VR Lesson 4

UT PREP CS Lesson Plan 4

VR Final Presentations

Sponsored by Mozilla Gigabit


Standards Addressed: 


Time: 75 minutes

CS Objective(s):

  1. Students will be able to finalize their VR space using HTML
  2. Students will be able to peer review each other’s work
  3. Students will be able to present their final product

ELA Objective(s):

  1. Students will be able to produce a multimedia presentation using technology.
  2. Students will be able to listen to and interpret a speaker’s purpose by explaining content, evaluating the delivery of the presentation, and asking questions
  3. Understand and interpret visual representations




  • VR Headsets
  • Student Devices (Phones)
  • Computers
  • Sticky Notes (3 different colors)
  • Bohemian Rhapsody VR app pre-downloaded


Background Information:

-Code academy


Code Academy has lessons over html basics that will help you with the syntax of the language. If you have trouble understanding why we write the way we do or you want to be able to help kids faster this is recommended.

-aframe guide





A frame has its own tutorial that will teach you the basics of syntax and the concepts of inserting and manipulating entities. This is required as you will need to learn these tools to teach these lessons and be helpful in the classroom. Use codepen throughout this tutorial to do the actual coding.

-Aframe primitives


These will be used extensively in the lessons so you need to be familiar with them. Please read through each. Some we will be unable to achieve in this set of lessons like the video sphere and textures but read through them to understand what they are and what they do.


Before Class:

  • Check that bohemian Rhapsody VR app is downloaded on each phone
  • Make sure sticky notes are in the lesson supplies
Print extra rubrics to allow for peer review and peer grading.


Engage (5 min):

  • Students access the Bohemian Rhapsody VR app pre-downloaded on their phones, and play around with it for up to 3 minutes. This is an example of what could be accomplished in VR, and should encourage students to keep working on their projects at home beyond the 4-lesson unit.
  • The teacher reviews the agenda, going over the structure of presentations and peer review.

In the next 20 minutes you will make the final touches to your project. If you are done, add a new shape or a new animation to your project.

Explore (20 min):

  • Students finalize their projects, working on last minute details. If students are finished with their project coming in to class, they may add to their projects.
  • After 17 or so minutes, the students transfer their computer work to their phones. Students put their phones into their VR headsets. There is a strict timeline for this, so the 3-minute time for transferring their projects should be emphasized.

Explain (10 min):

  • The teacher hangs out approximately 5 pink sticky notes, 5 orange sticky notes, and 5 green sticky notes per working group. Student instructs the students that comments on the pink sticky notes should start with “I have a question about…”, comments on the orange sticky notes should start with “I noticed that…”, and questions on the green sticky notes should start with “I think you should fix…”. Feedback should be constructive and in good spirit.
  • The teacher explains how the peer review process will begin – students will peer review a total of 3 groups, so each group will get feedback from 3 different groups. Students will peer review for 2 minutes at each station. The rotation will be clockwise, and the students will rotate every 2 minutes until they have peer reviewed 3 groups. THIS 2 MINUTE PERIOD IS PER GROUP, NOT PER STUDENT, AND ACCOUNTS FOR THE TIME FOR STUDENTS TO WRITE ON THEIR STICKY NOTES. The students will then return to their original seats.

Elaborate (10 min):

  • Students look over their feedback, and make changes accordingly. They should try to fix what needs to be fixed and answer any questions students have about their project. They then refresh the program on their phones to see changes.

Evaluate (30 min):

  • The teacher instructs students on how to rotate in the classroom.
  • Overview: From their working groups, one student will stay for the first 15 minutes and explain their work (the presenter), while the other student walks around and tries each of the other projects (the rotator). The rotating student will grade some of the projects based on the rubric. Then the students will switch.
  • The rotating students will review the first three projects he sees for 2 minutes. The rotating students will simply enjoy the other projects that he sees. They can ask questions about code, motivation, goals, how they will improve in the future, etc., to the presenter. The rotating student will have a copy of the rubric and will grade each project based on the criteria.
  • The presenting student will explain their project, problems/challenges, how they fixed it, what they were able to accomplish, etc. to the rotating students.