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. 

Remember, students used similar movements when Button Coding, as the robot moved so that it was always facing forward. They had to create separate steps for turning then moving in their path planning previously. Guide students to compare and contrast coding the robot in this way with their previous experiences. Highlight how using the turn to heading block enables them to have greater control over the turns they are making, and talk about why that is useful.

Review expectations for group work to begin. Briefly remind students of their roles to ensure they are set up for success. 

Students can reuse their slalom course from the previous unit to complete this task. Guide students to compare the movement angles they used previously and the headings they will turn to in this lesson. Highlight their similarity to help students grasp the concept of heading and how to use it in a project.

Distribute the Step 2 task card to students (Google / .docx / .pdf). Be sure each group has a Robot Protractor to use throughout their practice. As students are driving and path planning, circulate around the room to check in with students and discuss their learning. Ask questions like: 

• How does transporting an object affect how you are driving? Is it easier or harder than you thought? Why?
• How are you documenting your path to account for turning? 
• What is something you've done previously that is helping you complete this task? How are you applying that learning?

Distribute the Step 3 task card once students have checked in with you and met the success criteria (Google / .docx / .pdf). As students are building, testing, and iterating on their coding projects, circulate around the room and engage students in discussion about their progress and understandings. Ask questions like: 

• How far has your robot traveled through the slalom so far? What do you need to figure out next?
• How does your attention to path planning help you build your project successfully? 
• What is the most challenging part of this task for you? How is your group working together to solve that problem? 
• What other questions do you have about coding your robot to turn?

Step 4 is designed to promote student iteration and exploration by moving between driving and coding to improve their projects and find the best strategy for the task. Students should use the Predict-Drive-Measure-Code process to help them improve one thing about their robot's movement at a time by adjusting the way the robot turns. They should cycle through the process to improve their project. To facilitate this process, ask questions like:

• Did the results of your testing match your prediction? What adjustments do you need to make to improve your turn accuracy? 
• How does predicting the heading before you drive help you to navigate more successfully through the slalom?
• What have you documented in your journal throughout this process?

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

Use the questions students answered in their journals as the starting point for the discussion. Ask follow up questions to guide student understanding: 

• On precision: 
  • Do you think you are paying more attention to precision now than you did at the start of the course? Why or why not? 
  • How does attention to precision affect your group's ability to complete the task together? 
• On iteration and learning through practice: 
  • How would you describe the reasoning behind your iteration for this task? Is that similar or different to another group? Which is the better iteration? Why?
  • Was there something you tried that did not work as intended? What did you learn from that practice?
  • If someone asked you why you would turn to a heading instead of move at an angle, how would you respond? What evidence do you have to support that explanation? 

Note students shared understandings about precision, iteration, and turning their robot to refer back to as they progress through the unit. This way, students can see how their understandings grew from the start of the unit to the end of the challenge, as they explore concepts and understandings related to the essential question.