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Notes for Teachers

This lesson is to help students create geometric shapes by writing codes to allow their robot to create the assigned shape.

They can use measurements to determine the distances and angles created by the robots. Then the students will write a code to create the shape.

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List of Materials

Programmable robots of choice. (example: Code and Go Mouse, Edison etc.)
Measuring tapes or rulers
Cards of geometric shapes for reference
Protractors, pencils, paper

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Standards

Constant Standard (Math)

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than. Or equal to the number of objects in another group. (include groups with up to ten objects.)

1.MD.C Represent and interpret data. (Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.)

Science – Core Idea for using Science

U.1 Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and/or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

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Standards

Science – Core Idea for using Science

U.2 The knowledge produced by science is used in engineering and technologies to solve problems and/or create product.

1.L.2U2.7 Develop and use models.

1.P2U1.2 Use models

Math – 1.G.A

Reason with shapes and their attributes.

Computer/Science

Tech Standards 1, 2

Profession Standards 1

Beginnings of algorithms

Programming language

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Objective(s):

Today students will learn how we can communicate with robots using algorithms and learning commands that robots can understand.

Robots use a series of steps that are programed into their circuits. It must be done systematically and include each step, in order. Students will learn the terminology and the process to write basic code to create geometric shapes.

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Things You’ll Need

Large grid-mat of 6 by 12 squares. (made with masking tape and blue plastic tarp from a “dollar” type store)

Cards with directions for students to write (display) their code.

Cards with shapes of a square, rectangle and triangle. geometric shapes.docx

Directional cards with arrows.

Forward: Right:

Left: Backwards:

KWL Chart to record information.

Programmable robot like a code and go mouse. If these are not available, this can be completed having the students move on the grid according to the program written.

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Agenda

15 minutes: Ask the students what they the shapes square, rectangle, and triangle. Record responses on the KWL (What I Know – What I Want to Know – What I’ve Learned) under the K section of the chart.

15 Minutes: Introduce the directional cards for how the robot can move. (forward, backward, right turn, left turn), then using the coding cards, have students create a code to create a square. They can work in small groups.

15 Minutes: Introduce the directional cards for how the robot can move. (forward, backward, right turn, left turn)

You may use the tarp to allow students to visualize the shapes and have students write their codes for each shape, checking their code each time.

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Agenda (cont.)

Have students enter the code and correct make corrections until they can make the shape. If they have difficulty, discuss what the obstacles they are facing.

After they have coded each shape,

gather the class back together and discuss what they notice about the different programs and have students provide what they have learned on the KWL chart.

Have the table grids and cards available at a center or table for students to use during free time.

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Intro/Driving Question/Opening

Since we use robots for many things, how do we make sure the robot will do what we want it to do?

Ask: Can we make a robot create basic geometric shapes like squares or rectangles? If so, how would we do that and how different would the code be for each shape?

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Hands-on Activity Instructions

Ask the students what they the shapes square, rectangle, and triangle. Record responses on the KWL (What I Know – What I Want to Know – What I’ve Learned) under the K section of the chart.

Introduce the directional cards for how the robot can move. (forward, backward, right turn, left turn), then using the coding cards, have students create a code to create a square. They can work in small groups.

Ask the students what they the shapes square, rectangle, and triangle. Record responses on the KWL (What I Know – What I Want to Know – What I’ve Learned) under the K section of the chart.

You may use the tarp to allow students to visualize the shapes and have students write their codes for each shape, checking their code each time.

Introduce the directional cards for how the robot can move. (forward, backward, right turn, left turn) Then using the coding cards, have students create a code to create a square. They can work in small groups.

Have students enter the code and correct make corrections until they can make the shape. If they have difficulty, discuss what the obstacles they are facing.

After they have coded each shape,

gather the class back together and discuss what they notice about the different programs and have students provide what they have learned on the KWL chart.

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Hands-on Activity Instructions (cont.)

A directional card in each square. Some squares may have more than one card to allow or the robot to turn.

Have students practice being the robot and following the directions for the grid. Items can be placed on the grid, and they can move towards the item to practice following the program.

Give students a grid and small directional cards so students can find their pattern to the location on the grid. Have students test their programs. Then they can walk around and see what patterns other students have selected as their program.

Gather the class back together and discuss what they notice about the different programs and have students provide what they have learned on the KWL chart.

Have the table grids and cards available at a center or table for students to use during free time.

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Assessment

Students answer the following questions;

What did you do to help your group?

Did you cooperate with others? How would you rate your team members?

What did you learn from this exploration?

What questions do you still have about what you learned today?

If you were to do this again tomorrow, what would you do differently than today?

—--- Work with different people? who?

_____ Work by myself. Why?

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Differentiation

Students can dictate their responses or draw a picture to show what they have learned.

Students can use code cards with the words on them to help them remember what each card represents.

Remediation

Extension/Enrichment

Have the table grids and cards available at a center or table for students to use during free time.

Have students try to write a code for a triangle, square or other geometric shapes.