Cublets 
By:  Rachel Minier

Project at a Glance :

​Fourth grade students learned how to use a new coding robot called Cubelet. They explored how changing the direction of the cubes made the robot do different things. This project took 10 days, with one hour of learning each day. During the project, students practiced the 4th-grade computer science standard of using sequencing and patterns to create simple algorithms and control the behavior of the robot.

 
Driving Question:

How can we design and build a helpful robot, using Cubelets, to solve a real world problem?
             

Standards:

• Skills4Success: Collaboration, Critical Thinking, and Communication.

 Team / Culture Building:

• Individuals completed the Creative Thinking Types questionnaire.  The class discussed the strengths of each creative type, then the teacher had the students group together based on their specific type. ​​

Entry Event:

• Students used the lockboxes to work as a team and reveal the driving question. 

Stakeholders:

• Anne Thorp, OAISD Instructional Technologist
• Nikki Tiefenbach, GHAPs Instructional Coach

Empathy Building:

• Students created an Empathy Map for the stake holder their group chose.

• Stakeholder Map​

Inquiry / Need to Knows:

• Draw the Problem- A day in the life of the problem.  This analogy encouraged critical thinking by helping students analyze who would be affected by the problem, preparing them to create their empathy map.

Incubation:

• After researching the necessary information for their problem, each team member generated two ideas, which they added to a Crazy 8s form before discussing them.​

• After students identified the problem and stakeholders, they brainstormed what they needed to know before creating a solution.  Each student research one question through Chat GPT to avoid a plethora of articles and videos.

Checking in:

• At the end of each day, we discussed the "who, what, when" protocol to outline the tasks for the following day and ensure we stayed on schedule. Tasks were split between building the prototype, coding the Cubelets, and planning the pitch.

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Solution Building:

• Each student had one dot to vote with from the Crazy 8 generated ideas. The NUF test helped narrow the down the 2-4 ideas that had been voted.​

​Critique and Revision: ​

Students working with Anne Thorpe, OAISD Instructional Technologist

Authentic Audience:

• Anne Thorpe, OAISD Instructional Technologist
• Nikki Tiefenbach, GHAPS Instructional Coach

Final Presentation:​

Click here for teacher's full plan.

​Reflection and Feedback:

   "What thoughtful and important questions for each group to come up with. Each project had it's own solution to very critical events. I know you were short on time but my suggestions would be.. make sure you practice a few times before presenting. Make sure your whole group agrees on pieces of your presentation before you start so there isn't any tension. Double check your protocol (robot) does what you are expecting it to do." ~ Nicole Tiefenbach Robinson Instructional Coach

     "I loved creating and presenting." ~  Cecilia, 4th grader

       "I liked it because we were working together really using teamwork."  ~  Ethan, 4th grader

      "I liked the creating and the collaborating with hands on working."  ~ Mason 4th grader

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

Rachel Minier teaches STEM at Grand Haven Public Schools.

     "I love project-based learning and design thinking because it helps students solve real problems and be creative. Watching them come up with their own ideas, work through challenges, and create prototypes is exciting. It allows them to think critically, collaborate with others, and feel proud of the solutions they develop!"