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Unit 3

Robots to the Rescue

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Table of Contents

Lesson 1	Lesson 2	Lesson 3	Lesson 4
Lesson 5	Lesson 6	Lesson 7	Lesson 8
Lesson 9	Lesson 10	Lesson 11	Lesson 12

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Lesson 1

HOME

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What do we know about

ROBOTS?

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Time to Create a Robot!

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This is my robot.

My robot can _______.

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Question to Investigate

What are robots?

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What are robots? What can they do?

Robots are______. Robots can______.

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How do people use robots to solve problems?

Lesson 1: Explore

Our essential question for this unit is: “How do people use robots to help solve problems?” Add the essential question to Phenomena Wall.

Let’s watch this short video about how robots help us in our lives. As you watch, think about our essential question “How do people use robots to help solve problems?”

Play Starship Robot Video (about 2 min)

Take a minute to think about how people can use robots to help solve problems. Turn and talk to your partner.

Listen in on partnerships and select partnerships to share out. Add responses to the robot chart during the whole group share out.

Wow, you are doing a wonderful job of being curious and having fun while learning about robots. By the end of this unit, we are going to send a robot on a mission to help us solve a problem. Roboticists are great problem solvers!

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Movement Break

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
What are robots?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Lesson 2

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How do people use robots to help solve problems?

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What have we learned about

ROBOTS?

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What do you notice about the Ozobot?

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What do you notice about the Ozobot?

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A message from our principal…

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How can we keep our Ozobots safe?

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Question to Investigate

How can we keep our Ozobots safe?

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SAFETY

Be careful not to drop the Ozobots
No water near the Ozobots
Only one person can hold the Ozobot at a time
Always put the Ozobot down to let another student use it.

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How do you think this robot works?

What can it do?

What do you wonder about our robots?

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Partner A

Partner B

Partner C

Partner D

Ozobot Groups of 4

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How do you think this robot works?

What can it do?

What do you wonder about our robots?

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How do our robots get energy?

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How can we keep our Ozobot safe?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Book Creator - Robots to the Rescue!

Create a cover and add a page to your book!

Things to think about:

What did we learn about our question to investigate today?

What can we add to make our book more interesting?

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Lesson 3

HOME

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Why is it important to take breaks from technology?

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WARM UP

Time’s up!

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How do you say �goodbye to technology when

you don't want to?

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KEY VOCABULARY

Device

An electronic piece of equipment like a phone, tablet, laptop, or robot

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WATCH

To watch this video on the Common Sense Education site, click here.

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KEY VOCABULARY

Pause

To stop what you're doing or saying

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Finish up!

CHANT

Pause!

Breathe!

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#10 - Gather Data through All Senses

I can learn about the world around me!

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Question to Investigate

What can Ozobots do?

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What are our 5 senses?

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Which of the five senses does our Ozobot have?

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OZOBOT “EYES”

SENSORS

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SAFETY

Be careful not to drop the Ozobots
No water near the Ozobots
Only one person can hold the Ozobot at a time
Always put the Ozobot down to let another student use it.

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How can we make sure our Ozobot markers are taken care of?

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Partner A

Partner B

Partner C

Partner D

Ozobot Groups

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STRAIGHT

CURVED

CORNERS

THICK / THIN

BROKEN

CIRCLE

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A

C

B

D

Ozobot Group

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What happened to the Ozobot?
Did it follow the lines - why or why not?
What type of lines worked best? Worst?

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Finish up!

CHANT

Pause!

Breathe!

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
What can our Ozobots do?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Lesson 4

HOME

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What have we learned about Ozobots?

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Finish up!

CHANT

Pause!

Breathe!

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Frustration

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Pause	Breathe	Try Again!

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Question to Investigate

How do colors affect Ozobots?

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STRAIGHT

CURVED

CORNERS

THICK / THIN

BROKEN

CIRCLE

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What will our Ozobot do

on a colored line?

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ONE COLOR LINE OK!

MIXED COLOR LINE

NO THANK YOU!

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Partner A - red

Partner B - blue

Partner C - green

Partner D - black

Ozobot Groups

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Partner A - black

Partner B - red

Partner C - blue

Partner D - green

Ozobot Groups *SWITCH*

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What happened to the Ozobot on the colored lines?
What were the differences between the black marker and the colors?

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Finish up!

CHANT

Pause!

Breathe!

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How do colors affect our Ozobot?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Book Creator - Robots to the Rescue!

Add pages to your book!

Things to think about:

What did we learn about our question to investigate today?

What can we add to make our book more interesting?

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Lesson 5

HOME

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Computer

Scientist

A person that studies technology

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How can we communicate with Ozobots?

Question to Investigate:

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What kind of code tells Ozobots what to do?

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Calibration

Checking and fixing something to make it work without mistakes.

Lesson 5: Launch

Before we start coding with our robots today, have you noticed that sometimes our Ozobot needs a little help before it follows our directions? You may have noticed that me placing the Ozobot on the big black dot before using it. This is called calibration. Let’s say this word slowly together. Cal-i-bra-tion. Calibration helps the Ozobot’s sensors see clearly. Just like our eyes become blurry sometimes we need to blink or clean them to see better. Calibration helps the Ozobot see better.

Here’s how we calibrate the Ozobot to make sure it’s sensors can see the code we have written:

Hold down the power button until the light on top of the Ozobot flashes white
Immediately place the Ozobot on the black dot
Watch the Ozobot flash lights, spin, and move off of the dot
If the Ozobot just flashes red, start again

Demonstrate the calibration process using the Ozobot Calibration Sheet or any black dot. (Video if needed: https://www.youtube.com/watch?v=Y6QZtey0grg)

Note: Students should be aware of the process of calibration but they will not necessarily be responsible for calibration of the Ozobots.

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ONE COLOR LINE OK!

MULTI-COLOR LINE OK!

MIXED COLOR LINE

NO THANK YOU!

Lesson 5: Explore

We learned yesterday our Ozobots can see color with their sensors which are like their eyes! How cool is that! Today we will continue to investigate this idea by drawing lines of code for our Ozobots. We will complete 15 minutes toward our Hour of Code.

Today the choice is yours. You can make the line one color or you can make a line with different colors. The only thing we DON’T want to do is mix the colors. For example, do not draw a line with the red marker and then color it over with blue or another marker. We also want to remember our other ideas for keeping the Ozobots and markers safe.

Refer to previous Ozobot charts.

You will be sharing one set of markers with your group. (Review sharing rules as needed). Use the same four students together as in the previous lesson. Set timer for 15 minutes.

Students return to their tables in their groups and draw code using different colored markers.

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What happened to the Ozobot?
What happened to the Ozobot when it followed a line with different colors?
What mistakes did the Ozobot make?

Lesson 5: Explore

Great job coders, you have spent 15 minutes drawing code for our Ozobots. Now it’s time to test our code. Today Partner C will start with the Ozobot. Partner C will turn the Ozobot on and then place the Ozobot at the end of a line. EVERYONE at the table will observe and watch what happens and be thinking about these questions: What happened to the Ozobot? What happened to the Ozobot when it followed a line with different colors? What mistakes did the Ozobot make?

Repeat this for the next line. Pay attention to what happens to the Ozobot when it goes over the lines. When finished Partner C will turn the Ozobot off and place it on the table. Now Partner D will pick up the Ozobot, turn it on, and place it at the end of one of their lines. Again, everyone else will be observing and thinking about these questions.

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Finish up!

CHANT

Pause!

Breathe!

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How can we communicate with Ozobots?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Book Creator - Robots to the Rescue!

Add a page to your book!

Things to think about:

What did we learn about today?

What can we add to make our book more interesting?

Things to think about:

What did we learn about our question to investigate today?

What can we add to make our book more interesting?

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Lesson 6

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#10 - Gather Data through All Senses

I can learn about the world around me!

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How did we communicate with our Ozobot?

We communicate with our Ozobot by____.

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How can we control the Ozobots?

Question to Investigate:

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What do you wonder about coding and how computers work?

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Brain

Understands language

Computer

Understands a special language called code.

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What do you notice about this track?

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What happens to the Ozobot as it moves around the track?

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What do you think is making the Ozobot move at turbo speed, at a slow speed, or pause?

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Slow

Turbo Speed

Pause

Color code commands make Ozobots do different things!

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Let’s create a chart to help us remember Ozobot’s color code commands.

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Time for our Hour of Code Activity!

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Finish up!

CHANT

Pause!

Breathe!

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How can we control the Ozobots?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Time to share our learning.

Let’s add to our eBook!

What can we add to make our book more interesting?

What did we learn today about our question to investigate?

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Lesson 7

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#1 - Persisting

I can stick

to it!

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Slow

Turbo Speed

Pause

Ozobot Color Code Commands

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How do color codes work?

Question to Investigate:

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What do you notice?

Lesson 7 Launch:

Place Ozobot Matching Handout with color codes already filled in under the document camera.

Let’s take a look at this paper. What do you see, what do you notice? Allow for student responses. Note: The color codes should not match at this time.

Yes, there are 3 lines with color codes. There are also pictures of a rocket ship, a snail, and the pause sign we use in our persistence chant. Take a minute to think about what these pictures might mean.

Allow students time to think about the pictures.

Let’s watch the Ozobot move along each line and think about which picture best represents how it is moving.

Have the Ozobot travel along each line as students observe.

Are you starting to get some ideas? Let’s focus on the first line. When you have an idea for which picture should go with the color code on the 1st line, give me a thumbs up. I see a lot of thumbs up. Turn and talk to your partner about what picture matches the first color code and why.

Great job computer scientists! The sign we use in our persistence chant is called a pause sign and it goes with this color code because the Ozobot stops and then starts again just like you do when you pause. Continue this process for the next two lines. Optional: Draw lines to connect lines and pictures.

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Slow

Turbo Speed

Pause

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What do you notice?

Lesson 7: Explore

Let’s put all of this together to complete a track for our Ozobot. Take a look at this track, What do you notice?

Display Ozobot mini track handout under the document camera. Allow for student responses.

Yes, there are symbols next to the color code command boxes. The boxes are empty and need to be filled in with the color codes that match the symbols. Here, I see a rocket ship next to these color code command boxes. I am going to color in red, blue, red.

Purposefully color in the wrong color code.

Okay, let’s test this code before moving on. What happened?

Allow for student responses.

You are right. The Ozobot paused. What was supposed to happen? How do you know? Turn and talk to your partners.

Listen in to partnerships and purposefully select a few to share their thinking.

That’s correct coders! The Ozobot was supposed to move at turbo speed because the color code command boxes are next to the rocket ship symbol. But the Ozobot didn’t move at turbo speed it paused instead. Where is the mistake? How can I fix it? Turn and talk to your partner.

Listen in on partnerships and select a few to share their observations.

Great job! I did color in the wrong color code. The color code command boxes should have been colored “blue, green blue” for turbo speed not “red, blue, red” for pause.

I made a mistake but I can fix my mistake by coloring in the right color code.

Computer scientists make mistakes all the time but they are also really good at being persistent and fixing their mistakes. Let’s do that now.

Use correction tape or tape a piece of white paper over the incorrect color code. Color in the correct color code.

Let’s test it now. Yay it worked! Can you help me figure out the rest of the color codes? Okay, let’s try. I see a snail. What does that mean? What color code should I use?

Students discuss with their partners then share out.

Nice job! I will now carefully color in the color code for slow. I look at our color code reference chart to see which colors I need for slow. Now I will color the first box red, then black and the last box I will color red again. Notice I am not overlapping colors or leaving white spaces between the colors. Let’s test this one before moving on. Hooray it worked!

Continue asking for students’ input on the last color code. Then test it with the Ozobot to ensure it is correct.

Great job computer scientists! That was so much easier to do with your help. Now let’s see how our Ozobot does on the entire mini track. Let’s see if it pauses, moves slowly, and at turbo speed when it is supposed to.

Have the Ozobot move around the track. Determine as a class whether or not it did what you wanted it to do at the appropriate time.

Yay class! Together, we did it!

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Ozobot’s Turn!

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A

C

B

D

Paper-

Partner A

Partner C

Marker-

Partner B

Partner D

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Time for our Hour of Code Activity!

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Test your code & observe how Ozobot moves

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Pause	Breathe	Try Again!

What happened?

What was supposed to happen?

How can you fix it?

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Finish up!

CHANT

Pause!

Breathe!

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Time to reflect

Why is persistence important?
Why is it important not to give up?
What can you do the next time you feel frustrated?

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Activity

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How do color codes work?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Time to share our learning.

Let’s add to our eBook!

What can we add to make our book more interesting?

What did we learn today about our question to investigate?

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Lesson 8

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How do color codes work?

Question to Investigate:

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What do you notice?

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Ozobot’s Turn

What happened? What was supposed to happen?

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Let’s share our findings

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What happened?

What was supposed to happen?

Why do you think that happened?

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What happened?

What was supposed to happen?

Why do you think that happened?

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What happened?

What was supposed to happen?

Why do you think that happened?

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What happened?

What was supposed to happen?

Why do you think that happened?

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Tips for Drawing Color Codes

Let’s document our learning.

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What are some shapes we can use for our Ozobot tracks?

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Time for our Hour of Code Activity!

Make your own Ozobot Track!

Lesson 8 Explore:

Refer to Lesson 8 Explore/Explain portion as you will be modelling these steps under the document camera. Pass out a blank sheet of paper to each student. (Today the 15 min of Hour of Code is chunked into three 5-min sections, if desired you can use the 5 min timer three times.)

These are all great ideas, I chose a diamond for my shape. Right now I want you to watch how I can make an Ozobot track using a diamond.

Model drawing track under document camera.

First, I am going to draw my shape in pencil. I am not using the Ozobot marker yet because I might make a mistake. I am going to make my diamond very large so it takes up most of the space on the paper. Now it’s your turn to draw your shape on your paper. Remember to make your shape big so the Ozobot has a nice sized track to move on. You will have 5 minutes to draw your shape.

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What is supposed to happen?

What happened?

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Pause	Breathe	Try Again!

What happened?

What was supposed to happen?

How can you fix it?

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Finish up!

CHANT

Pause!

Breathe!

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Bonus Code!

I wonder what Ozobot will do?

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How do color codes work?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Time to share our Ozobot tracks.

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Why is persistence important?

Why is it important not to give up?

What can you do the next time you feel frustrated?

What did we learn today about our question to investigate?

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Time to share our learning.

Let’s add to our eBook!

What can we add to make our book more interesting?

What did we learn today about our question to investigate?

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Lesson 9

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Triads

Partner A

Partner B

Partner C

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What kind of problems are caused by extreme flooding?

A, B, C

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How can robots help people affected by extreme weather?

Question to Investigate:

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Robots to the Rescue Design Challenge

Click here to view the design challenge video.

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Robots to the Rescue Design Challenge

Meet Hugo and his family.

Last night a large storm flooded all the roads around their house. Hugo and his family are not able to get food and water from the store because of the flooded roads. Your challenge is to design a way to help Hugo and his family get food and water from the store.

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How can robots help people affected by extreme weather?

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Robots to the Rescue Design Challenge

How can robots help Hugo and his family?

Robots can help by ___________.

B, C, A

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#11 - Creating, Imagining, and Innovating

I can try

a new idea!

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Movement Break

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Lesson 9 Explore

We have been challenged to design a way for our robots to help people like Hugo affected by extreme weather. In order to do our best work, we are going to use the design thinking process.

Refer to design thinking graphic/poster/slide to show the process.

We will be talking about this process throughout the challenge and thinking about which step we are in.

In the design thinking process, we start by ASKing an important question. The question we are exploring in our design challenge is:

How can robots help people affected by extreme weather?

Next in the design thinking process is for us to IMAGINE how robots can help people affected by extreme weather. Wow, we have already started this step too! Can anyone tell me what the next step in the design thinking process is? Allow for student responses.

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Design Challenge

What locations should we include on our track?

C, A, B

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Design Challenge

Partner A - school

Partner B - store

Partner C - Hugo’s house

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Partner A - School to Store

Partner B -

Store to Hugo’s House

Partner C -

Hugo’s house to School

A, B, C

What code do you want to use? Why?

I want to use a ____ code because _______.

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Robots to the Rescue Design Challenge Criteria

School Pause code at the store One code on school to store path. Partner A’s choice.	Store Pause code at Hugo’s house One code on store to Hugo’s house path. Partner B’s choice.	Hugo’s House Pause code at the school. One code on Hugo’s house to school path. Partner C’s choice.

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Activity

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What step of the design process did you go through today?

We were in the ____ step of the design process.

What do you still need to work on?

We still need to work on ________.

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How can robots help people affected by extreme weather?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Lesson 10

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How can the design thinking process help us with our challenge?

Question to Investigate:

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Where is your group in the design process?

We are in the ____ step of the design process.

B, C, A

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Design Challenge: Create

Partner A - school

Partner B - store

Partner C - Hugo’s house

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How many codes are on your track?

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Partner A - School to Store

C, A, B

What codes did you use on your track? Why?

I used ______ code because _________.

Partner B -

Store to Hugo’s House

Partner C -

Hugo’s house to School

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Reminder!

How do we take care of our markers?

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#15 - Thinking Interdependently (Teamwork)

I can work with a team and learn from others!

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Finish up!

CHANT

Pause!

Breathe!

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How can the design thinking process help us with our challenge?

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How can the design thinking process help us?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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What step of the design process did you go through today?

We were in the ____ step of the design process.

What do you still need to work on?

We still need to work on ________.

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Share your track on Seesaw.

What step of the design process did you go through today?

We were in the ____ step of the design process.

What do you still need to work on?

We still need to work on ________.

Activity

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Lesson 11

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#9 - Thinking and Communicating

with Clarity and Precision (Communication)

I can be clear!

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How can feedback help us improve our designs?

Question to Investigate:

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How do we provide kind, helpful, and specific feedback?

A, B, C

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Kind, Helpful, and Specific Feedback

Be Kind	Ask Questions	Be Helpful and Specific
I like the way you _______.	Can you tell me more about _________?	Maybe you could add _________. Maybe you could change _______.

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Kind, Helpful, and Specific Feedback

Receiving Feedback
Listen	Say “Thank you for your feedback.”	Think about feedback

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Let’s Practice!

Kind, Helpful, and Specific Feedback

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What kind, specific, and helpful feedback would you give?

Sample Ozobot Track

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Movement Break

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Feedback Buddies

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Kind, Helpful, and Specific Feedback

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How did your feedback buddies use code in their track?

Our buddies used the _____ code from ______ to _____.

Why did they use that specific code?

Our buddies used the ___ code because _____.

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Ozobot Design Challenge: Improve

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Celebration Time!

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Share your Ozobot track.

Explain how your group used feedback to improve your track.

We used feedback to _____.

We added ______ because_____.

We changed______ because _____.

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now
How can feedback help us improve our designs?

Phenomena Wall

Essential Question: How do people use robots to help solve problems?

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Lesson 12

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Lesson 12: Launch

Roboticists, Engineers, Coders, Computer Scientists!

You have worked very hard and have persisted in making your work as accurate as possible. You’ve given your buddies kind, helpful, and specific feedback to improve. You should feel proud of yourselves for accepting the design challenge and trying your best! Give yourselves a pat on the back for all of your hard work.

Where are we in the design process now? Allow for student responses.

Notice how the steps of the design process can flow back and forth. We actually did some communicating when we shared our tracks with our feedback buddies. Today we will go back into the communicating step. This time we are going to be working on communicating about our Ozobot design challenge. What can we use to communicate about our design challenge? What have we been creating during this unit to share our knowledge about Ozobots?

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Design Challenge: Communicate

What can we add to our eBook about our Ozobot design challenge?

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#9 - Thinking and Communicating

with Clarity and Precision (Communication)

I can be clear!

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Movement Break

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Design Challenge: Communicate

What is the special name of a person who shares our class product?

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#9 - Thinking and Communicating

with Clarity and Precision (Communication)

I can be clear!

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Ambassador's Job Chart

Use a friendly greeting and introduce yourself to the visitor.
Tell them about our eBook.
Read the pages and talk about the pictures.
Stop and ask for questions.
Thank the visitor for coming to our classroom.

Lesson 12: Explore

Note: This is a sample chart. It is suggested that you use the chart created in Unit 1.

Is anyone feeling ready to come up and practice being the ambassador? Invite one student to the front. Project the ebook on the screen. With the teacher playing the role of the visitor, walk the student through each step of the procedure.

Let’s all practice introducing ourselves. Remember to be clear communicators. Partner 1 introduce yourself, then partner 2. Show me our quiet signal and put your eyes on me to show me you are both done. Remember to stand tall and proud like an ambassador. Allow students time to introduce themselves.

Repeat this procedure with each step. Choose only one page for students to practice reading and describing.

Wow, ambassadors, what a great job you are doing communicating! These visitors are going to be so impressed by your expertise!

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Question to Investigate	What We Did	What We Figured Out	Connection to Phenomenon	Questions We Have Now

Phenomena Wall

Essential Question: How do people use robots to help solve problems?