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Lesson Creator

  • Preparation
  • Direct Instruction
  • Student Practice
  • Supplements
  • Review

1. Tell Us About Your Lesson

All fields are required unless marked as optional

A. Lesson Overview


Students will

B. Lesson Details

Lesson Duration (minutes)The time (minutes) to complete the whole lesson.

Grade LevelsSelect all that apply

Subjects/TopicsChoose the most relevant subject(s). Select up to 3.

    Coding Styles

    Product Lessons

    Tested With

    2. Preparation

    This helps the teacher prepare for the lesson before the class session

    A. Student Materials

    B. Background Knowledge (Optional)

    C. Lesson Tips (Optional)

    Add tips for the educator that don't fit into Direct Instruction or Student Practice. You can always return to this page to add more.

    • have outlined groups ahead of time, along with a job for each student
    (cuter, glue, builder, coder)
    • have pictures and magazines already available, or for younger students already cut
    • give groups a checklist of what needs to be included within the town (roads and other components)

    3. Direct Instruction (Teacher-Facing Instructions)

    These are the steps the educator will read. Include any front loading, modeling or explicit instruction before students work independently or in groups.

    Instruction

    Magazines, pictures, glue, scissors, poster board, ozobot, markers, and coding guide need to be collected for students to have access to. This activity is easily made 3D if other materials are used for the students to build up to create 3D stores or skyscrapers. Groups should be determined before the lesson begins, along with a job for each student. Writing the groups and jobs on the board for students to see will be most effective. Providing a model of what a noun town is will be needed for students to see the end goal and result. Students need to understand that the goal is for the ozobot to be able to drive through the town the way a car would. Checklists of what you desire the town to have need to be visible and listed for students.

    Instruction

    After materials are distributed and model is thoroughly shown, students may be instructed to begin their jobs to create their town. The Block based application of this may also be used if students and teacher do not want a permanent code made on their town. Give students a timer that displays how long they have to find nouns within the illustrations, a new time amount in order to cut and glue these illustrations onto the map, along with time to create the framework with the roads. The coding of the ozobot should come last. This may be differentiated through the drawing of the code and the blocked based application.

    4. Student Practice (Student-Facing Instructions)

    These are step-by-step instructions delivered directly to the students as they work independently or in groups

    Student Instructions

    Instruction

    Identify nouns (common and proper) through the pictures you have. Cut them out and create your town with roads, streets, and buildings. Remember your buildings will just be the picture. For example, a picture of pets could represent the building that would be a pet shop. Pay attention to the checklist of what is needed in your town that your teacher provides.
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Instruction

    Students will use the coding method chosen by their teacher to create a coding sequence that will allow the ozobot to drive throughout their town.
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Lesson Extension (Optional)

    Add student instructions for a lesson extension.

    Instruction

    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    5. Supplements

    A. Lesson Closure (Optional)
    Give tips for how to wrap up the lesson and assess student learning. (Want to add an attachment? Use Part C, below.)

    Providing an illustration of what a noun town should look like is key, along with the comments you may want each town to have. You may also choose to require students to write captions beside each building, incorporating the written expression of common and proper nouns.

    B. Academic Standards (At least one standard required)
    Choose a category from the dropdown on the left. In the blank on the right, begin typing the number of the standard.

      ccss-ela-literacy-ccra-l-2 ✖

      C. Add Other Attachments (Optional)
      Please upload any student handouts, videos, sample solutions, etc. (Max. size: 1 GB videos, 10 MB all other files)

      Add Cover Image

      Review

      Please review your lesson before submitting.

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