Irving Independent School District Smart Solutions

Teacher material · Page · Unpublished in Canvas

Facilitator Guide: RVR Day 2 — Precision Movement Lab

Canvas state
Unpublished

TEACHER ONLY · LESSON GUIDE

RVR Day 2 — Precision Movement Lab

Run the lesson here; the student item below remains the independent and absence route.

Daily Learning Contract

Topic: Measured robot movement

Objective: Students will analyze how heading, speed, duration, distance, wait, and continue affect RVR movement and use test data to justify a precision revision.

TEKS:
  • §126.19(c)(1)(E) — develop, compare, and improve algorithms for a specific task to solve a problem; and
  • §126.19(c)(6) — The student uses digital tools to transform data, make inferences, and predictions. The student is expected to use digital tools in order to transform data, analyze trends, and predict possibilities and develop steps for the creation of an innovative process or product.

Demonstration of learning: Seven documented movement tests, required screenshots, and one precision claim supported by measured results.

Before class

Time: One class period
Student route: Day 2 · Precision Movement Lab
Use what already exists: RVR overview; Sphero EDU; Precision Movement Lab DOCX/PDF.

Lesson flow

  1. Launch: Launch with a concrete question or failure that makes measured robot movement matter.
  2. Model: Model one current example or tool move before students begin.
  3. Do: Guide the first decision together, then release students to the existing Canvas task.
  4. Check + support: Check for the named evidence, not completion alone; keep a visual sequence, sentence stems, and purposeful partner roles available.
  5. Close + handoff: Collect or verify the evidence and name the next lesson's connection.

Check before students leave

Ask students to point to the specific evidence above and explain one choice, test, or revision. Completion alone is not evidence of understanding.

Support + troubleshooting

Scaffold: Keep the visual task sequence visible, assign purposeful partner roles, and use the sentence stems on the student page before simplifying the task.

When students get stuck: Ask for the exact step where the tool, code, or task stopped. Check setup, inputs, and saved work before replacing the task or lowering the thinking.