The Arizona STEM Acceleration Project

Drones: Using English as a Programming Language

Drones: Using English as a Programming Language

A 7th grade STEM lesson

Nick Valdez

6/17/2024

Notes for teachers

Notes: This project uses Holy Stone 210 drones (approximately $35 each) and this project requires a 2:1 ratio of students:drones. �This project builds towards using programmable drones. It can be a standalone before teaching computer programming, but works best when paired with programming drones. (I use DJI Tello programmable drones)

Safety Considerations:

• Ensure a clear, open space to avoid collisions and accidents.
• The drones can survive basic crashes. Keep them away from people, the propellers can get tangled in hair.

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List of Materials

• Drones (one per group)
• Remote controls (one per group)
• Obstacle course setup (cones, boxes, hoops, etc.)
• Blindfolds or visual barriers for drone operators
• Notebooks and pens for each student
• Timer or stopwatch
• Safety goggles (optional)
• A large open space (gymnasium, field, or spacious classroom)

Standards

Science and Engineering Practices:

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

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Crosscutting Standards:

● cause and effect

● structure and function

● systems and system models

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Standards

Technology (Computer Science Standards)�Computing Systems (CS)

• 6-8.CS.1: Design and evaluate a project that combines hardware and software components to collect and exchange data.
• The activity involves using a drone (hardware) and communication (software-like instructions) to navigate the obstacle course.

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• 6-8.AP.5: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.

Standards

Mathematical Practices

1. MP1: Make sense of problems and persevere in solving them
2. MP2: Reason abstractly and quantitatively
3. MP5: Use appropriate tools strategically
4. MP6: Attend to precision
5. MP7: Look for and make use of structure
6. MP8: Look for and express regularity in repeated reasoning

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Standards

ELA�L.6-8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Objectives:

Students will learn the importance of clear, precise communication by directing a partner to navigate a drone through an obstacle course. This exercise will draw parallels to writing clear and unambiguous code in programming.

Agenda

Total: 60 minutes

• Introduction: 10 minutes
• Activity: 40 minutes
• Debrief and Discussion: 10 minutes

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Intro/Driving Question/Opening

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Description

Hook (2 minutes):

• Start by showing a short video of a drone navigating through an obstacle course.
• Explain that today’s activity will involve one student directing a drone and another student flying it blindfolded (or facing away), emphasizing the need for clear communication.

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Hands-on Activity Instructions

Instructions and Safety Guidelines (5 minutes):

• Explain the rules: One student will direct (the “Programmer”) and the other will operate the drone blindfolded (the operator).
• Outline safety guidelines to ensure no one gets hurt and drones are not damaged.
• Describe the obstacle course layout and show a diagram or a small model.

Activity (40 minutes)

1. Pair Up and Assign Roles (5 minutes):
• Divide the class into pairs. One student will be the operator, and the other will be the communicator.
• Ensure operators are properly blindfolded or facing away from the course.
2. First Run - Simple Commands (10 minutes):
• Communicators will use simple, clear commands to guide their partners through a basic version of the obstacle course.
• Example commands: “Move forward two steps,” “Turn right,” “Move up,” “Move down,” “Stop.”
• Time each pair and record the completion times.
3. Second Run - Complex Commands (15 minutes):
• Increase the difficulty of the obstacle course.
• Allow communicators to use more complex and detailed instructions, introducing the concept of breaking down tasks into smaller steps.
• Time each pair and record the completion times again.
4. Role Swap and Repeat (10 minutes):
• Have students switch roles and repeat both the simple and complex courses.
• This ensures all students experience both giving and receiving instructions.

Assessment

Debrief and Discussion (10 minutes)

1. Group Discussion (5 minutes):
• Gather students and discuss the challenges they faced while giving and receiving directions.
• Prompt questions: “What was difficult about giving instructions?” “How did you feel when you couldn’t see the course?” “How did you improve your communication?”
2. Relate to Programming (3 minutes):
• Draw parallels between the activity and computer programming.
• Discuss how programmers must give clear, precise instructions to computers.
• Highlight the importance of debugging and testing to ensure instructions are followed correctly.
3. Reflection (2 minutes):
• Ask students to write a brief reflection on what they learned about communication and its importance in both everyday life and programming.

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Differentiation

This assignment is fairly straightforward as an intro to programming. One way of remediation is to simplify the course. Drones fly in 3 dimensions. You can simplify by removing vertical or lateral movement. For example, the course involves going forward and up and down (not side to side).

Remediation

Extension/Enrichment

Have students create their own non-verbal language. Taps/hand movements that communicate the programming directions rather than speaking.