Programming with Edison Scratch
Day/Date: Day 4
Lesson # in sequence: 4 of 5
Grade Level: 3rd Grade
Curriculum Materials Needed: Edison Robot/ Barcode Handout/ Edison Scratch Program
Central Focus for Learning Segment: Working collaboratively to create a computational Artifact with Edison Robots
CS Framework/Standards Concept Objective(s): Algorithms and Programming & Computing Systems
CS Framework/Standards Practices Objective(s): Collaborating around Computing, Communicating about Computing, Fostering an Inclusive Computing Culture, Recognizing and Defining Computational Problems & Creating Computational Artifacts
Total lesson time: 1 hour
Lesson Agenda
Rationale or learning progression – How does this lesson connect with prior lessons and/or prior knowledge of students? What are you trying to accomplish in this lesson? How does the lesson “flow” together?
This lesson will relate to all of the previous lessons by having students communicate with edison, through the codes, create sequences to make the robot move, like they did with the dixie cups, and they will incorporate the movements or features they took note of during their time to explore Edison the previous day. This day, then, students will build on their outline and begin to work toward creating their routine. They will be provided with a sheet that shows some basic requirements they need to meet within their routines to help guide them.
Beginning the lesson: (15 minutes total)
In the beginning we will debrief from the prior day, and also show them a short sequence of events that we have our robot do, in a sort of dance. This will be when the Scratch aspect comes into account we will explain different blocks on Scratch and how they affect what Edison does.
Adaptations for student support:
Ask student questions for understanding and allow them to ask questions as well.
Allow time for each student to think back on and
Middle of the lesson (Small Group/Individual Work/Whole Class Discussion): (35 minutes total)
During this time students will work on their outlines, curating their routines. Here they can work with other groups if they need assistance or have tutorials played in the background if needed.
Adaptations for student support:
If students need help understanding certain blocks on Scratch they will have time to ask us questions.
End of the lesson: 10 minutes total
Students will have time to “journal” about their experiences creating their coding sequences, that way we know what to address the following day. They will also be turning in an outline/game plan with at least 10 steps or ideas on it so that they can be as clear as possible on what they are doing the following day. From this, we will introduce what the next day will look like.
Assessing for understanding: Students will turn in their journals at the end of the lesson so we are able to read their reflection to gauge student understanding and where additional instruction may be needed. Students will also turn in their outlines/game plan to show that they have a plan for moving forward to complete the assignment.
Adaptations for student support:
Students will have time to ask us questions to clarify.