In a whole-class discussion, encourage students to share their observations, questions, and impressions. Tie their learning to their prior knowledge from Lesson 1. Use student answers to the questions provided as the basis for discussion.

Remember, your goal in this discussion is promoting divergent thinking. Allow time to hear as many different ideas as possible during the discussion. Remind students to respond to and build upon what others have said, using phrases like: 

• To add onto that…
• In contrast…
• I agree/disagree, because…
• I wonder ____ because… 

Identify key terms that students use during the discussion that you can define together to help students share a common language.

Note: This lesson will introduce students to the AI Vision Sensor. They will continue to learn about the sensor's features and functionality throughout this course. Encourage students to ask questions and be curious about the sensor as they complete the lesson.

Foreground the student expectations at the start. Ask questions like: 

• Can you explain the activity in your own words?
• How is your group going to get started? 
• What is something you can do to be helpful if it is not your turn to drive?

Distribute task cards to each student. Remember, the provided task card (Google / .docx / .pdf) is the basis for this guided practice, and can be adapted to best meet the needs of your students. Here are some additional key points about using task cards:

• Encourage students to check off the items in the Practice Checklist to help them monitor their progress during the activity. 
• Remind students to try the Feeling Stuck? strategy if they need help or additional support.
• Students should use the Success Criteria to help them communicate when they are ready for a teacher check-in to share their practice.

To learn more about the task card, view this article.

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

• What happens when you press the Up button on your controller?
• Do you think the order in which you pick up the barrels matters? Why or why not? 
• How is your driving in this activity similar or different to your driving in Lesson 1?

Guide students to share their learning in a whole-class discussion. Help students reflect on their learning through practice to converge on shared understanding or learning targets. 

Use the questions students answered in their journals as the starting point for the discussion. As you listen to students' contributions, ask follow up questions to guide their understanding: 

• For strategy sharing: 
  • Did your group approach the task similarly or differently? Do you think your strategy was better or worse? Why? What evidence do you have to support that assertion? 
• For features: 
  • How did the button and feature you used help you complete the challenge?
  • Did you try different buttons or features before deciding on the one you used? Why or why not?
  • How do you think this feature could be used in a different challenge or real-world situation?

Revisit your shared map of the controller, and label the buttons with their functionality, to help create a tangible artifact that demonstrates students' convergent thinking about the Drive mode. Students can reference this in the unit challenge.