Choose your Ozo adventure
About this lesson
This lesson idea was created by Ben Jucius.
Year band: 5-6
Curriculum Links AssessmentCurriculum Links
Links with Digital Technologies Curriculum Area
| Band | Content Description |
|---|---|
| 5-6 |
Implement algorithms as visual programs involving control structures, variables and input (AC9TDI6P05) |
Links with English Curriculum Area
| Band | Content Description |
|---|---|
| 5-6 |
Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features (AC9E5LY07) |
Assessment
Formative Assessment:
- Teachers observe students using the Ozobots, creating their algorithms and debugging.
- Use questioning to elicit student understanding of the functions of the Ozobot and their algorithmic thinking.
| Quantity of knowledge | Quality of understanding | ||||
|---|---|---|---|---|---|
| Criteria | Pre-structural | Uni-structural | Multi-structural | Relational | Extended abstract |
| Algorithms Programming |
No programming shown. | Program only contacts a limited number of blocks which are not linked . | SProgram has enough instructions to complete the task but not linked or not linked in the correct sequence – or there are parts that do not work . | Algorithm has instructions linked in the correct sequence to achieve the task – the program includes iterations. | Algorithm brings in prior learning and/or independent learning beyond the task including other ways of programing going beyond the scope of the class teaching. |
| Performance is planned, rehearsed and delivered. | No identifiable links to story. | Performanc e is planned, with delivered with some links to narrative. | Narrative is planned and evidence of rehearsal is clear and is suitable to be shown to the student’s peers. | Ozobot programmed correctly using blocks to relate to specific points in the story in the correct order. | Program brings in prior learning and/or independent learning beyond the task and possibly includes additional blocks such as spinning, fading and decisions. |
Overview
Resources
- A narrative the students have written or have studied in class.
- The OzBot kit, including pens, paper, tablets with 9 inch screens or larger
- Camera availability
- iOS 6.0 and Android 2.3 (or newer)
- Use this brief introductory video: How To: Use Your Ozobot Bit – Part 1
Prior Student Learning
Knowledge of block coding ie. Scratch or code.org, use of tablet esp. net working with other technologies. Knowledge of a narrative.
Learning hook
Using the Ozobot, pens and paper, have students investigate through impromptu experiments with the colour language of the Ozobot. For example, they could make a small story about what the Ozobot is doing, such as going on a bear hunt or chicken little.
Learning map and outcomes
- Students examine and identify different parts of their story.
- Students design actions for their Ozobots at the different story parts
- Students produce blocky algorithm
- Students debug algorithm
- Students share Ozobot performance with others.
Learning input
Students learn how to calibrate Ozobots and link tablet with Ozobot
Use this video as a guide to drawing a pathway for Ozobot to follow. How To: Use Your Ozobot Bit – Part 1
Students learn Ozobot colour language
Have students draw a short pathway with at least one programming control such as Speed or Direction & Special Moves from the ozobot colour language.
Discuss how well Ozobot followed their colour program.
Explain concept of debugging and rehearsal to create the most effective solution.
Learning construction
Students can work individually or collaboratively with one or more Ozobots.
Students are encouraged to experiment with how to express their narratives through algorithms.
Students can make costumes for their Ozobots
Refine algorithms to produce the most effective solution to their narrative.
Learning demo
Students demonstrate to small groups during the development stage offering positive criticism regarding possible improvements.
Students perform to the whole class. Possibly video event to share with others at a later date.
Learning reflection
Students evaluate their learning identifying how they have developed throughout the activities. What they enjoyed, learnt and would like to do in the future.
Professional Learning
This lesson plan corresponds to professional learning in the following CSER Digital Technologies MOOCs: F-6 Digital Technologies: Foundations
-
- Unit 7: Algorithms and Programming
- Unit 8: Visual Programming