Introducing Computer Science.

A Cubelets Education Resource. > Scope and Sequence.

About.

The following scope and sequence contains 9 x 45-minute lessons designed for students of all ages to begin associating their Cubelets play with core computer science concepts such as conditional statements, loops, and the value of order and sequence. This unit relies heavily on data flow diagramming to promote computational and algorithmic thinking without requiring programming or coding experience. The lessons in this unit alternate between investigations answering questions like “Does distance between Cubelets matter?” and design challenges incorporating recent investigations. Of course, you might choose to teach these lessons out of order, skip some, or wish there were more!

Please use the link at the bottom of each lesson plan to provide your feedback or email edu@modrobotics.com and we will get back to you as soon as possible!

View the Google Docs version here.

Data Flow Diagrams.

Outline.

Gradual Release Model:

  • Whole group: Diagram at least one simple robot construction and agree on the common legend for diagrams.
  • Small group: Diagram and compare diagrams of various simple robot constructions.
  • *(Optional second day) Pairs: Diagram-and-trade exercise.

Objectives.

Students will accurately diagram the flow of data in simple Cubelets robot constructions.

Objectives.

Teachers look for:

  • Students debating with peers about details of their diagrams.
  • Students using symbols from the class legend.
  • Students explaining their diagrams.

Investigate Variables and Block Values.

Outline.

  • Students investigate or review range of data values in Cubelets.
  • Students add data values to SENSE-ACT data flow diagrams.
  • Students add data values to data flow diagrams that include non-Battery THINK Cubelets, and only one SENSE Cubelet.
  • Students add data values to data flow diagrams that include 2 SENSE Cubelets.

Objectives.

Students will demonstrate their understanding of data flow in Cubelets constructions by adding block values to their data flow diagrams and checking their work with the Bar Graph and/or the Cubelets app.

Objectives.

Teachers look for:

  • Students use their understanding of Cubelets to defend their predictions of block value.
  • Students accurately use Bar Graph Cubelet or app to measure block value.
  • Students revise their predictions of block value based on data.

Challenge: Edge-sensor Robot.

Outline.

  • Teacher presents the challenge.
  • Students work in groups to collaboratively design their robot construction using Data Flow Diagrams.
  • Students prototype and test their design.
  • Students revise their design until they are successful.

Objectives.

Students will use Design Thinking to design and prototype edge-sensing robot constructions.

Objectives.

Teachers look for:

  • Students iterating through the steps of Design Thinking.
  • Students using collaborative language.
  • Students planning and revising their designs using data flow diagrams.

Challenge: Line-follower Robot.

Outline.

  • Teacher presents the challenge.
  • Students work in groups to collaboratively design their robot construction using Data Flow Diagrams.
  • Students prototype and test their design.
  • Students revise their design until they are successful.

Objectives.

Students will use Design Thinking to design and prototype line-following robot constructions.

Objectives.

Teachers look for:

  • Students iterating through the steps of Design Thinking.
  • Students using collaborative language.
  • Students planning and revising their designs using data flow diagrams.

Investigate Loops.

Outline.

  • Introduce vocabulary: Loops.
  • Students investigate using Rotate Cubelets to design robots that move based on loops.

Objectives.

Students will design a variety of loops for their Cubelets robot constructions and give examples about how loops are useful in other applications.

Objectives.

Teachers look for:

  • Students explain how their loop works.
  • Students give examples of other applications of loops.

Communication Challenge. (Optional)

Outline.

  • Students design robots that communicate using various ACT Cubelets.
  • Students then add a looping feature to their robot to automate the message.

Objectives.

Students will apply their understanding of loops to a communication challenge.

Objectives.

Teachers look for:

  • Students design a robot that communicates effectively.
  • Students try multiple designs of looping to automate their messaging.

Investigate Does Order Matter?

Outline.

  • Sentence Unscramble warm-up.
  • Students use background knowledge to hypothesize whether (and when) order matters in Cubelets constructions.
  • Students investigate THINK Cubelets to collect evidence about whether order matters in Cubelets constructions.
  • Class combines evidence to determine whether order matters in Cubelets constructions.

Objectives.

Students draw conclusions about whether (and when) order matters in Cubelets constructions.

Objectives.

Teachers look for:

  • Students making connections to non-Cubelets instances where order matters.
  • Students intentionally investigating each Cubelet
  • Student accurately. recording evidence from their investigations.

Investigate Minimum and Maxium Cubelets.

Outline.

  • Introduce basic animal gathering behaviors (scavenging, foraging, and elusive).
  • Students design scavenger robot.

Objectives.

Students will apply their understanding of Cubelets to design a robot that demonstrates scavenging behavior.

Objectives.

Teachers look for:

  • Students use computer science language to discuss their challenge.
  • Students record milestone iterations of their design.
  • Students revise their design based on tests.

Investigate Conditional Statements. (Threshold Cubelet)

Outline.

  • Introduce challenge & conditional statements
  • Make connections to background knowledge.
  • Students investigate and incorporate Threshold Cubelet into an alarm clock.
  • Students design advertisements for their alarm clock design.
  • Students share their stories with classmates.

Objectives.

Students design a light-detecting alarm clock based on conditional statements as shown by the Threshold Cubelet.

Objectives.

Teachers look for:

  • Students intentionally incorporating the Threshold Cubelet.
  • Students making connections to other conditional statements.
  • Students creatively advertise their alarm clocks.

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