Lesson Modules
Teaching Tips:
Introducing the Lesson (2 minutes)
In this lesson, students will investigate how to make NAO play rock, paper scissors. The learning goal through doing this is to have students make a systematic list of all possible outcomes.
Read the Code Answers
►rock rock = tie
►rock paper = robot
►rock scissors = human
►paper rock = human
►paper paper = tie
►paper scissors = robot
►scissors rock = robot
►scissors paper = human
►scissors scissors = tie
Introducing the Game (3 minutes)
This game is rock, paper, scissors. Most students should already know this game, but they may have forgotten. So start by introducing the game. There are two players and they simultaneously choose either rock paper or scissors. To choose rock, you make your hand into a fist. To choose paper you make your hand flat and to choose scissors you put your pointer finger and middle finger out in the shape of scissors. To determine who wins, follow these simple rules. Rock beats scissors, scissors beat paper and paper beats rock.
Play the Game! (20 minutes)
Have a student volunteer read through the questions on the Play The Game! page out loud to the class. Discuss the meaning of each question to ensure students understand what they are being asked.
Have students play the game and answer the questions. They should work as a group to do this investigation. Only the Investigation Robot Master should control the robot.
Discuss student answers as a class.
Explain the Game! (10 minutes)
Have students write a full user-side walk through of the game on the Explain The Game! page.
Have a few students volunteer to read their write-ups to the class. It might be wise to pre-select students as they are writing by reading a little over their shoulders and selecting write-ups that will spur discussion.
This program can be a little overwhelming as there is a lot going on. Reinforce the idea that even though it looks complicated, students can break down smaller pieces then build it back up to see what the program does.
Additionally, students might be overwhelmed by the multi edit box. Try to have them deduce which player is first in the lest (i.e. human selection is first, then robot selection).
Questions to Prompt Student Learning - Day 1
- Double click the timeline boxes to see what is inside.
- What is the range of the random int box?
- What is inside the Say(1) box?
- Whose selection is first in the rules?
- How many rules are there?
- Why are there 9 rules
Resources:
- Book for students
- Book for teachers
- All the resourses for this course Module3_ChoregrapheFiles
- Download Lesson4_Choregraphe Rock Paper Scissors
Introduction
PLAY THE GAME!
Read the questions on this page.
Play with the robot while it is running the example program (Rock, Paper, Scissors). As you interact with the robot, answer the questions below. Use complete sentences.
Write a description of the game in the space below. Describe everything you saw Nao do.
Use complete sentences.
Teaching Tips:
Explain the game! (10 minutes)
Students open the game file on their own computers and look through the code while answering questions on the Read The Code! page.
What do these do? (15 minutes)
In each lesson, there is one Black Box, a Choregraphe box that has an unknown function. These boxes are indicated by a "?" icon. Students must identify these boxes and list the inputs, outputs and deduce the function of this box in the What Do These Do? page. This is the central focus of learning in each lesson. Students must reason through the program to figure out what exactly these boxes do. They MUST understand the box before moving on to the next stage.
Discuss functions as a class.
Leading the Discussion
In general, students should be the main contributors to the discussion. As the teacher, you should ask questions to facilitate discussion and guide the discussion in the correct direction. Sample questions are provided below. This program can be a little overwhelming as there is a lot going on. Reinforce the idea that even though it looks complicated, students can break down smaller pieces then build it back up to see what the program does. Additionally, students might be overwhelmed by the multi edit box. Try to have them deduce which player is first in the list (i.e. human selection is first, then robot selection).
Questions to Prompt Student Learning - Day 1
- Double click the timeline boxes to see what is inside.
- What is the range of the random int box?
- What is it inside the Say(1) box?
- Whose selection is first in the rules? X How many rules are there?
- Why are there 9 rules?
READ THE CODE!
Open the fileRockPaperScissors.pml. Read through the program and answer the following questions. 
Question 2: Write out each rule from the text boxes marked with "2" like the image below
Look at the RockPaperScissors.pml program and identify the "?" boxes. For each input/output port write its Name and Function.
Teaching Tips:
Brainstorm (10 minutes)
Students brainstorm alternative uses of the new Black Box and write/draw their ideas on the Brainstorm! page. Give students 2-3 minutes to brainstorm silently. The have them discuss their ideas with a partner for 2-3 minutes and finally discuss ideas as a group for 5 minutes. This discussion method is called Think-Pair-Share.
Build it out (30 minutes)
Have the students pick one of their ideas and construct a full plan on the Build It Out! page.
Have the students carry out the plan by programming it on their own computers. They should test whatever they can on the virtual robot before running it on the real robot.
Leading the Discussion
In general, students should be the main contributors to the discussion. As the teacher, you should ask questions to facilitate discussion and guide the discussion in the correct direction. Sample questions are provided below. This program can be a little overwhelming as there is a lot going on. Reinforce the idea that even though it looks complicated, students can break down smaller pieces then build it back up to see what the program does. Additionally, students might be overwhelmed by the multi edit box. Try to have them deduce which player is first in the list (i.e. human selection is first, then robot selection).
Questions to Prompt Student Learning - Day 2
- What do you want to happen first in your game? Then what?
- What cards are you going to use in your game?
- What are the rules in your game?
- How doe these rules translate to the lines you need to type into the rules text box?
- How are you using the decider box in your game?
The Black Box is a Text Gluing box. In the example program, the Text Gluing box takes the robot’s move and the human’s move and glues them together.
In what other programs could a Text Gluing box be used?
List as many ideas as you can think of! Write your ideas in the idea clouds below.
Your ideas can be words, sentences or drawings. Just make sure you can explain them!
Choose one of your ideas from brainstorm and plan your program here.
The main outline for my game:
Teaching Tips:
Reflect and Revise (15 minutes)
When students finish making their program, have them complete the Reflect and Revise! page. They should consistently reflect on their work and revise until they have a program that they are happy with (or they run out of time).
Today I learned... (5 minutes)
Have the students complete the Today I Learned... page.
Leading the Discussion
In general, students should be the main contributors to the discussion. As the teacher, you should ask questions to facilitate discussion and guide the discussion in the correct direction. Sample questions are provided below. This program can be a little overwhelming as there is a lot going on. Reinforce the idea that even though it looks complicated, students can break down smaller pieces then build it back up to see what the program does. Additionally, students might be overwhelmed by the multi edit box. Try to have them deduce which player is first in the list (i.e. human selection is first, then robot selection).
Questions to Prompt Student Learning - Day 2
- What do you want to happen first in your game? Then what?
- What cards are you going to use in your game?
- What are the rules in your game?
- How doe these rules translate to the lines you need to type into the rules text box?
- How are you using the decider box in your game?
AFTER CLASS
- Save the students’ work on the flash drive.
- Pack up everything (Check the packing instruction).
DO, REFLECT & REVISE!
Build your program in Choregraphe. When you test it, record what happens here.
Answer the questions below.
- Save your work on the flash drive from your teacher.
- Help your teacher pack up everything with an extreme care when handling robots, computers, and routers.
