Dashing through Obstacles

Grade: K

Image taken from Invent to Learn

Alternate Presentation

Driving Questions / Scenario

Can you create an obstacle course for Dash the robot to move through?

Project Summary

Students will create an obstacle course for the Dash robot to demonstrate the

following movements and position words:

~ straight ~ in front of ~ behind

~ zigzag ~ between ~ on top of

~ round and round ~ under ~ above

~ back and forth ~ below ~ beside

~ fast and slow

​

Note: Please make sure students have been introduced to the engineering process using this Intro Presentation

Day One - Overview

Start of Lesson

• Prior to the start of the lesson, the teacher should create a small obstacle course around the room using classroom objects (tables, chairs, charts, books, etc.).
• Positional and directional words should be displayed. Kick off the lesson by having a student crawl/work through the obstacle course while using the correct vocabulary.

Think: 15 min

Day One

• Introduce Dash the robot to the students and let them know they’re going to build obstacle courses for Dash to navigate through.
• Using the planning sheet, lead all students through the process of planning and drawing out an obstacle course. Model for students that they should only choose 4 of the directional/positional words on the sheet when designing their obstacle course. Review key vocabulary as necessary throughout the planning phase.

Make: 10 min

Day One

• Using the plan the class made together, create the obstacle course (note: try to build in inherent “failure points” such as books stacked too closely together that won’t allow Dash through or making something for Dash to go on top of that is impossible for him to climb). Place the Dash Flash Cards in the appropriate spots on the course as a visual reminder of each positional/directional word used.
• Let students know that an important part of making something is testing it out to see how it works. Ask students to say the appropriate directional / positional words as you navigate Dash through the obstacle course.

Improve: 10 min

• Have students brainstorm ways to improve the obstacle course so that it is easier for Dash to make it all the way through.
• Make these improvements and navigate Dash through the newly improved course, with students saying the appropriate directional/positional words as Dash moves about.
• Let students know that next time they will be working in groups of 2 and 3 to create their own obstacle courses for Dash to navigate through.

Day One

Day Two - Overview

Start of Lesson

• Remind students of the work they did previously, creating an obstacle course for Dash, testing it out, then improving it.
• Review the engineering process and how those steps were followed previously.
• Let students know that today they will be creating their own courses in small groups.

Think: 10 min

• Using the provided planning sheet, students will work in groups of 2 or 3 to design an obstacle course. Remind them to only choose 4 directional/positional words in their design (they should circle the ones they choose).
• Encourage students to think about the mistakes that were made yesterday and to attempt to avoid them.

Day Two

Make: 15 min

• In their small groups, students use classroom materials to create the obstacle course they designed.
• As groups finish and are ready for testing, bring Dash over to test it out. The small group of students should direct Dash through their course (“Go on top of the piggy sticker”, “Move between the table legs”, “Zigzag below the table”). Note: for time’s sake, the teacher should be the one controlling Dash while the students verbally direct.

Day Two

Improve: 10 min

• As groups finish and their courses have been tested, ask them to improve upon the design based on the results. If the results were fine, have them improve their course by adding more positional/directional words and corresponding obstacles. In this way, all students remain engaged while Dash is working through other groups’ obstacle courses.

Day Two

Think: 5 min

Day Two- Closure

• Close the lesson up in whole group.
• Review the engineering process and how they used it to improve their designs.
• Ask students questions such as:
• Was your course perfect the first time we tested it?
• How was your course improved?
• Was it helpful to have a plan? Why?
• If you could build a giant obstacle course using any kinds of materials, what would it look like?

Final Day- Closure

Please consider doing one of the following:

• Tweeting out pictures and/or comments from the lesson (use your school hashtag or #mcsstem)
• Blogging
• Add to an online portfolio/website
• Share with parents pictures from the event
• Feature the obstacle courses on a school broadcast
• Connect with another class about the project (Skype, Hangouts, blogging, etc.)

​

​

​

Extension Ideas:

• Have students create obstacle courses on the playground during recess time.
• Have students draw / plan an obstacle course using any materials they can imagine. Ask them to present these to the class.
• Invite other teachers or the principal to the class to work through the obstacle course (See if they can navigate Dash through the course!).

Content Curriculum Connections

• Label the different parts of the obstacle courses. Write sentences about their course and how Dash moved through it.
• Use nonstandard measurement to track how far Dash moved on the course.

​