MetroE Drone and Ribbit Your Code

 Metro E Drone and Ribbit Your Code

Metro Elementary Lesson Plan:

Before: Have both WeDo 2.0 and Drone set up and ready with Chrome books at 4:20. Have blogs prepared to go.

My partner and I created codes to show the students that show fun coding and has the drone and frog do interesting codes. Since we have 20 minutes with each group I will first go over the coding terms (in 5 minutes) starting with critical questions such as "Does anyone know what coding is?" "Where have you seen coding?" I will then go into detail on the definition of coding and the terms they will need to know for the activities. 

Coding - the process of giving/creating a code to a computer that tells the computer instructions.

Variables - allows the input to change while the code is in process. 

Loop - allows the sequence to repeat. (what is a sequence?)

Yaw - rotation around the vertical axis. (what is an axis?)

Drone - My partner and I created three codes that we want the students to explore. Each code will be explored for 5 minutes each. Below are the codes. 

Hover and land drone in hand code:

Hover code:

Flip 5 times code:

Standards:

5.3.b

Apply effective teaching strategies to support student collaboration around computing, including pair programming, working in varying team roles, equitable workload distribution and project management.

5.3.c

Plan collaboratively with other educators to create learning activities that cross disciplines to strengthen student understanding of CT and CS concepts and transfer application of knowledge in new contexts.

 

Metro Elementary Reflection:  At Metro Elementary my partner and I demonstrated teaching strategies first reviewing coding vocabulary then demonstrating a code and flying the drone. We asked our students where they had seen coding and they replied with "video games".   We had the student collab together making a code sequence together and taking turns launching the code. We then had one hold the drone so it can hover over their hand while the other partner created the code and launched it. 

WeDo 2.0- 

Review the vocabulary below:

I will model the frog going forward one time through the coding on the app.

I will model the frog going backward one time through the coding on the app.  

The first task for the students is to make the frog go forward and stop (first code done student scaffolding by me)The second task is to make the frog go backward and stop (the second code done by student scaffolding by me)Now have the students try and make the code shown by me ( time 5 speed 5) 

 

Now the students will make another code however this time the speed is 8 and the time 5.  

Now the students will make another code with a speed of 9 and a time of 7.

If students complete the codes they will be able to create their own. 

Standards:

4b: Design authentic learning activities that ask students to leverage a design process to solve problems with awareness of technical and human constraints and defend their design choices.

4d: Create CS and CT learning environments that value and encourage varied viewpoints, student agency, creativity, engagement, joy and fun.

Metro Elementary Reflection: Students collaborated to design a code for Ribbit the Frog using the WeDo 2.0 bot. They designed a code that was creative and fun that they enjoyed and were engaged in.  They were able to participate in an authentic coding activity experiencing the design process of coding while solving problems when they ran into them during the design process.