Lesson Overview:
Important: Although this lesson is structured as a singular lesson, it is intentionally extendable into multiple days. Educators know their students and their capabilities/time better than any “universal” lesson plan. This lesson plan can be stretched into 2 to 3 days at most. Plus the amount of students per groups can vary depending the educator’s supplies and students’ needs (The recommended number of students varies from 2-4 students).
The point of this lesson is for students to get familiar with Edison robots. In this class, the students will get into groups and be assigned a robot to practice programming with. They will learn through the process of trial and mistake to make the robots move in their desired direction. For this class, a sufficient amount of Edison robots are needed to have one for each group.
Learning Target: I can (explain the importance of…)
- I can find bugs in my code and use problem solving skills to debug them
- I can work with my teammates to solve issues
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Learning Standards:
- 1B-AP-15 : Test and debug (identify and fix errors) a program or algorithm to ensure it runs as
intended. (P. 6.1, P. 6.2)
- 1B-AP-16: Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development. (P. 2.2)
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Do Now/Anticipatory Set/Progression of Learning: This lesson connects to lesson 4 which will be the lesson where students will race the robots that they programmed today. This is the first part of the lesson.
- Student Groups
- Group sizes can be as small as 2 student to 4 students.
- Students will be put into groups with the common goal of programing their Edison to successfully go through two types of courses.
- Debugging/Troubleshooting Time
- Students will be given examples of what the courses may look like, this is provided in the artifacts tab.
- Students will use what they learned in lesson 2 and apply it to their program to successfully deal with the possible obstacles: walls, no walls, lines.
- Optional (But encouraged)
- If possible, Supply Legos that can be brought home to encourage decoration of Edison. Emphasize that this is done outside of the classroom or during non-instruction time.
- Note: it is important to consider that Legos need to be supplied or do not do this portion of the lesson. Since not all students have access to personal Legos.
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Success Criteria:
- Success will look like collaborative groups, robots zooming all around the room, and troubleshooting. It will sound like questions being asked, robots beeping and students sharing ideas.
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Lesson Structure/Sequence:
- Student Groups
- Debugging/Troubleshooting Time
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Discipline-Specific Strategies and Scaffolds: Make connections to other group members and problem-solving abilities.
- Lesson 2 needs to be completed for this lesson to make sense
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Instructional Materials:
- Edison and Adapter
- Computer
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Inquiry Questions: Questions related to lesson that probe and deepen student understandings and uncover misconceptions and clarify thinking
- Inquiries regarding debugging is encouraged:
- “What is not working?” “Where in my code do I address this function?” “Is there something wrong with the sequence of my code?” “Did I reset the sensors?” “Do I need Loops?”
- Encourage asking peers, then teacher. “Ask 3 then me”
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Collaboration:
- Students will be working in groups to develop their program and design their Edison This is a group project so there will be much discussing about how to go about doing the project, they will be required to share their own thinking about what would be best.
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Reading/Writing:
- The students will write out on a sheet of paper a series of steps they need to code before being able to program Edison. Emphasize that this is not in stone, it is to encourage students to brainstorm with their classmates.
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Formative Assessment:
- Students will turn in their papers with all the members names on the sheet. This sheet will be turned in at the end of the lesson as an exit ticket.
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