EDUCATOR PORTAL

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Lesson Materials

Piper Computer Kit

Learning Objectives

1. Use StoryMode MiniGames to extend their play and learn electronics concepts.
2. Apply physical science and computer science concepts from the preceding phases.
3. Foster an inclusive computing culture by engaging learners around their personal interest in computer games.
4. Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
5. Demonstrate how computer hardware and software work together as a system to accomplish tasks.

Lesson Preperation

• Complete the stories and electronic builds yourself for the Mini-Games.
• Suggested student-to-kit ratio is 2:1 up to 3:1. Students are in the same teams as before, or make adjustments as necessary to facilitate good teamwork.
• Make sure Piper kits are built, connected, functioning, and batteries are charged for the Raspberry Pi.
• Retrieve student team storage boxes with Piper build components.
• Provide storage devices to teams to hold electronics - such as paper plate or paper cup or plastic box.
• Plan how much time is left for students to work on the MiniGames and still meet the goals of completing other lessons.

PIPER 5E INSTRUCTIONAL MODEL

Engage

• Introduce the idea of puzzles:
  • Ask students what kinds of puzzles they typically enjoy, whether mental or tactile.
  • Explain that in this lesson, students will be solving a series of small puzzles to gain new abilities within the Piper world.
  • You can use slides 1-3 in the 4.1 SLIDES to provide more context and visual aids for the introduction.
• Discuss MiniGames:
  • Point out that as students played through the StoryMode levels, they may have noticed MiniGames unlocking.
  • Explain that MiniGames are represented by moons next to the planets and may be unlocked after completing the main project.
  • Clarify that each MiniGame involves building a “power-up” or electronic component using the mini breadboard in the Piper Computer Kit.
  • Emphasize that instead of solving a challenge and moving to the next level, MiniGames allow students to play repeatedly to beat their previous scores or improve their times.
  • Highlight that MiniGames build in complexity, so it’s important to do them in sequence from the top of the screen down.

Explore

1. Instruct students to play the MiniGames in sequence and follow the instructions to build the electronics for the game. Then pairs play the game together as time permits. Students can track the games they’ve played with the Phase 4 Graphic Organizer.
2. Use the PiperCode Project Guides and the CS and NGSS standards as your reference for generating questions to ask students as you walk the room observing their progress. Example questions:
   • How is the electronics for this one different than the other projects?
   • How do you win or beat the game?
   • How is the gameplay defined by the wiring of the buttons and devices?
   • What if we moved the lights or button to other spots on the breadboard? What would happen?
   • How would you improve this game?

Explain

• At the conclusion of each MiniGame, after students have played the game a couple of times, have students stop for an evaluation before moving on to the next game. Students can track their work on the Phase 4 Graphic Organizer.
• The MiniGames may be used as extra credit points. Have students document the games in their Piper Journal. Include a description of the game and a sketch of the circuit created (and optionally pictures taken). They should note any roadblocks and how they troubleshot solutions, or how they might build it differently in the next iteration.
• [OPTIONAL]: Evaluate their Piper Journals and teamwork with a rubric.
• Students demonstrate and explain their solution for the circuit built and explain how it affects the game created and their ability to win the game. Provide feedback and praise to each student. Review each minigame using Slides 4 thru 13 in 4.1 SLIDES.
• Students take a picture of their control panel and circuits. After completing the games, students take apart any circuits on separate breadboards and return parts to their proper bag in the storage bin.

Elaborate

• Have students explore a planet in “Creative Mode”. In this version, students are able to explore the environment without a given goal or problem to solve. Use slide 16 as a visual explanation of the task.
• Have students consider what types of challenges they could create using this environment. They could consider limitations that they could impose on players similar to those in the minigames.
• Because this version is open-ended, have each group complete a different planet. They can share their ideas for their challenges with the other groups.
• Tie the problem solving and persistence actions used in building and playing the games to a growth mindset or 21st Century skills they will need to be an engineer in real life.

Evaluate

1. Combine a few teams together in small groups of 4 to 6. Have individuals contribute questions/answers on the topic of user interface in game design and hardware that is used in gaming, giving references to the games they just finished that explored these concepts. Assign peer leaders to either document or summarize their group’s ideas. Slides 17 - 18 can be used during this time.
2. Provide prompts to help them get started:
   • How were we given each puzzle?
   • What tools were we given to solve each puzzle?
   • How did the different tools and abilities help us in the next level?
   • How were we able to explore during “Creative Mode”?
   • Did you learn anything new about the planet? What was it and why did “Creative Mode” allow you to learn this?
   • How did the items on each planet change for you during “Creative Mode”? Why does it change your experience on the planet?
   • What did we feel during each challenge?
   • How can we recreate that emotion for other gamers?
3. Create Your Own Piper Game Activity:
   • Plan a new Piper Game Extension
   • Who will use your Game Extension? Sketch a user profile of a typical Piper user
   • Develop a new product idea using the same design thinking process the Piper development team takes. Create a Sketch.
   • Plan, design, then create a poster to describe your new Piper extension

PHASE RESOURCES

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Graphic Organizer

Phase 4 DOWNLOAD

Term Glossary

Standards Alignment

We are excited to be aligned with the following standards.

K12 Computer Science Standards

Concepts	Standards
Computing Systems: Devices	CA 3-5.CS.1 Describe how computing devices connect to other components to form a system. (P7.2) 6-8.CS.1 Design modifications to computing devices in order to improve the ways users interact with the devices. (P1.2, P3.3) 6-8.CS.2 Design a project that combines hardware and software components to collect and exchange data. (P5.1)
Computing Systems: Hardware & Software	CA 3-5.CS.2 Demonstrate how computer hardware and software work together as a system to accomplish tasks. (P4.4) 6-8.CS.2 Design projects that combine hardware and software components to collect and exchange data. (P5.1)
Computing Systems: Troubleshooting	3-5.CS.3 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies. (P6.2) 6-8.CS.3 Systematically apply troubleshooting strategies to identify and resolve hardware and software problems in computing systems. (P6.2)
Algorithms & Programming: Algorithms Variables Control Modularity Program Development	3-5.AP.10 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. (P3.3, P6.3) (Sensor Explorer lessons) 3-5.AP.11 Create programs that use variables to store and modify data. (P5.2) 3-5.AP.12 Create programs that include events, loops, and conditionals. 3-5.AP.13 Decompose problems into smaller, manageable tasks which may themselves be decomposed. (P3.2) 3-5.AP.14 Create programs by incorporating smaller portions of existing programs, to develop something new or add more advanced features. (P4.2, P5.3) 3-5.AP.17 Test and debug a program or algorithm to ensure it accomplishes the intended task. (P6.2) 3-5.AP.18 Perform different roles when collaborating with peers during the design, implementation, and review stages of program development. 6-8.AP.10 Use flowcharts and/or pseudocode to design and illustrate algorithms that solve complex problems. (P4.1, P4.4) 6-8.AP.11 Create clearly named variables that store data, and perform operations on their contents. (P5.1, P5.2) 6-8.AP.13 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs. (P3.2) 6-8.AP.14 Create procedures with parameters to organize code and make it easier to reuse. (P4.1, P4.3) 6-8.AP.15 Seek and incorporate feedback from team members and users to refine a solution that meets user needs. (P1.1, P2.3) 6-8.AP.17 Systematically test and refine programs using a range of test cases. (P6.1) 6-8.AP.19 Document programs in order to make them easier to use, read, test, and debug. (P7.2)
Impacts of Computing Culture	3-5.IC.20 Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices. (P3.1) 6-8.IC.20 Compare tradeoffs associated with computing technologies that affect people's everyday activities and career options. (P7.2) 6-8.IC.21 Discuss issues of bias and accessibility in the design of existing technologies. (P1.2)
Practices	P1. Fostering an Inclusive Computing Culture P2. Collaborating Around Computing P4. Developing and Using Abstractions P5. Creating Computational Artifacts P6. Testing and Refining Computational Artifacts
Data and Analysis	3-5.AP.10 Compare and refine multiple algorithms for the same task and determine which is the most appropriate. (P3.3, P6.3) (Sensor Explorer)

Next Generation Science Standards Connections

Concept	Standard
Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.	(4-PS3-2) &(4-PS4-2)
Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.	(4-PS3-4)
Generate and compare multiple solutions that use patterns to transfer information.	(4-PS4-3)
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 (Performance Expectation).	3–5-ETS1-2
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. (P.E.3.4.7)	3–5-ETS1-3
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.	(MS-PS4-3)
Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information (inputs and outputs).	(MS-PS4-3)
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.	MS-ETS1-2
Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.	MS-ETS1.C.