Ozobot Classroom

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

1. Tell Us About Your Lesson

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A. Lesson Overview


Students will

B. Lesson Details

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

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

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    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.

    Students must have a complete drawing with connected lines.

    Use a large piece of paper.

    For younger groups, pre-draw with a pencil.

    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

    Materials: 3 Celery stalks, 3 glass jars, water, food coloring, Markers (black & green) per group, Poster paper(1 per group), pencils, yellow & green highlighter

    Activity 1: Whole Group

    Present students with three pieces of celery. Talk about the pars of the plant and how the roots came out the bottom and you can still see the leaves at the top. Discuss how plants absorb water from the roots and it travels up to the rest of the plant. With water in the 3 jars, put food coloring in the water and mix. Have students predict what will happen to the celery when it is placed in the water. Write down predictions. Place celery in water.

    It will take some time for students to see a change so move to Activity 2 and then return to the celery after.

    Activity 2:

    Whole Group

    Draw an outline of a plant and label the parts of the plant (use labels that fit the age group). Discuss how water/nutrients travel up the stem from the roots to reach the rest of the plant. Draw arrows that show the direction of the nutrients.

    Discuss the Ozobots and how they are programmed to follow a line on the paper. Cover the rules and expectations with the ozobots. ?Lay down the drawing of a plant you created to show students how it works. Place an Ozobot on your drawing at the end of a root. Have students predict which way the ozobot will travel. Remind students that the Ozobot is trying to bring nutrients to the top of the plant. Let the Ozobot run the program. Return to the predicitions that where made and discuss.

    Prep students for small group activity.

    Small Groups

    Goal: Students will draw a plant and successfully get ozobot to start at the roots, travel up the stem, and reach the top of the plant.

    Students will draw a plant with a pencil on a poster paper so they can fix any problems before getting to the marker. Once the plant is drawn on the poster, students can trace the line with the marker.

    ~If you are using this activity with older group, use multiple colors to show the different sections of a plant.

    ~If using with a younger group have the pencil drawing on the paper already and have students trace in black.

    After tracing the line, students will replicate the drawing in their Science journal and label the parts of the plant.

    Students will select a starting point at the end of a root. Students will predict the path of the Ozobot by using a yellow highlighter on their science journal.

    Students will start the Ozobot from the starting position. If the Ozobot travels off the path, stop the robot and have students put an X on their science journal drawing and make corrections on the poster as needed.

    Once students are successful, have them trace their patch with a green highlighter.

    Back to Activity 1

    Pull students back together and evaluate the celery stalks and discuss changes, if predictions were correct or incorrect. Respond to prompt below.

    Why did the celery turn a different color?

    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

    Higher level:

    1. Use the scratch paper to draw a plant by yourself.
    2. Share out drawings with group and pick one to be drawn on poster paper.
    3. Student that had the chosen drawing will draw the plant on the poster paper in PENCIL.
    4. Once drawing is complete, trace the line with the colors listed below.
      1. Roots-black
      2. Stem-green
      3. leaves-blue
      4. flower-black
    5. Be sure to have all lines dark and connected.
    6. All members write name on poster.
    7. Everyone draws the plant in their Science journal
    8. Pick a starting point and label with a dot on the poster and journal.
    9. Predict the path of the Ozobot on science journal with highlighter.
    10. Place Ozobot on starting position and press start.
    11. If the Ozobot goes off course stop the program, mark on your science journal with an X where it went wrong, fix problems on poster and try again. Repeat each time it goes off course until it reaches the top of the plant.
    12. Reach the top of the plant with your Ozobot.
    13. Use the green highlighter to trace the path the ozobot took to reach the top of the plant.
    14. Place markers and Ozobot back in the basket with finished.

    Lower Levels:

    1. One student will trace the plant with a black marker.
    2. Be sure to have all lines dark and connected.
    3. All members write name on poster.
    4. Everyone draws the plant in their Science journal
    5. Pick a starting point and label with a dot on the poster and journal.
    6. Predict the path of the Ozobot on science journal with highlighter.
    7. Place Ozobot on starting position and press start.
    8. If the Ozobot goes off course stop the program, fix problems on poster and try again. Repeat each time it goes off course until it reaches the top of the plant.
    9. Reach the top of the plant with your Ozobot.
    10. Use the green highlighter to trace the path the ozobot took to reach the top of the plant.
    11. Place markers and Ozobot back in the basket with finished.
    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.)

    Have students share their response with each other. Allow time to facilitate with discussions.

    Predict what will happen if the celery is left over night. Leave celery in water over night.

    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.

      ngss-k-ess2-2 ✖

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

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      Review

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