Apply geometric concepts of parallel, perpendicular and intersecting lines to an Engineering Design Challenge

Where are the best placements for my parallel, perpendicular and intersecting paths in this Ozobot Challenge?

3.4.4.C1. Understand that there is no perfect design. 

3.4.3.C2. Explain why the design process requires creativity and consideration of all ideas. 

3.4.4.C2. Describe the engineering design process:

Define a problem.

 Generate ideas.

 Select a solution and test it.

 Make the item.

 Evaluate the item.

 Communicate the solution with others.

 Present the results.

3.4.3.C3. Recognize that all products and systems are subject to failure; many products and systems can be fixed.

3.4.4.C3. Explain how asking questions and making observations help a person understand how things work and can be repaired.

Draw lines and angles and identify these in two-dimensional figures.

Mathematical Practices

-Model with mathematics.

1B-DA-07 Use data to highlight or propose cause and-effect relationships, predict outcomes, or communicate an idea.

1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate.

1B-AP-10 Create programs that include sequences, events, loops, and conditionals.

1B-AP-11 Decompose (break down) problems into smaller, manageable sub problems to facilitate the program development process.

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.

1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations.

A. Identify appropriate speaking and listening techniques used in conversation. 

E. Discuss the importance of the essential workplace skills, such as, but not limited to:

Dependability

Health/safety

Team building

Technology

13.3.

A. Identify attitudes and work habits that contribute to success at home and school.

B. Identify how to cooperate at both home and school.

C. Explain effective group

interaction terms, such as, but not limited to:

Compliment

Cooperate

Encourage

Participate

PA Career Ready Skills Continuum

Select coping skill strategies response to adverse situations (e.g., positive self talk, talking to others, taking a break, taking care of oneself, avoiding negative self-talk) 

Distinguish among and set short term, mid-range, and long-term goals. 

Select and utilize expressive communication strategies (e.g., tone, body language, facial expressions) with an understanding of its effect on others.

Identify consequences of a decision to oneself and others prior to action.

Identify possible behaviors and anticipate reactions in response to a specific social context.

Students Will Know

Math

Parallel lines

Perpendicular lines

Computer Science

Color Command Codes

Algorithm

Sequence

Events

Conditionals

Decompose

Remix

Debug

Career Education/Career Readiness

Using self-coping skills and collaboration, work with a partner or team to complete the challenge.

Steps of design process

Empathize

Define

Ideate

Prototype

Test

Assess

Repeat

Iteration(s)

Fail often, but fail forward

FAIL – First Attempt in Learning

Math – Designing a pathway for an Ozobot to follow where it is programmed to move over at least one set of parallel and one set of perpendicular lines.

CS – Creating, problem-solving, decomposing and debugging color command codes to move an Ozobot around the designed pathways, ending in a “trapping” space.

Career Education – Developing, managing and practices executive functions for social interactions, partner work and team work.

Engineering – Using the Design Process, creating a pathway for the Ozobot “turkey” to travel, using makers and the color command codes.

Using the Design Process, creating a prototype that will not harm the captured “turkey,” form basic arts and classroom supplies, as well as, recyclables.

Supports for Inclusion:

·       Vary methods and options for responses

·       Provide options for student choice

·       Provide means to receive information in visual, auditory, and written formats

·       Deploy Pre and Post tests

·       Pre-teach prioritized vocabulary and prioritized learning objectives 

·       Include representative and leveled text when possible and appropriate

·       Deploy Differentiated Assessments at varied levels (below grade level, on grade level, and above grade level)

·       Re-teach prioritized learning objectives

·       Enable a STEM Peer-Buddy during complex design portions of the lesson

·       When writing, students can have the option to use graphic organizers to process their ideas and thinking strategies

·       Provide an opportunity for summarization and reflection of prioritized learning objectives at the end of a lesson

Please consider:

·       Assignments are available in electronic format

·       Computers are equipped to enlarge screen text and images, and with screen or text reader availability

·       Handouts are available, or quickly obtainable, with large print

·       Seating in front of class is available

·       Adaptive lab equipment is available (talking thermometers and calculators, etc.), if needed for lesson/activity

·       Videos used are open or closed captioned, and/or have audio descriptions

·       Room/environment is created to ensure safe movement of wheelchairs and access to desks/tables

Culturally Responsive Teaching Practices for All Learners: 

·       Hold high expectations for all learners

·       Use activities that invite students to bring in their own life experiences into the learning

·       Build classroom management routines that are predictable

·       Provide means to receive information in visual, auditory, and written formats

·       Build upon prior-knowledge and relevance 

·       Provide options for student choice

·       Grow awareness of implicit biases for students and faculty

·       Grow awareness of vulnerable decision points for faculty

·       Provide opportunities for authentic relationship building between students and faculty

·       Provide opportunities for students and faculty to share and learn more about their own and others’ identities

Teacher as facilitator, circulating the classroom prompting and questioning, as needed

Optional

Formative Checklist aligned with 4-6 prioritized standards from above

Formal assessments on:  Student Planning and Recording Page

Individual Activity Summative Assessments:

Suggested Rubrics

NSTA Online Connections: Science and Children, Innovation and Design

KT Feel Good Teaching Free Downloadable The 4 C's Assessment Rubric

Learning Activities: 

Learning targets are written from the student’s perspective. 

I can…

·       Identify

·       List/Tell

·       Describe

·       Solve

·       Convert

·       I can identify parallel, perpendicular and intersecting lines in my pathway.

·       I can list all the color command codes that my Ozobot will read.

·       I can tell about the changes (iterations) I made to my trap prototype.

·       I can describe why I made these changes.

·       I can describe how I persevered through frustrations.

Possible literacy connections to be read ahead of time:

How to Catch a Turkey by Adam Wallace

Day 1

Reveal the Engineering Design Challenge

·       Students will create a track/route that their Ozobot, dressed as a turkey or other animal, will travel along that includes at least one set of parallel lines, one set of perpendicular lines and one set of intersecting lines.  You may use direction codes to instruct your robot and any other codes to be creative.  You should plan a special “Cool Move” at the end where you “turkey” gets trapped.

·       This track/route will lead their wild “turkey” into a trap. The trap will be designed by partners to catch the wily, clever turkey form supplies provided at the Makers Table. Your trap must be free standing and have some sort motion (up & down, back & forth, etc) to catch the turkey.  Your trap must be safe for the turkey, or other animal, and not harm it.  Try to make it as comfortable as possible.  Think about this from the view point of the turkey, or other animal, - How would you feel if someone were trapping you?  It might be for your own good, like taking stray animals to the shelter to help them, but it will still be scary.

Math Mini Lesson

·       Review the characteristics and differences of parallel, perpendicular and intersecting lines with drawings and children creating them with their arms.

·       Students are assigned or choose partners, but may each create their own track and trap on regular white construction paper.

·       Begin by sketching their tracks lightly with pencil.

·       Using the OzoCodes Guide, students then create their pathways and code commands.

·       As these concepts occur during discussions, use the specialized vocabulary to attach to schema:

o   Algorithm – set of directions or instructions

o   Sequence – an order or step by step set of commands, can sometimes use patterns

o   Events – when there is a change in what the program (or robot) is doing based on interactions with a mouse, keys on a keyboard (user actions such as mouse clicks, key presses), screen tap, sensor outputs, timer, conditionals or by messages from other programs.  For Ozobots, events include starting it on a line and color sensors reading each color command code.

o   Conditionals – logic concepts including: if this, then that; this, or else that   Students will be making choices about the movement along the pathways and will likely be including these robot decision-making codes.

o   Remix – taking someone else’s idea and adapting it with your ideas, but giving credit to the person (or people whose idea it was first)

·       Once students have drafted their first track/route, they can test their codes with an Ozobot.

·       For accountability and security purposes, assign one Ozobot per one pair of students.

·       It’s okay if students need to make changes the next day.

·       Students should make any corrections on their first iteration and save it for making their new track.

Day 2

·       Review expectations and constraints for the track/route and trap design.

·       Students create their second draft turkey track/route, as needed.

·       Students may label their parallel, perpendicular and intersecting lines on their final iteration.

·       Students begin to design the trap prototype.

·       Be sure students have basic supplies at their tables including scissors, rulers, masking tape, clear tape, etc…

·       Walk students through the makers supplies and other available classroom supplies.

·       Have students return to their seats and make a labeled sketch/diagram of their trap idea.

·       Call small groups to get needed supplies.

·       Ask students to put their initials somewhere on their trap.

·       Set a time that students must be finished with their first trap design, but they will have a little more time the next day.

·       Students can test their track/route and trap, as needed – one Ozobot per pair.

·       Consider where and how students will store their track/route and prototypes safely.

Day 3

·       Students make final adjustments to their track/route and trap.

·       Each student shares their design solutions with the whole class.

·       Prompt each pair to add how they helped each other and any ideas for working better together in the future.

Showcase

Display the Turkey Traps in a grade level designated location.