Lesson 28: Revise Your Project
Over the course of five lessons, students will be building up to building a project of their own design using either Play Lab or Artist as their programming environment. Now that the projects are built, students are given the opportunity to get feedback from peers and revise their projects. The lesson guide overviewing all five stages of the process can be found in the beginning of the project process, here.
This lesson helps students take a step back and view their project from a new perspective. Here, students will be able to decide if they have reached their goals. If they haven't, this lesson gives them time and space to complete the project.
Day 4 - Revise Your Project (45 min)
Students will be able to:
- Determine if the criteria set in a rubric has been met with their current project.
- Draft and implement plans to resolve any issues in their code.
Day 4 - Revise Your Project (45 min)
Reflect and Try Again
Goal: Students will work with another group to give and receive feedback in an effort to make each other’s projects stronger.
For reflections, have each group pair up with another group to try each other’s projects. After about 10 minutes, have the groups discuss the questions in the Final Project Design Worksheet.
Encourage students to ask the questions on the FPDW and write down feedback provided by their reviewing teams so that they can refer back to it later. This portion should take approximately 15 more minutes.
Teachers should avoid assigning the final bit of project work as homework unless they are certain that students both live within a close proximity to one another and have internet access at home.
With their new reflections in hand, students can head back to their machines to make a handful of edits. With just 10 minutes left, they will likely have to select only the most important feedback to incorporate.
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-16 - Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation and review stages of program development.
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.