KUBO Coding++ Project Pack 16 All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducation

T E AC H E R N OT E S

KUBO Coding++ Project Pack

Grades 3-5

Group Size 2 to 4 students

Setup Time Initial setup will take

30 to 60 minutes daily setup will take 5 minutes

Total Time 540 minutes to 675

minutes (12 to 15 forty-five-minute sessions)

G E N E R A L N O T E S

1 The KUBO Coding++ Project Pack uses an open-ended approach to teach students about programming using KUBO An open-ended approach to problem-solving is one in which there is more than one correct solution Students should be encouraged to be creative in their problem-solving and explore as many different solutions as time allows Rather than the teacher providing direct instruction on how to solve a problem the focus for open-ended methods of instruction should be on helping students understand the tools and resources they have available to arrive at the solutions themselves

2 Before starting the KUBO Coding++ Project Pack students should have completed the Coding License and Coding++ curriculum Students could also incorporate the Coding+ curriculum if they have had that experience

3 The purpose of this KUBO Coding++ Project Pack is to have students demonstrate their creativity in problem-solving writing and coding Students are asked to peer-review one another during this project so you should stress that students should be respectful of their peers and the work and effort they have demonstrated

4 Students are required to build a 3-D environment that KUBO will navigate You will need to provide the materials that students can use You will also need to decide on the size of the environment that students will create The larger the environment the longer the time that it will take for students to complete each phase of the project The schedule is flexible if students donrsquot use one of the early days you can give them time for a redesign which will likely be necessary during the programming phase of the project

5 Examples of materials that may be used for the construction of the 3-D environment are

Clay

Craft sticks

Straws

Paper cups

Sticks or twigs

Glue

Twist ties

Toothpicks

Containers

L E S S O N O U T L I N E Introduction

Collaborate and Plan

Build

Write

Program KUBO

Present

Dowels

String

Balloons

Rubber bands

Paint

Markers

Crayons

Colored pencils

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 26

6 You might wish to set up multiple stations with the available materials in the classroom before beginning the KUBO Coding++ Project Pack so that students can see what is available for them to work with before they start building

7 You may have students bring in objects from outside the classroom (for example model cars spaceships trains animals army guys model plants or dinosaurs) If you do this it is good practice to establish what is acceptable and what is not in advance with the students

8 At the end of the project students present their projects stories and coding examples If you want them to create multimedia presentations you will need to have applicable materials available to them You may encourage them to record examples of their code for the presentation This can be accomplished by preserving the TagTilesreg themselves photographing the tiles or recording the order of the tiles on a piece of paper

9 As you begin each day it is good practice to review what was accomplished during the previous day and set goals for the new day to keep students on track for the completion of the project Using the ldquoChecklistrdquo worksheet in this review process will give students the opportunity to keep it up to date during the project

10 Worksheets are listed in the sections where they are used You can provide folders for students to keep papers together during the course of the project

11 You can assess student work using the premade rubrics which are available for download at KUBOeducation or you can use your own rubric The following rubrics are available for download

Group Work Rubric ndash This rubric assesses the studentrsquos ability to work as part of a group throughout the project It should be used to assess students individually

Story Writing Rubric ndash This rubric assesses the studentrsquos story writing It can be used to assess students individually or as a group

Programming Rubric ndash This rubric assesses the studentrsquos programming and justification of programming

Presentation Rubric ndash This rubric assesses the studentrsquos presentation at the culmination of the project It can be used to assess students individually or as a group

12 You can adjust the covered content easily by directing the students during the Introduction or the Collaborate and Plan phases of the project to tailor the project to your specific needs The following are possible ways to integrate other content areas into the project

Environmental ndash Establish an environmental issue that KUBO must address during the course of the project Examples include climate change litter recycling deforestation wildlife conservation or any other environmental issue relevant to your students Have students research the environmental topic and tailor their story to how KUBO would solve the problems related to that issue and incorporate that into the programming phase of the project

Example Students have KUBO work to retrieve trash scattered around the map in order to clean up the environment The Event tiles could be used to represent different types of environmental pollution that require different cleanup techniques so KUBOrsquos response would depend on the type of event or pollution encountered on the map

Social-Emotional Learning (SEL) ndash Create age-appropriate SEL scenarios that would be similar to what the students might experience such as anger management trust self-control conflict resolution Have students discuss what actions would be appropriate in the scenarios and then have them tailor their stories to those actions Have KUBO act out the situations from the scenarios in the student-centered environments

Example Students use Event tiles to have KUBO move to a cool-off location on the map after encountering an angry event on the map Students could use the Random and Event tiles to randomize KUBOrsquos movement to demonstrate what happens when people try to accomplish something and lose self-control causing them to forget or ignore some of the tasks that need to be accomplished

Everyday Life ndash Have students create stories from their personal histories and reflections Have them write autobiographical stories and then have KUBO portray them in the story in the environments they create Alternatively students could create stories about their hopes for the future and have KUBO act out those stories in the student-created environments

Example Students use the Coding++ tiles to re-create a story about a decision they have had to make in their own lives They can have KUBO act out what happened based on the decision they actually made as well as act out what they think would have happened if they had made a different decision

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 36

Societal Issues ndash Have students identify a current societal issue they are familiar with and then have them brainstorm a possible resolution to the issue Their stories could then center on those resolution strategies KUBO would then act out the resolution scenarios in the student-created environments Students could also present this to a larger group and lead a discussion on alternative ideas for solutions to the issues

Example Students use the Coding++ tiles to explore the decision-making process for an issue that is in the current news Students could explore the if-then process of decision-making and discuss different opinions about the possible outcomes They could also incorporate the Random and Event tiles to create random events that affect the outcome of the decisions

Historical ndash Give students a historical period person or geographical location and have them research the events that occurred during this time Then have them create a story for a character during that time period taking into account what would have been occurring and how it would affect the character Have KUBO take the place of the character and act out the experiences of the character in the student-created environments Students could create a period-appropriate costume for KUBO to wear during this project

Example Students have KUBO act out an event from history and then use the Conditional tiles to program KUBO to act out what-ifs from history related to that event Encourage students to explore what things are currently influenced by the historical event and think about how they would be different if the event had happened differently then have students act those events out using KUBO

Scientific ndash Have students create a story around a particular scientific concept such as how an atom behaves when interacting with other atoms animal behavior in an ecosystem how levers work or any other concept related to the science curriculum the students are familiar with Have KUBO demonstrate the scientific principles that are being talked about in the student-created environments

Example Using the Event and Conditional tiles students could model the interactions between different atoms KUBO could represent one element while the events could represent atoms such as oxygen carbon and hydrogen As KUBO encounters different events or atoms KUBO could move to locations on the map that represent the compounds that would be formed such as water carbon dioxide or others

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 46

Introduction1 Students have had experience with KUBO and Coding TagTiles to accomplish the following tasks Review any

portion that needs review before proceeding with the KUBO Coding++ Project Pack

Build functions

Create loops

Alter KUBOrsquos behaviors

Navigate KUBOrsquos maps

2 Review any additional TagTile sets the students might have experienced with Coding+ and Coding++ before proceeding

3 If you provide students with a folder to keep their work together you should make sure they have it available during this introduction phase You may introduce them to the concept of student portfolios and treat the folder as a portfolio of student work

4 Hand out the ldquoChecklistrdquo worksheet to students and tell them they will need to turn it in completed at the end of the project

Collaborate and Plan1 Have students interview their partner(s) and record the information on the ldquoPartner Profilerdquo worksheet

2 Some possible locations that the students could use for their 3-D environments could be environmental areas such as the rain forest desert or arctic spaceships or alien planets a city in their country or a foreign country or an amusement park they would like to visit or one they would like to design They can use the ldquoLocationrdquo worksheet that can be downloaded from KUBOeducation to record their information

3 You will need to provide students with access to the tools for research If you are using the Internet as a resource you might want to use student-safe search sites such as wwwkiddleco for this purpose Students should use the ldquoResearchrdquo worksheet to record their information

4 You will need a designated area for all the groups to choose materials from Before students begin deciding what to use they should view the materials and become familiar with what is available for them to use If you will allow students to bring in outside materials mention this option to them at this point Students should complete the ldquoMaterials Listrdquo worksheet for the materials they plan to use for their project They should update this worksheet to reflect any material changes they make as they continue with the project

Build1 Inform students of how much time they will have to build their maps As time goes on let students know how

much time is remaining so they donrsquot lose track

2 Some students might find that they need to adjust their plan to meet the timeline this is a good discussion point for the presentation phase of the project

3 Other students might finish early they should be encouraged to expand their KUBO Coding++ Project Pack to use the remaining time constructively

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 26

6 You might wish to set up multiple stations with the available materials in the classroom before beginning the KUBO Coding++ Project Pack so that students can see what is available for them to work with before they start building

7 You may have students bring in objects from outside the classroom (for example model cars spaceships trains animals army guys model plants or dinosaurs) If you do this it is good practice to establish what is acceptable and what is not in advance with the students

8 At the end of the project students present their projects stories and coding examples If you want them to create multimedia presentations you will need to have applicable materials available to them You may encourage them to record examples of their code for the presentation This can be accomplished by preserving the TagTilesreg themselves photographing the tiles or recording the order of the tiles on a piece of paper

9 As you begin each day it is good practice to review what was accomplished during the previous day and set goals for the new day to keep students on track for the completion of the project Using the ldquoChecklistrdquo worksheet in this review process will give students the opportunity to keep it up to date during the project

10 Worksheets are listed in the sections where they are used You can provide folders for students to keep papers together during the course of the project

11 You can assess student work using the premade rubrics which are available for download at KUBOeducation or you can use your own rubric The following rubrics are available for download

Group Work Rubric ndash This rubric assesses the studentrsquos ability to work as part of a group throughout the project It should be used to assess students individually

Story Writing Rubric ndash This rubric assesses the studentrsquos story writing It can be used to assess students individually or as a group

Programming Rubric ndash This rubric assesses the studentrsquos programming and justification of programming

Presentation Rubric ndash This rubric assesses the studentrsquos presentation at the culmination of the project It can be used to assess students individually or as a group

12 You can adjust the covered content easily by directing the students during the Introduction or the Collaborate and Plan phases of the project to tailor the project to your specific needs The following are possible ways to integrate other content areas into the project

Environmental ndash Establish an environmental issue that KUBO must address during the course of the project Examples include climate change litter recycling deforestation wildlife conservation or any other environmental issue relevant to your students Have students research the environmental topic and tailor their story to how KUBO would solve the problems related to that issue and incorporate that into the programming phase of the project

Example Students have KUBO work to retrieve trash scattered around the map in order to clean up the environment The Event tiles could be used to represent different types of environmental pollution that require different cleanup techniques so KUBOrsquos response would depend on the type of event or pollution encountered on the map

Social-Emotional Learning (SEL) ndash Create age-appropriate SEL scenarios that would be similar to what the students might experience such as anger management trust self-control conflict resolution Have students discuss what actions would be appropriate in the scenarios and then have them tailor their stories to those actions Have KUBO act out the situations from the scenarios in the student-centered environments

Example Students use Event tiles to have KUBO move to a cool-off location on the map after encountering an angry event on the map Students could use the Random and Event tiles to randomize KUBOrsquos movement to demonstrate what happens when people try to accomplish something and lose self-control causing them to forget or ignore some of the tasks that need to be accomplished

Everyday Life ndash Have students create stories from their personal histories and reflections Have them write autobiographical stories and then have KUBO portray them in the story in the environments they create Alternatively students could create stories about their hopes for the future and have KUBO act out those stories in the student-created environments

Example Students use the Coding++ tiles to re-create a story about a decision they have had to make in their own lives They can have KUBO act out what happened based on the decision they actually made as well as act out what they think would have happened if they had made a different decision

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 36

Societal Issues ndash Have students identify a current societal issue they are familiar with and then have them brainstorm a possible resolution to the issue Their stories could then center on those resolution strategies KUBO would then act out the resolution scenarios in the student-created environments Students could also present this to a larger group and lead a discussion on alternative ideas for solutions to the issues

Example Students use the Coding++ tiles to explore the decision-making process for an issue that is in the current news Students could explore the if-then process of decision-making and discuss different opinions about the possible outcomes They could also incorporate the Random and Event tiles to create random events that affect the outcome of the decisions

Historical ndash Give students a historical period person or geographical location and have them research the events that occurred during this time Then have them create a story for a character during that time period taking into account what would have been occurring and how it would affect the character Have KUBO take the place of the character and act out the experiences of the character in the student-created environments Students could create a period-appropriate costume for KUBO to wear during this project

Example Students have KUBO act out an event from history and then use the Conditional tiles to program KUBO to act out what-ifs from history related to that event Encourage students to explore what things are currently influenced by the historical event and think about how they would be different if the event had happened differently then have students act those events out using KUBO

Scientific ndash Have students create a story around a particular scientific concept such as how an atom behaves when interacting with other atoms animal behavior in an ecosystem how levers work or any other concept related to the science curriculum the students are familiar with Have KUBO demonstrate the scientific principles that are being talked about in the student-created environments

Example Using the Event and Conditional tiles students could model the interactions between different atoms KUBO could represent one element while the events could represent atoms such as oxygen carbon and hydrogen As KUBO encounters different events or atoms KUBO could move to locations on the map that represent the compounds that would be formed such as water carbon dioxide or others

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 46

Introduction1 Students have had experience with KUBO and Coding TagTiles to accomplish the following tasks Review any

portion that needs review before proceeding with the KUBO Coding++ Project Pack

Build functions

Create loops

Alter KUBOrsquos behaviors

Navigate KUBOrsquos maps

2 Review any additional TagTile sets the students might have experienced with Coding+ and Coding++ before proceeding

3 If you provide students with a folder to keep their work together you should make sure they have it available during this introduction phase You may introduce them to the concept of student portfolios and treat the folder as a portfolio of student work

4 Hand out the ldquoChecklistrdquo worksheet to students and tell them they will need to turn it in completed at the end of the project

Collaborate and Plan1 Have students interview their partner(s) and record the information on the ldquoPartner Profilerdquo worksheet

2 Some possible locations that the students could use for their 3-D environments could be environmental areas such as the rain forest desert or arctic spaceships or alien planets a city in their country or a foreign country or an amusement park they would like to visit or one they would like to design They can use the ldquoLocationrdquo worksheet that can be downloaded from KUBOeducation to record their information

3 You will need to provide students with access to the tools for research If you are using the Internet as a resource you might want to use student-safe search sites such as wwwkiddleco for this purpose Students should use the ldquoResearchrdquo worksheet to record their information

4 You will need a designated area for all the groups to choose materials from Before students begin deciding what to use they should view the materials and become familiar with what is available for them to use If you will allow students to bring in outside materials mention this option to them at this point Students should complete the ldquoMaterials Listrdquo worksheet for the materials they plan to use for their project They should update this worksheet to reflect any material changes they make as they continue with the project

Build1 Inform students of how much time they will have to build their maps As time goes on let students know how

much time is remaining so they donrsquot lose track

2 Some students might find that they need to adjust their plan to meet the timeline this is a good discussion point for the presentation phase of the project

3 Other students might finish early they should be encouraged to expand their KUBO Coding++ Project Pack to use the remaining time constructively

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 36

Societal Issues ndash Have students identify a current societal issue they are familiar with and then have them brainstorm a possible resolution to the issue Their stories could then center on those resolution strategies KUBO would then act out the resolution scenarios in the student-created environments Students could also present this to a larger group and lead a discussion on alternative ideas for solutions to the issues

Example Students use the Coding++ tiles to explore the decision-making process for an issue that is in the current news Students could explore the if-then process of decision-making and discuss different opinions about the possible outcomes They could also incorporate the Random and Event tiles to create random events that affect the outcome of the decisions

Historical ndash Give students a historical period person or geographical location and have them research the events that occurred during this time Then have them create a story for a character during that time period taking into account what would have been occurring and how it would affect the character Have KUBO take the place of the character and act out the experiences of the character in the student-created environments Students could create a period-appropriate costume for KUBO to wear during this project

Example Students have KUBO act out an event from history and then use the Conditional tiles to program KUBO to act out what-ifs from history related to that event Encourage students to explore what things are currently influenced by the historical event and think about how they would be different if the event had happened differently then have students act those events out using KUBO

Scientific ndash Have students create a story around a particular scientific concept such as how an atom behaves when interacting with other atoms animal behavior in an ecosystem how levers work or any other concept related to the science curriculum the students are familiar with Have KUBO demonstrate the scientific principles that are being talked about in the student-created environments

Example Using the Event and Conditional tiles students could model the interactions between different atoms KUBO could represent one element while the events could represent atoms such as oxygen carbon and hydrogen As KUBO encounters different events or atoms KUBO could move to locations on the map that represent the compounds that would be formed such as water carbon dioxide or others

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 46

Introduction1 Students have had experience with KUBO and Coding TagTiles to accomplish the following tasks Review any

portion that needs review before proceeding with the KUBO Coding++ Project Pack

Build functions

Create loops

Alter KUBOrsquos behaviors

Navigate KUBOrsquos maps

2 Review any additional TagTile sets the students might have experienced with Coding+ and Coding++ before proceeding

3 If you provide students with a folder to keep their work together you should make sure they have it available during this introduction phase You may introduce them to the concept of student portfolios and treat the folder as a portfolio of student work

4 Hand out the ldquoChecklistrdquo worksheet to students and tell them they will need to turn it in completed at the end of the project

Collaborate and Plan1 Have students interview their partner(s) and record the information on the ldquoPartner Profilerdquo worksheet

2 Some possible locations that the students could use for their 3-D environments could be environmental areas such as the rain forest desert or arctic spaceships or alien planets a city in their country or a foreign country or an amusement park they would like to visit or one they would like to design They can use the ldquoLocationrdquo worksheet that can be downloaded from KUBOeducation to record their information

3 You will need to provide students with access to the tools for research If you are using the Internet as a resource you might want to use student-safe search sites such as wwwkiddleco for this purpose Students should use the ldquoResearchrdquo worksheet to record their information

4 You will need a designated area for all the groups to choose materials from Before students begin deciding what to use they should view the materials and become familiar with what is available for them to use If you will allow students to bring in outside materials mention this option to them at this point Students should complete the ldquoMaterials Listrdquo worksheet for the materials they plan to use for their project They should update this worksheet to reflect any material changes they make as they continue with the project

Build1 Inform students of how much time they will have to build their maps As time goes on let students know how

much time is remaining so they donrsquot lose track

2 Some students might find that they need to adjust their plan to meet the timeline this is a good discussion point for the presentation phase of the project

3 Other students might finish early they should be encouraged to expand their KUBO Coding++ Project Pack to use the remaining time constructively

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 46

Introduction1 Students have had experience with KUBO and Coding TagTiles to accomplish the following tasks Review any

portion that needs review before proceeding with the KUBO Coding++ Project Pack

Build functions

Create loops

Alter KUBOrsquos behaviors

Navigate KUBOrsquos maps

2 Review any additional TagTile sets the students might have experienced with Coding+ and Coding++ before proceeding

3 If you provide students with a folder to keep their work together you should make sure they have it available during this introduction phase You may introduce them to the concept of student portfolios and treat the folder as a portfolio of student work

4 Hand out the ldquoChecklistrdquo worksheet to students and tell them they will need to turn it in completed at the end of the project

Collaborate and Plan1 Have students interview their partner(s) and record the information on the ldquoPartner Profilerdquo worksheet

2 Some possible locations that the students could use for their 3-D environments could be environmental areas such as the rain forest desert or arctic spaceships or alien planets a city in their country or a foreign country or an amusement park they would like to visit or one they would like to design They can use the ldquoLocationrdquo worksheet that can be downloaded from KUBOeducation to record their information

3 You will need to provide students with access to the tools for research If you are using the Internet as a resource you might want to use student-safe search sites such as wwwkiddleco for this purpose Students should use the ldquoResearchrdquo worksheet to record their information

4 You will need a designated area for all the groups to choose materials from Before students begin deciding what to use they should view the materials and become familiar with what is available for them to use If you will allow students to bring in outside materials mention this option to them at this point Students should complete the ldquoMaterials Listrdquo worksheet for the materials they plan to use for their project They should update this worksheet to reflect any material changes they make as they continue with the project

Build1 Inform students of how much time they will have to build their maps As time goes on let students know how

much time is remaining so they donrsquot lose track

2 Some students might find that they need to adjust their plan to meet the timeline this is a good discussion point for the presentation phase of the project

3 Other students might finish early they should be encouraged to expand their KUBO Coding++ Project Pack to use the remaining time constructively

All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducationKUBO Coding++ Project Pack 56

Write1 Students can use the ldquoStoryrdquo worksheet which can be downloaded from KUBOeducation to record their

information

2 Inform students of how much time they will have for this portion of the project As time goes on let students know how much time is remaining so they donrsquot lose track

3 You could read some short stories with students at this point to identify the beginning middle and end Call out the conflict during the middle of the story so that students can see examples of conflict

4 You may have groups divide up the work on the writing phase Possible ways to do this would be

Divide the story into beginning middle and end and assign different parts to different partners

Create an outline and brainstorm each section as they write

Create episodes for the story with each person responsible for a different episode

Build the story by passing the storytelling around the group from person to person

Program KUBO1 Students are specifically instructed to use the Coding++ TagTile set during the project They should include

at least one of each type of tile from this set in their programming solution to have KUBO act out their story Possible examples

Setting variables with operators and embedding operators in functions

Embedding a variable in a loop

Creative use of speed and turn tiles to fit the story

Creating conditional statements

Creating conditional statements with events

2 Remind students that efficient code is important Efficient code is generally the code that accomplishes everything with the fewest statements in the case of KUBO this means the fewest tiles

3 Make any TagTile sets students are familiar with available to students

4 Students must use at least one of each type of Coding++ TagTile in their code You may require certain other tiles to be used during the programming of KUBO If so inform students of this before the programming phase of the project begins

Present1 You need to decide how long each group has to present record this information on the grading rubric and let

students know how long they will have Time is dependent on the elaborateness of the story the size of the 3-D environment and the amount of programming necessary Generally an upper and lower limit should be set Three to five minutes would be a good starting point but you should adjust as necessary based on your situation

2 Provide students with time to practice their presentations and make adjustments before they have to give the presentation to a group Consider providing them with the ability to evaluate themselves so they can focus on improvements to their presentation

KUBO Coding++ Project Pack 66 All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducation

3 You could invite outside people for the presentations This could include community members school administrators and parents

4 Students complete the ldquoPeer Reviewrdquo worksheet during the other studentsrsquo presentations Show them the worksheets and explain how you want it to be filled out before the first presentation Encourage students to use the sentence starters shown here for their comments or a similar list provided by you to keep the comments clear and positive

G O O D J O B bull I agree with you

because

bull Our strategy was like yours because

bull What you did makes sense because

bull Excellent work on

bull I really like how you

P O S S I B L E I M P R OV E M E N Tbull I have a different idea

because

bull We thought about it in a different way

bull Our strategy was different Herersquos how

bull We discovered that

bull I think it might have been better if

Q U E S T I O N Sbull I have a question about

bull I want to understand this better

bull Can you explain how

bull Can you explain why

bull Irsquom still not sure about

bull One thing I would like to know more about is

N O T E S

KUBO Coding++ Project Pack 66 All rights reserved copy 2019 KUBO Robotics ApS wwwkuboeducation

3 You could invite outside people for the presentations This could include community members school administrators and parents

4 Students complete the ldquoPeer Reviewrdquo worksheet during the other studentsrsquo presentations Show them the worksheets and explain how you want it to be filled out before the first presentation Encourage students to use the sentence starters shown here for their comments or a similar list provided by you to keep the comments clear and positive

G O O D J O B bull I agree with you

because

bull Our strategy was like yours because

bull What you did makes sense because

bull Excellent work on

bull I really like how you

P O S S I B L E I M P R OV E M E N Tbull I have a different idea

because

bull We thought about it in a different way

bull Our strategy was different Herersquos how

bull We discovered that

bull I think it might have been better if

Q U E S T I O N Sbull I have a question about

bull I want to understand this better

bull Can you explain how

bull Can you explain why

bull Irsquom still not sure about

bull One thing I would like to know more about is

N O T E S