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Lesson overview

In part three of the workshop each group will discuss different ways of sharing ideas then create articles, posters, videos, photo galleries or reports to persuade their audience that their prototypes are worth taking forward. Then each group will present their prototypes and demonstrate their ideas in action using the mBot as part of a working display.

Learning outcomes

• Understand why sharing ideas is important
• Name at least one job associated with communication
• Identify a variety of different media and describe when each might be used
• Plan and prepare a group presentation
• Select and create an appropriate way of sharing a project
• Present and explain a group project
• Share learning

Lesson steps

1. Video opener (5 mins)
   Communicating ideas, introducing the ideas of different audiences and different methods of communication.
2. Classroom discussion (10 mins)
   The class will discuss the video and link different methods of communication with the audiences they might reach.
3. Design thinking: share (20 mins)
   Each group will prepare their prototype project for a ‘show and tell’, including an explanation of the problem the prototype is solving, a demonstration and one example of how they would share their project beyond the class.
4. Present and reflect (25 mins)
   Each group will give a short ‘show and tell’ of their prototype to the class, including the thought process behind it. The class will then reflect on their learning and achievements across the whole unit of work.

Equipment required (per group)

• Student mBot prototype
• Laptop or tablet with mBlock

England

Computing Key Stage 2

• Select, use and combine a variety of software to design and create a range of content that accomplish given goals, including presenting data and information

Design & Technology Key Stage 2

• Design
  Use research and develop design criteria to inform the design of products aimed at particular individuals or groups
  Generate, develop, model and communicate ideas through discussion and prototypes
• Evaluate
  Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
• Technical knowledge
  Apply their understanding of computing to program, monitor and control their products

USA

International Society for Technology in Education (ISTE) Standards for Students

• 1c. Students use technology to demonstrate their learning in a variety of ways.
• 1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
• 3a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
• 3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
• 3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
• 4a. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• 4c. Students develop, test and refine prototypes as part of a cyclical design processes
• 4d. Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
• 6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
• 6b. Students create original works or responsibly repurpose or remix digital resources into new creations.
• 6d. Students publish or present content that customizes the message and medium for their intended audiences.
• 7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.