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Notes for teachers

Notes: This project DJI Tello Drones (programmable). It also needs the drone blocks app, that can be used on phones, iPads or chromebooks.

This isn’t the first project for my students using droneblocks and DJI Tello Drones. They should have some familiarity with DJI Tello (there is a very good tutorial on droneblocks.io). If they have not used the DJI tello or droneblocks, you will need to add some time to this project beforehand.

Due to costs, the DJI Tello may be difficult to use as a 1:1 student to drone ratio. However students can be writing program without each having their own. Each group should be allowed 1 drone to test their program. And each group should be given some time with all the drones to test if their programs are in sync.

Example: Class with 28 students and 10 DJI Tello Drones.�Create 7 groups of 4 students.

Each group has 1 DJI tello to test their programs individually. The extra 3 DJI tello can be shared with all groups to test a groups program synchronously.

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.

List of Materials

At least 3 DJI Tello Drones (Group size depends on the number of drones, each member programs one drone, groups share the drones).
Device with droneblocks
Notebooks and pens for each student
A large open space (gymnasium, field, or spacious classroom)
Graph paper (can help in planning movement)
LED lights for drones

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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

NGSS

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.�MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Cross Cutting Standards:

● Systems and System Models

● Structure and Function

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.

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

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Standards

Math

6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems.

7.RP.A.2: Recognize and represent proportional relationships between quantities.

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems.

8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph.

Mathematical Practices

MP1: Make sense of problems and persevere in solving them
MP2: Reason abstractly and quantitatively
MP4: Model with mathematics.
MP5: Use appropriate tools strategically
MP6: Attend to precision
MP7: Look for and make use of structure

Standards

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

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Objectives:

Programming Drone Movements:

Students will be able to write and troubleshoot simple programs to control drone flight patterns and LED light sequences.

Design and Implementation:

Students will design, plan, and implement a synchronized drone light show, integrating programming, timing, and spatial coordination.

Data Collection and Analysis:

Students will conduct test flights, collect data, and analyze results to refine their drone light show.

Teamwork and Collaboration:

Students will work effectively in teams, dividing tasks, and collaborating to achieve a common goal.

Problem-Solving Skills:

Students will develop problem-solving skills as they encounter and address challenges in programming and coordinating the drones.

Creativity and Innovation:

Students will express creativity in designing unique light patterns and sequences for their drone light show.

Communication Skills:

Students will improve their communication skills by presenting their project, explaining their design choices, and discussing the programming and mathematical concepts involved.

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Agenda

Total: 3x 50-60 minute class days. and a 30 minute (5 minute per group) half day to display light shows

Day 1: Introduction and Planning

Introduction to the Project (15 mins)

Briefly explain the objectives and outline the 3-day plan.
Discuss the importance of safety and proper drone handling.
Review the basics of using DroneBlocks with DJI Tello.

Form Teams and Brainstorm (20 mins)

Divide students into small teams (3-4 students per team).
Each team discusses their vision for the light show.
Brainstorm light patterns and flight sequences they want to create.

Planning the Light Show (30 mins)

Teams sketch their sequences, including flight paths and light changes.
Use notebooks to draft initial plans. Each person will be responsible for programming one drone

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Agenda

Day 2: Programming and Initial Testing

Review and Setup (5 mins)

Quick review of the previous day’s plans.
Set up the testing area and ensure safety protocols are followed.

Programming the Light Show (15 mins)

Teams use DroneBlocks to program their drones based on their designs.
Instructors circulate to assist with programming challenges and offer tips.

Initial Testing (20 mins)

Teams test their programmed sequences in the designated area.
Observe and record any issues or areas for improvement.

Feedback and Adjustments (10 mins)

Teams discuss what worked and what didn’t in their initial tests.
Begin making adjustments to their programs based on test results.

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Agenda

Day 3: Final Testing and Presentation

Final Programming Adjustments (20 mins)

Teams make final tweaks to their programs based on previous test results.
Ensure all sequences are synchronized and smooth.

Final Testing (30 mins)

Conduct final test runs of the drone light show.
Ensure all safety protocols are followed during flights.
Make any last-minute adjustments as necessary.

Presentation Preparation (10 mins)

Teams prepare to present their light show, including a brief explanation of their design and programming process.

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Agenda

Day 4: Light Shows

Light Show Presentation (25 mins)

Each team presents their drone light show to the class.
Teams explain their design choices, programming logic, and any challenges they overcame.

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Intro/Driving Question/Opening

Description

Driving Question:

"How can we use programming and drone technology to create a visually stunning and synchronized light show?"

Hook Ideas:

Show an Inspiring Video:

Start the lesson with a captivating video of a professional drone light show (such as those used in major events or advertisements). Choose a video that showcases the beauty, precision, and complexity of drone choreography.

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Hands-on Activity Instructions

Instructions and Safety Guidelines (5 minutes):

Outline safety guidelines to ensure no one gets hurt and drones are not damaged.

Activity:

Students will be creating a light show using drones and small drone LED lights.

Students will be using droneblocks and DJI tello to program a 2-minute long LED drone light show.
The goal is for the drones to be flying synchronously.
The drones should either be making the same movements (All spinning, all resting etc.) Or moving in a pattern together. (2 of them rising and 2 falling, moving in a square pattern, etc).
They will have 1 drone per group to test their individual codes. There should be extra drones for groups to test their code on all the drones at once when possible. (This is if the class isn’t 1:1 on DJI tello)

5. They should plan it out on paper first. Graph paper works nicely for mapping it on an x/y coordinate plane, with the z-axis (height) can be written on the paper. (This will help with their graphing in math)

6. They should be spending 2-3 class days on writing and cleaning up their code-debugging any issues. In their notebooks or journals they should be keeping note on any issues they see when testing, so that they can improve their code. (Example one drone flying directly above another could mess up the program).

7. On day 3 is when groups should be allowed to experiment with attaching different LED lights. This could include where the lights are placed, or what color lights are used.

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Assessment

Each group should submit either a small foldable journal (3-5 papers folded in half and stapled) or a powerpoint, that demonstrates the process. Including their sketches for the project, written notes on the debugging/troubleshooting issues they noticed while testing, and explaining any fixes they attempted for iteration. On powerpoint, they can copy and paste lines of code from droneblocks to show the different iteration with annotations explaining how they fixed aspects of the flight.
The light show itself is the assessment. A rubric should be created to demonstrate what they are looking for in grading. For my class I grade Creativity on a scale of 1-5 (creativity would see things like spiraling, moving together, moving apart, moving in a wave pattern, etc.)�Programming and Synchronization on a scale of 1-10: This one should be given some leeway, as sometimes the program lags, but you can still see attempts for the drones to be moving in a clear and obvious pattern/formation.�Technical Execution on a scale of 1-5. Where the drone starts, turning the drone on, initiating the flight, all these should be covered before final flight. There shouldn’t be one person still coaching the rest of the group on how to run the flight program.�Teamwork on a scale of 1-5: (This can be graded individual by students) Walk the room during the 3 days paying attention to those who are working with others. They should be losing points if they are being disrespectful to the group.

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Differentiation

The only way for remediation to work, is for all students who require it to be in a group together. Give them a pre-planned routine. This can also be shortened to a 1 minute flight show for them. This would involve less programming, and the flight plan is already established, they just need to program it.

Remediation

Extension/Enrichment

If possible, their are small programmable LED lights. They can program the lights as well. (These are expensive).

You can also allow them, if time permits, to extend the duration of the light show, up to 5 minutes, or allow them to add music (school appropriate), as part of the synchronization.