The wizard of Ozo
About this lesson
Using OzoBots students move an Ozobot about a map with coordinates. This lesson idea was created by Ben Jucius.
Year band: 3-4Curriculum Links Assessment
Links with Digital Technologies Curriculum Area
Producing and implementing: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
Links with English Curriculum Area
Examining literature: Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Links with Mathematics Curriculum Area
Location and transformation: Create and interpret simple grid maps to show position and pathways (ACMMG065)
Teacher may do any of the following:
- Observe students using the Ozobots, noticing their language, interactions.
- Collect artefacts created by students during their learning journey, including their designs, video records, photos, maps, etc.
|Quantity of knowledge||Quality of understanding|
|Algorithms & Programming
|No programming shown.||Random paths with no tasks performed.||Clear paths with minimal tasks performed.||Clear paths with tasks performed and a creative aspect included.||All tasks completed creatively and the creation of new sequences and tasks going beyond the scope of the class teaching.|
|The Setting||No setting apparent.||One setting from the text.||Multiple setting from the text.||All significant settings of the text.||All significant settings of the text with additional creative features ie modes of expressing the author’s intentions for settings and site on the map.|
|Mapping||No identifiable map.||A map is created with recognisable features.||A map is crated with recognisable features and grid references.||A map is crated with recognisable features and grid references relating to The Wizard of Oz.||A map is crated with recognisable features and grid references relating to The Wizard of Oz incorporating other creative aspects such as logical paths through map terrain. Eg travel on roads not over mountains.|
- A3 paper to create map with coordinates.
- Clear plastic sleeves
- The OzoBot kit, inc. pens, paper,
- A simple series of tasks to perform at grid locations.
- A story of The Wizard of Oz. A short example can be found here.
Prior Student Learning
Some prior knowledge of simple grid maps.
Watch read or otherwise engage with the story “The Wizard of Oz”. Using the Ozobot, pens and paper, have students investigate through impromptu experiments with the colour language of the Ozobot.
Learning map and outcomes
- Students become familiar with Ozobots and the Ozobot colour language.
- Students create a simple grid map of “Oz”.
- Students develop tasks for their Ozobot to perform at different locations on their map.
- Students develop an algorithm using the colour language to perform the tasks
- Debug algorithms
- Students share and reflect on their Ozobot’s performance.
Students learn how to calibrate Ozobots.
Students learn Ozobot colour language.
Explain concept of debugging to create the most effective solution. This can include making lines thick enough to correct colour sequence.
Students can work individually or collaboratively with one or more Ozobots.
- Students are to draw a map on A3 paper with places from the story, The Wizard of Oz, starting with Munchkinland (ideally top left) and ending with Emerald City (ideally bottom right).
- Students should then draw in the different places along the way to Emerald City, including:
- The four-way intersection where Dorothy meets Scarecrow
- The apple grove where they meet TinMan
- The forest where they meet the Lion
- The Wicked Witch of the West’s castle (which is not on the yellow brick road)
- Students can then program Ozobot to stop, turn, go fast, etc at different places along the route. They then need to draw the ‘Yellow Brick Road’ with colour codes at important points. However, the they will need to first experiment with Ozobot to see if it will follow a yellow line (representing the Yellow Brick Road) will work, or they have to use black.
- Students should then demonstrate their Ozobot moving along the ‘Yellow Brick Road’ at important points in the story. Students are encouraged to experiment with the abilities of the Ozobots. Students develop and share their own sequence of tasks. Students can make costumes for their Ozobots.
Limited, low or no vision:
This task can be modified those with colour-blindness or limited, low, or no vision. You can use physical blocks, buildings, figures, or models in place of drawings. Next, to allow the student to feel the Ozobot move along the paper, you can tape a feather, fake hair, or a cardboard shape to the top of the bot; something that the student can touch that will not affect the movement of the robot. See the lesson Ozobot and Colour Codes for additional suggestions.
- Draw grid lines on a A3 plastic sleeve and with the map in the sleeve, have students perform tasks at each coordinate as per the teacher task.
Students critique their performance based on efficiency and entertainment value.
Students demonstrate to small groups during the development stage offering positive criticism regarding possible improvements.
Students share each other’s tasks and maps.
Students may perform to the whole class. Possibly, students create a video event to share with others at a later date.
Students critique their results about what was good, bad and can be improved upon.
- Download entire lesson plan: PDF version.
- Download entire lesson plan: Microsoft Word version.
- Ozobot web page
- Computer Science Education Research Group (CSER)
- This lesson plan corresponds to professional learning in the following CSER Digital Technologies MOOCs:
- F-6 Digital Technologies: Foundations
- Unit 4: Data - Patterns & Play-Pattern recognition
- Unit 7: Algorithms and Programming
- F-6 Digital Technologies: Extended
- Unit 2: Algorithms & Programming
- Unit 3: English Connections
- F-6 Digital Technologies: Foundations