Unit 3 Remix & Assessment | Python with Robots MS

Python with Robots MS - Unit 3 Remix & Assessment
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Unit 3 Remix & Assessment

Unit 3 Remix Project and Assessment

Students will use the skills and concepts they learned in the unit to work as a cooperative team to create their own project.

⏰ 2-5 hours 🎯 Grades 6-8 💻 CodeSpace 🤖 CodeBot 🐍 Python
Teacher Notes
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Overview

The Unit 3 Remix Project gives students the opportunity to apply what they have learned throughout Missions 5 and 6 to create an original program of their own. Students follow the five steps of the design process - plan, code, test, get feedback, and revise - to build a project that meets the success criteria.

🎯 Remix Project Goal: Students will use the skills and concepts they learned in the unit to work as a cooperative team to create their own project.

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Learning Targets

  • I can summarize the programming concepts from Missions 5 & 6.
  • I can follow the five steps of the design process to create an original project using concepts and code from previous programs.
  • I can get feedback on my project.
  • I can meet the requirements of a rubric.
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Assessment Opportunities

  • Unit 3 Remix Planning Guide
  • Unit 3 Remix Project
  • Peer reviews
  • Gallery walk
  • Remix 3 Success criteria (check list)
  • Unit 3 assessment questions
  • Review questions from Mission 5 and Mission 6
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Success Criteria

  • Filename is descriptive
  • Uses one or more variables, each with a descriptive name
  • Uses line sensor data
  • Moves the CodeBot
  • Turns on at least one LED light
  • Uses at least one button for input
  • Defines and calls at least one function
  • Includes comments and blank lines for readability
  • Code runs without errors
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Remix Resources

  • ▸Unit 3 Remix Project slides
  • ▸Unit 3 Remix Planning Guide
  • ▸Optional: Peer Review Form
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Assessment

  • ▸Unit 3 Assessment
  • ▸CodeBot Remix Mastery Rubric
  • ▸CodeBot Remix Standards Rubric
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CSTA Standards

The Unit 3 Remix Project covers the standards for Mission 5 and Mission 6. In addition, the remix gives students an opportunity to work collaboratively in a team. These additional standards are met when students work collaboratively in teams and incorporate feedback from users.

3A-AP-19Systematically design and develop programs for broad audiences by incorporating feedback from users.
3A-AP-22Design and develop computational artifacts working in team roles using collaborative tools.
3A-AP-23Document design decisions using text, graphics, presentations, and/or demonstrations in the development of complex programs.
3B-AP-17Plan and develop programs for broad audiences using a software life cycle process.
3B-AP-20Use version control systems, integrated development environments (IDEs), and collaborative tools and practices (code documentation) in a group software project.
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Preparing for the Lesson
  • Select a rubric for the remix project. You can use one of the rubrics provided, use the success criteria checklist, or develop your own.
  • Two rubrics are provided. Both may include standards or requirements that are not covered in Unit 3. You can modify the rubrics as needed.
  • Review questions from the two missions throughout the remix project.
  • Consider how you want to end the remix project. You can have students present them to the class, have a "gallery walk" of projects, have students create a slide show about the project, etc.
  • End the unit with a Unit 3 Assessment. Review questions and test questions are provided and can be incorporated into your LMS.
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Teacher Notes
  • A remix for this unit is optional. However, it is an excellent opportunity for students to create their own original program by doing something that interests them. And the remix project gives students a chance to practice and apply what they have learned.
  • Students can work with a partner for this project. Collaboration is an important skill. As an option, if working with a partner, each student could write code for one of the buttons, and they can combine the code into a finished project.
  • A set of slides is prepared to explain the project and give step by step guidance. The slides also give some suggestions for the project. The suggestions are meant to help students think of their own ideas and should not be required. They can be used for students who are drawing a complete blank, or as inspiration.
  • Two planning guides are provided. Students start with an individual planning guide to help students know where to start, and to guide them throughout the process. You can modify the planning guide as needed by changing or adding to the questions. The second is a team planning guide. Once each individual program is ready, team members will work together to combine their code.