Author:
Julia
Subject:
Elementary English Language Arts, Computer Science
Material Type:
Lesson Plan
Level:
Upper Elementary
Provider:
South Sanpete School District
Tags:
Coding, Computer Science, Ozobots, upperelem
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Formats:
Text/HTML

Education Standards

Map Your Way to School With Ozobots

Map Your Way to School With Ozobots

Overview

This is a computer science lesson plan created by educators in the South Sanpete School District. Using ozobots, the lesson challenges students to draw a map from their house to the school using color codes to show speed and cool moves. The lesson is designed for third grade and includes modifications for grades 1-5.

SUMMARY

Students will draw a map from their house to the school using color codes to show speed and cool moves. 

CURRICULUM STANDARDS

CURRICULUM STANDARDS

  1. ELA Standard 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  2. CS Standard 3.CT.1 Decompose problems into smaller manageable tasks which may themselves be decomposed.

INTENDED LEARNING OUTCOMES

INTENDED LEARNING OUTCOMES

At the completion of this lesson, students will be able to:

  • Use color codes to get a desired action from the ozobot including speed and cool moves.

  • Write a narrative describing the students' real experiences traveling to school.

MATERIALS NEEDED

MATERIALS NEEDED

  1. Ozobot (charged) Give each pair of students an ozobot if needed.

  2. Markers (black, red, blue, green)

  3. Large white paper

  4. Paper for writing the narrative

  5. Teacher sample for the narrative (example)

  6. Color Code Sheet

  7. Sheet of white labels - can be used when students need to fix lines that are too big or codes that need to be redone.

COMPUTER SCIENCE WORDS TO INTRODUCE/REVIEW

COMPUTER SCIENCE WORDS TO INTRODUCE/REVIEW

  • Artifact Anything created by a human.

  • Debug The process of finding and correcting errors (bugs) in programs.

INSTRUCTIONAL PROCEDURES

INSTRUCTIONAL PROCEDURES

  1. Attention Getter:

  • “How do you get to school? Tell your partner about their journey to school.  
  • Do you go fast or slow?  
  • Do you travel by car, bike, walk, etc.? 
  • Are there places that you need to slow down? 
  • What do you see?”
  1. Show students how you get to school by drawing a line (map) on a piece of paper. Look at the color code sheet. Add codes to your map that show when you need to slow down, stop, etc. Have an ozobot follow your line.

  2. Give students a white piece of paper so they can create a map of their path to school

  • Include 3-5 color codes for ozobot to follow
  • Cool moves can show how a student feels at different places on the map.
  1. Encourage students to make sure codes work when the ozobot goes over them and that ozobot is following lines correctly throughout the drawing process. Have them debug as needed. Explain that the word debug means to find and correct errors.

  2. Once the maps are finished, introduce the word artifact as anything made by a human. Their maps are considered artifacts. Students can present their artifacts to the class or a group of students.

  3. Pass out paper to students to record (using full sentences) their travel experience on the way to school. Write your own example to share with the class. Then, give students 5 minutes to quick-write their narrative. Encourage students to add several details to their writing. 

  4. Then have students trade stories with their eyeball partner. Instruct students to read the story and tell their partner two things they liked about the story and offer two ways they could improve the writing (spelling, grammar, adding transition words, details, etc.)! Let students collaborate by peer reviewing each other’s work! 

EXTENSIONS/ADAPTATIONS

EXTENSIONS/ADAPTATIONS

  • Extensions 

    • Use direction codes to make it a little more challenging

    • Add pictures of houses, etc. to their map

    • Add details to their story to go along with the map

  • Adaptations

    • Pair students to help each other and to answer questions as needed

WRAP UP/REFLECTION

WRAP UP/REFLECTION

Reflect on the lesson as a class by discussing what they did to get their ozobot to school. 

  • Was your map successful? How did you debug to make your codes or map work?

  • How can an ozobot be used in other subjects in school?

MODIFICATIONS FOR EACH GRADE LEVEL

MODIFICATIONS FOR EACH GRADE LEVEL

  • ELA Standard 1.W.3  ​​Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

  • ELA Standard 2.W.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

  • ELA Standard 4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

  • ELA Standard 5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.