Lesson 23: Build Your Project
Over the course of four lessons, students will be building up to programming a project of their own design using either Play Lab or Artist as their programming environment. Now the students will be given their own space to create their project with either Artist or Play Lab. This is likely to be the longest stage of the project. The lesson guide for all four stages of the process can be found in the first stage of this project process here.
This lesson provides students with ample time to build and revise their projects. The trial and error inevitably involved in this lesson will teach problem solving and persistence.
Day 3 - Build Your Project (45 min)
Students will be able to:
- Use the planned design as a blueprint for creation.
- Overcome obstacles such as time constraints or bugs.
Day 3 - Build Your Project (45 min)
Students will use this day to build an initial version of their project.
Equipped with their Final Project Design - Worksheet, students should head to the computers to start bringing their projects to life.
This process will come complete with plenty of trial and error. Projects are likely to become truncated versions of the original scope (if not morphed altogether). Remind students that this kind of compromise is common in software design, but they need to be sure to document the reasons for the changes in their product.
Don’t let the class forget to fill out their Final Project Design - Worksheet as they go. It might be helpful to suggest that pairs/groups take a worksheet break to begin discussing these questions about halfway through their lab time. Alternatively, the navigator can keep their eyes open for pertinent answers while the driver codes.
Be sure that each team member has their own Final Project Design Worksheet, as there are questions about each student’s own individual thoughts and behaviors that need to get captured along the way.
Common Core English Language Arts Standards
L - Language
- 4.L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g
SL - Speaking & Listening
- 4.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
- 4.SL.1.a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- 4.SL.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- 4.SL.6 - Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
W - Writing
- 4.W.6 - With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a
Common Core Math Standards
MP - Math Practices
- MP.1 - Make sense of problems and persevere in solving them
- MP.2 - Reason abstractly and quantitatively
- MP.4 - Model with mathematics
- MP.5 - Use appropriate tools strategically
- MP.6 - Attend to precision
- MP.7 - Look for and make use of structure
- MP.8 - Look for and express regularity in repeated reasoning
NBT - Number And Operations In Base Ten
- 4.NBT.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.
- 4.NBT.5 - Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular ar
CSTA K-12 Computer Science Standards
AP - Algorithms & Programming
- 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Next Generation Science Standards
ETS - Engineering in the Sciences
ETS1 - Engineering Design
- 3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.