Why is sharing code useful?”
Sample response: “Seeing other people’s code can help you consider different ways of solving a problem or different ways of using the same programming tools.”
4. Ask, “What does it mean to attribute the work of others?”
Sample response: “Giving credit to others when you have used their ideas.”
Say, “Every great design, invention, experiment, story, performance, and even athletic achievement started with a plan. Planning is an essential part of creating all kinds of things that are complex, such as city transit systems, a holiday feast for the whole family, a rocketship, and of course, computer programs! Today you will get a chance to create your own master plan for your problem-solving robot project. But first, let’s explore a few real-life examples of the benefits of having an excellent plan.”
Show students The Importance of Planning Ahead video for a funny example of a project that has all the right components, but was poorly planned.
Show students the How I climbed a 3000-foot cliff without ropes video for a remarkable example of how an amazing athletic achievement would not have been possible without careful and extensive planning. (If there is not enough time to watch the entire video, focus on 6:30–10:00 for the speaker’s discussion of planning for the climb.)
1. Have students form their project groups.
2. Within their groups, have students brainstorm two possible accessories (i.e., physical additions) that their problem-solving robot may need (e.g., arm, pusher, picker-upper, sign etc.).
Encourage students to think about who their program is for, the problems their robot may encounter, and how this accessory could help solve those problems.
3. Once students have two potential accessories in mind, have them choose one for further consideration. Have students brainstorm how they could create this accessory using materials that are available in the classroom (e.g. recyclable materials, pencils, tape, LEGOs, Building Brick Connectors, 3D printer, etc.).
4. Distribute paper and pencils. Within their groups, challenge students to draw a diagram of their robot accessory, label the different parts with their function, and list the materials that would be needed to construct it.
Have students work on the following Design Thinking Notebook in their project groups.
1. In their Unit 3 Design Process Notebooks, have student groups turn to Project Pathways: Master Plan on pages 43–44.
2. Have students work through each of the steps.
Have students use the space provided under DRAFT YOUR PLAN on page 45 of their Notebooks to plan out their solutions for their problem-solving robot.
Encourage students to draw diagrams and list steps for their program in the PREPARE YOUR PROGRAM section on page 46.
In the SELECT MATERIALS section on page 47, have students indicate what materials they will need to build their robot’s environment and accessories. Check with students to ensure that any physical accessories that are being proposed can feasibly be built within the time allotted for these classes. Have students also note whether the materials they require are available in the class or whether they will need to bring particular items from outside the classroom.
In the ASSIGN ACTION ITEMS section on page 48, have students record all of the tasks that are required to complete their project and record who each task is assigned to in the group.
1. Have student groups take turns sharing their Master Plans with the class. Have students:
Explain which project they picked and what they plan to add to the project in the future, including the robot accessory and problem-solving capabilities. (Sample response: “We picked the Cautious Chauffeur, and we plan to add a plow to make sure the robot can clear an area of debris, if necessary. We will make the plow out of construction paper.”)
Explain how they will use an array and a variable in their program. (Sample response: “We will use a variable to refer to different items in an array. We will use an array to keep track of the number of times each button has been pressed.”)
1. Ask, “How do you think having a Master Plan will help you accomplish your programming goals?” (Sample response: “Creating the Master Plan helped us decide who will do each task, which will help us remember what to work on the next time we have access to the robots.”)
2. Say, “Proper planning can help reduce the number of errors while completing a project but can also help keep the project on track when errors do occur. For instance, while completing long projects, some of your ideas may not work out. Having a Master Plan is very helpful for keeping the goals of the project clear. This can help you modify the plans where necessary while still keeping the goals of the project in mind.”
Use our Evaluation Rubrics to review students’ work and presentations
Edit
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.
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-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.
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
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.
Language as Sense Making
Access, use, build, and refine schema.
Select from and use a variety of strategies.
Be aware of and articulate the ways that one engages with text
Language as System
Recognize, apply, and adapt rules and conventions.
Identify, analyze, and apply understandings of whole-part-whole relationships.
Speaking and Listening
Communicate information and ideas effectively and clearly, and to respond personally and critically
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.
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.
