|Site:||High School Moodle|
|Course:||Mobile Transformation Lab|
|Printed by:||Guest user|
|Date:||Saturday, August 17, 2019, 6:23 PM|
Bee-Bot Resources (FREE)
Number of students: 22
Subject: Integrated content: Math, Language Arts, Science
Reflection: Consider your previous unit/performance/experience with students. (What outcomes were targeted, what were students able to do? How were assessments aligned to these goals? Which of the learning events led to success on the assessment?)
Previous lesson experience:
Students collaborated to design a bridge to solve the problem for 3 bears who needed to cross a piranha-filled river to reach their homeland on the other side. The bridge had to hold the weight of all 3 bears, be completely above (not touch) the river, and extend far enough to reach the land on the other side. The bridge was built from solid materials, but the solids had different properties: flexible, smooth, rough, hard, soft, etc. Students demonstrated their knowledge of these properties by how they utilized them to build a bridge which solved the bears’ problem.
Define the Focus: Consider the general outcomes for a unit, performance, or experience (What do students need to know and be able to do?)
Students will use their prior knowledge of measuring length (Math TEKS 2.9D) to determine how far the Bee-Bot goes with one push (stroke) on each of its directional buttons. Each student group will design an obstacle course that the Bee-Bot must navigate, and they will write the code for the navigation, based on the measurements taken for one stroke. (Math TEKS 2.1A)
Reflect on the Focus: Consider your students in relation to these goals (What knowledge [Content, Processes, Skills, Dispositions] do you expect your students to bring to the unit/performance/product?)
Students will bring their:
Revisit the focus: Consider the specific outcomes identified (What specific outcomes are sought from this unit?)
The Beebot will run successfully to navigate the course each group has designed.
Assessment: Consider evidence of student learning (How do we know when students have learned it? What assessments are available in the curriculum? What evidence will we accept? No accept? What can mastery look like?)
Student mastery is demonstrated when others can use the code written by the group to successfully navigate the Bee-Bot through the course they designed.
Learning Design: Consider the design of the learning to meet the outcomes (How will we design learning to meet the learning outcomes? What tools align with your outcomes to help with designing instruction? What is the best use of time both in and out of the classroom? What will pacing look like to accomplish these goals?)
Differentiation: Consider the specific needs of students (What will we do if they don’t learn it? What will we do if they already know it?)
Any student group that does not demonstrate understanding will received scaffolded support from teachers to identify what is not working and guide them to work through to solve their problem.
Student groups who master all the elements of the basic challenge will explore more complexity to the design of their obstacle course (more complex obstacle, dead end pathway).
Library Media Specialist, Stoli Stephenson at Heritage Elementary, had teams of students design their own game boards and game rules. The object of the lesson was to have each child code the BeeBot to move through the maze to the end to expose them to the fundamentals of coding at an early age. In this innovative lesson, students learned the basics of coding, practiced critical thinking and problem solving, communication and collaboration, and worked on being self-directed.
Code-a-pillar is made by Fisher-Price's Think & Learn series. It helps small children problem solve distance and direction.
Codepillars- Coyote Ridge ES
A fun way to teach and reinforce key concepts from The Very Hungry Caterpillar while introducing coding!
Subject Englah Language Arts, Science
Ms. Cynthia Turner, Pre-K teacher at Coyote Ridge, collaborated with librarian Bethany Watts to teach students directions and introduce them to the concept of coding, while reading The Very Hungry Caterpillar. Kim Estrada, Elementary Science Facilitator lent her expertise with 4th nine weeks content and curriculum to decide the direction of the lesson.
After the meeting, Ms. Turner and Ms. Watts used the LISD elementary Science framework for lesson planning. The day before the coding lesson with the codepillars, Ms. Watts read The Very Hungry Caterpillar to the class, and she and Ms. Turner reviewed and pre-taught the key concepts of lesson.
On Day 2, Library Media Services provided the code-a-pillars, technical and instructional support to the staff members and the students.
What are Cubelets?
Cubelets are a line of construction toys manufactured by Modular Robotics. The Cubelets are small color coded cubes that people magnetically stick together to form a variety of simple robots, a kind of modular robot. They sense, think, and act. The goal is to get kids to use computational thinking looking at how things fit together and patterns.
The company will debut TEK aligned STEAM lesson plans at the end of June. Look for them at the ISTE conference this year.
College Street Elementary has volunteered to review them for the LMS on May 16th. We will have video and tweets related to how the day goes!
Cubelets - http://www.modrobotics.com/cubelets/
For ages 4-adult
Getting Started Guide
Cubelets at College Street
Prior to testing Cubelets we looked at the TEKS to see how they would align to the curriculum.This is a very brief overview of how you might align them.
Cubelets loaned us complete sets of Cubelets for an entire class. We had the students explore the modular robotics creation. It was a very successful day! Their lessons are not aligned with the TEKS, however we were able to align it with Math and Language Arts TEKS K-5.
Michelle Brosi, Library Media Specialist at College Street and our partner for the day, can also give you her thoughts. email@example.com.
A set of 20 will run about $500.00. This will accommodate a group of 4 kids collaborating and working together. They have added a blue tooth cube so you can code them. which now allow them to be K-12.
Lego Mindstorms EV3 is the third generation robot in Lego's Mindstorms robotics line. It is the successor to the second generation Lego Mindstorms NXT 2.0 robot. The "EV" designation refers to the "evolution" of the NXT series
Note: It comes in a million pieces!
TCEA Robotics uses the EV3 robot.
Building STEM Skills
Each year, TCEA provides its members with the opportunity to engage students and build STEM interest with robotics. Participating students from elementary and secondary schools design, collaborate, plan, redesign, construct, create, assemble, invent, reinvent, write, present, and compete to see who has developed the smartest robot. The contests vary based on strategies that involve speed, accuracy, sensing objects, and light. A programmable robot is limited only by the imagination of its inventor.
Students not only have the opportunity to compete in a prescribed problem contest; there is also an open-ended invention contest. Students use marketing, programming, writing, constructing, and presentation skills to find a solution for a problem of their choice.
Contact an expert:
Key Account Manager-M.S.,M.B.A.
Ollie is an app-enabled robot driven by adrenaline. Students can use the robot to creatively solve problems and write and upload code. You are limited only by your imagination on the 100's of way you can use it to support instruction, and your ability to drive.
Steps for set-up (Ollie):
Decide on they type of tire tread you will use. During testing we found the outdoor tread worked on all surfaces.
Make sure the device is charged overnight. This will not charge in just a few minutes.
Android and Apple platforms were both used for testing. The interface was slightly different during the initial setup, however they both functioned the same.
The steps for getting the device awake and going are as follows:
Open the app. (The app is called Ollie in the App Store and Google Play)
Choose drive mode
Touch your device (smartphone or iPad) to the Ollie to initialize the start-up
The app will ask you to name your Ollie. You can choose to do this, or not. It has a sense of humor- it will give you grief about the name you chose- it’s just part of the fun!
Follow the prompts of your device, and get driving!
The most complicated track was built by this group. They tested friction with a variety of materials.
This was a very cooperative group! We were amazed!!!
To increase speed and go over the hills in their design this group noticed the Ollie needed to have a tall place to start.
Bernadette Trammell worked with Angie Bruce in 2015 to study force and motion in 3rd grade at Camey Elementary. The goal was for students to design a successful roller coaster that demonstrates their understanding of friction, force, motion and gravity.
In 2016 they revisited this same lesson and redefined their lesson focus. The elementary science curriculum specialist and the campus STEM teacher partnered with them help expand the lesson. Along with their initial plans, they also focused on students demonstration of their understanding through journaling and data pages; quizzes and assessments through STEMscopes. The students collected data, made charts, observations, and analyzed and interpreted patterns that revealed themselves.
It was an exciting lesson for the students and the all of the adults involved!
What are Ozobots?
Ozobotos are a 1 inch programmable robot that utilizes optical sensors to detect color patterns. The autonomous robot works on different surfaces which allows it to interface with apps on an iPad. It follows black, red, green, and blue paths that control its movement and speed in different directions. The goal of the Ozobot is to introduce kids to simple coding and, at the same time, teach skills such as deductive reasoning.
Code options for the device- http://files.ozobot.com/stem-education/ozobot-ozocodes-reference.pdf
Lessons for ozobot - http://portal.ozobot.com/lessons/type/lesson (some are vague and aligned to any standards)
These can be found at https://portal.ozobot.com/lessons
Classroom applications - http://portal.ozobot.com/lessons/type/classroom-application
The curriculum is aligned to common core, so the teachers would need to align it to the TEKS themselves.
So how much for a 1 inch robot?
A true class set is $1200.00
Check with purchasing for the district approved vendor if you are using district funds.
Bernadette Trammell is a cutting edge librarian who has been implementing makerspaces, STEAM opportunities, robotics, and coding experiences for her students for several years. She had her 4th grade students utilize Ozobots to learn coding with color patterns. It has 25 unique code commands to control Ozobot's speed, direction , and behavior.
Each student was given a tree map to focus their thinking. (information supplied to students in tree map). As a group we predicted what it was, how it would work, and listed the fact we could determine from prior knowledge. The 4th grade students came to the conclusion that a sensor was in the Ozobot that could detect colors and it was reprogrammed! They used the tree map to write a paper in their classroom to explain how and Ozobot works.
Ms. Trammell gave them choices on how they would explore to learn more about how it worked. The students:
The student pictured above with Ms. Trammell was so excited in class. I asked him why he liked the Ozobot. He said, "I could do it the first time I tried. That made it fun to use!"
The Ozobot Education website includes many great pre-made lesssons.
Ozobots used to do procedural writing? YES!
Ms. Jessica Dax, from Hedrick Middle School uses her district provided resources to innovate instruction.
She partnered with:
The method for how the children would take notes was their choice. It was interesting to observe some students taking notes on their iPads, while some were taking notes on paper, however, many were shooting video notes.
Michael Vick supplied the students with a "How to use Ozobots " video that he created. When they actually saw the tiny robots in person they were amazed at how small the robots were.
Students will be able to independently use their learning to…
analyze the effectiveness of a procedural text.
combine elements of language to convey a message.
follow complex instructions.
How can I organize my ideas to make my message most effective?
How can I use specific language to help with clarity in my message?
What strategies can I use to revise my work?
What should I do when I don’t understand a set of instructions?
It was a fun day of learning!
It's a robotic ball gaming device that you control with a tilt, touch, or swing of your smartphone or tablet. Compatible with both iOS and Android,Sphero delivers a unique mixed-reality experience.
To use Blockly Beta to code Sphero online (available free in the Chrome store), you must first pair your device to your computer using Bluetooth in settings. Using my Mac and my iPad I did the following:
1. Open up System Preferences on your Mac and go to the Bluetooth icon. Make sure it is turned on.
2. In Settings on an iPad, make sure Bluetooth is turned on. (Tip- in both cases make sure the devices are "discoverable")
3. Search on your computer for your iPad. It will place a code on your screen.
4. Accept the pairing
This pairing is important as it will allow the code you write on the computer to be connected to your iPad that you are "driving" the Sphero with.
Ideal conditions for instruction would be: