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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
additional materials for building accessory (identified in students’ Lesson 6 Master Plans)
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. Have students form their project groups.
2. Within their groups, have students turn to the Master Plans they created in their Design Process Notebooks on pages 43–48. Have students review the plans they made and the tasks that were assigned to one another.
3. Choose a few groups to share their Master Plans with the class, including a brief description of the code they intend to use, any accessories they plan to build, and how they assigned the tasks.
1. Say, "You may wish to use some of the code you have written for previous projects for part of your problem-solving robot’s program today.”
2. Review how to combine programs with students:
Open a new document in a text editor such as Word or Google Docs.
Copy code by highlighting it and pressing ctrl-c.
Paste code into the document by pressing ctrl-v.
Copy and paste the combined program into a New Project.
1. Say, “Code is much easier to read and use when kept neat and organized. An analogy: consider a pair of earbuds. Earbuds are much easier to use when they are neatly wrapped up and put away. It may seem faster to stuff your headphones in your pocket, but think of how annoying and time-consuming it is to untangle them when you need them! Unlabelled code can be similarly frustrating to use or make changes to, especially when it has been a long time since you have seen the project.”
2. Say, “One of the best ways to keep your code neat and organized is to write yourself short little notes along the way. These can be written right in your program to make the code easier to follow, help you find the section you need, and remind you of the function of each section of code ”
3. Open the Annotate Your Code slides.
Project the slides and point out the two ways that code can be annotated in JavaScript, or;
Using the slides as a guide, project the Cue app and demonstrate the two ways.
Then display the PRACTICE slides and have students practice reading comments that are written around an example program in JavaScript.
4. Project the Cue app and open the in-app Challenge students completed in Lesson 3: Store. In this challenge, students used an array to display different colors.
Point out the comment that is already in line 2. Ask, “What method has been used to write the comment?” (Sample response: “Two forward slashes at the beginning of the comment.”)
Say, “Line 3 defines a variable. What is a short and useful comment that we could add to line 3?” (Sample response: “A short and useful comment could be: A variable that will count the number of button presses.”)
1. Pair students.
Distribute robots and devices.
2. Have students create a program that contains at least one array and one function. This is an opportunity for students to be creative! The program can make the robot do anything, as long as it includes an array and a function.
Have students annotate their code as they create it such that someone who has never seen the code could read the comments and quickly figure out its purpose.
3. Pair groups. Have groups exchange devices and robots.
Within their pairs, have students read the comments the other group has left around their code.
Based on the comments, have students describe to one another what they think the program will do.
After students run the program, have them provide feedback to the other group about how well the comments described the program and provide one or two constructive suggestions for improvement.
What are the two ways that comments can be added around code? (Sample response: “Comments can be added by starting a line with two forward slashes or by beginning and ending the comment with a forward slash and an asterisk.“)
Why can adding comments to your code be useful? (Sample response: “Writing comments around code helps to quickly remind you of its intended purpose. This makes it easier to quickly pick up where you left off on a project you have not worked on for a while.”)
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: Build a Test Environment on pages 49–50.
2. Have students work through each of the steps. Remind students to leave comments on their code as they create it.
Have students use the space provided under PLAN on page 51 of their Notebooks to plan out their solutions in greater detail than in previous lessons.
Encourage students to record the results of testing their programs and any accessories they built in the BUILD & TEST section on page 52. At this point, remind students to add some short but informative code comments to their script.
Have students assess how best to improve the environment of their project in the ADJUST THE ENVIRONMENT section on page 53.
After reviewing the results of their tests, have students reflect on how best to modify their code and accessories to better fulfill the goals of their Master Plan in the ADJUST THE PROGRAM & ACCESSORIES section on page 54.
Have students review the comments they have left on the code. Students should make sure that their comments are easy to understand and then make adjustments/new comments as necessary based on any changes they have made.
1. Ask, “Where in your code did you leave comments? What did you write? Why did you feel it was important to leave a comment at that point in the code?”
Sample response: “We left comments around each of the variables and arrays explaining their purpose in the program. We thought this would be helpful because it is sometimes hard to see what arrays and variables are being used for in the program.”
2. Ask, “Which part of your program that you created today are you most excited about?”
Sample response: “We are most excited about the obstacle-avoidance part of our program, because it is working really well.”
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-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
2-AP-11: Create clearly named variables that represent different data types and perform operations on their values.
2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
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.
2-AP-18: Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
2-AP-19: Document programs in order to make them easier to follow, test, and debug.
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 Design
Prototyping
Identify and use sources of information
Develop a plan that identifies key stages and resources
Explore and test a variety of materials for effective use
Construct a first version of the product or a prototype, as appropriate, making changes to tools, materials, and procedures as needed
Record iterations of prototyping
Testing
Test the first version of the product or the prototype
Gather peer and/or user and/or expert feedback and inspiration
Make changes, troubleshoot, and test again
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 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.
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
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
