Lesson 2: How to Use Edison?

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 then any “universal” lesson plan. This lesson plan can be stretched into 2 to 3 days at most.

The student will understand how to program their Edison to drive and sense lines and obstacles. Students will be familiarized with the basics of Edison (What is Edison Lesson), and the capabilities (How to Move, How to Sense Lesson). Students will be first going through a lecture on how to program Edison and demonstrate their understanding through a game of “Simon Says “.  Lastly, students will be expected to related this to our next (3rd)lesson to program Edison to successfully complete two races.

 

Learning Target: I can (explain the importance of…)

  • I will be able to program Edison with EdScratch
    • Edison Can…
      • Move forward, Backward, and Turn
      • Sense Lines and Walls
Learning Standards: Connection to grade-level standard/common core, broader purpose and transferable skill… Learning Target & Standard are aligned. 

  • Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (1B-DA-07)
  • Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. (P. 6.1, P. 6.2)
Do Now/Anticipatory Set/Progression of Learning: Connection to previous/future lesson… Linked to logical progression and relevant to students. 

The slides attached provide the step-by-step progress of the Do Now:

Download

 
Success Criteria: What it will look like and sound like, for both teacher and student, if the student hits the lesson Learning Target? Exemplars & rubrics make expectations clear to the student 

  • Students are able to understand the capabilities of Edison and apply it to a Simon Says activity to deepen their understanding of programing on EdScratch.
Lesson Structure/Sequence: 

  1. Introduce the Topic: Edison, What is Edison?
  2. Parts of Edison: What do the buttons do? How do you Program Edison?
  3. How to Move Edison: Forward, Back, Left, Right, Spin… Ect.
  4. Simon Says Game
  5. How do the Sensors on Edison Work?: Line Tracking, Obstacle Detection
  6. Simon Says Game
Discipline-Specific Strategies and Scaffolds:

  • If students had already have experience with scratch:
    • Relating scratch to the structure of EdScratch
  • Understanding how the sequence of events relates to how things cannot happen or stop without concrete instruction. (Simon Says Exercise)
Instructional Materials: Additional materials to to support the student to hit the Learning Target and meet the Standard

  • Computer with AUX jack
  • Edison Robot
  • Line Worksheet (Provided) OR Dark painters tape on a flat surface (Desk, Large White Paper, ect.)
Inquiry Questions: Questions related to lesson that probe and deepen student understandings and uncover misconceptions and clarify thinking

[View the Do Now/Anticipatory Set/Progression of Learning Above]
Collaboration: Routine and opportunity for student discourse, making meaning, sharing evidence to support thinking, student ownership

  • Students will be given the opportunity to solve the Simon Says instructions
    • This can first be done independently and then shared with other students
    • Students’ findings will be tested within the group setting and then asked to volunteer if they think they found the answer.
Reading/Writing: N/A
Formative Assessment: Data gathered to inform the next instructional steps, identify learning goals, and monitor progress. FA is aligned with Learning Targets and Standards

  • Observing student’s process of developing their program and testing it with Edison
  • Noting what was successfully understood and what was more difficult to understand through their testing and occasional check-ins

 

 

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