After students watch the video and before practicing, come together for a whole-class discussion. Use student answers to the questions provided as the basis for discussion.

As you engage in the discussion with students, model the skills and dispositions to support meaningful discourse.

• Guide students to cite evidence from the video to support their claims about how to move objects. Encourage them to be specific, like how the robot's magnet is related to the process.
• Remind students to listen and respond respectfully, and with their own evidence.

Note students' contributions on the board so students can see and build upon each other's ideas. Remind them to refer to their journals to help them express their ideas with clarity. 

Foreground group work expectations at the start. Ask questions like:

• How is your group going to get started on this activity?
• How will you make sure everyone contributes to planning and coding?

Distribute task cards to each student. Remember, the task card (Google / .docx / .pdf) provided serves as the basis for this activity and is in an editable format. You can adapt it to best meet the needs of your students.

Make sure students build and test their project in increments.

• Button Coding is additive, meaning students can build, test, and then add on to their projects without losing their previous work. This will make debugging their project much easier.
• Help students view debugging as a normal part of coding by encouraging them to share how they have found and fixed bugs in their code. 

Circulate the room as students engage in the practice activity in their groups to discuss their progress and understanding. Ask questions like: 

• Describe the path you planned for your robot. Why did you choose that particular route?
• What has been challenging for you during this activity so far? How did you overcome that challenge?
• Is there anything you need to know that could make this activity easier for you?

Guide students to share their learning in a whole-class discussion. The questions students answered in their journal are the starting point for discussion. Ask follow-up questions to guide students to converge their thinking around shared understandings. Follow up with questions like: 

• For strategy sharing: 
  • Did your group have a similar or different strategy? Do you think it was more or less effective? Why? What evidence do you have to support that claim?
  • What makes a strategy or path the “best” one? What makes you say that? 
• For learning from challenges: 
  • Did another group learn something similar or different? How will that learning help you moving forward into the unit challenge?

Note shared ideas about Button Coding that emerge from this conversation for students to reference during the unit challenge.