2. Preparation
This helps the teacher prepare for the lesson before the class session
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 may need you to draw the outline of the human body to alleviate some stress that they cannot draw it correctly. The goal is to see if they can demonstrate their understanding of the parts and functions of the body systems.
- Students should use a pencil first to draw the path they want to draw with their markers to avoid mistakes with the marker paths.
- I wouldn't try to do more than 4 in a group for this activity.
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
Students will map out their path with pencil beginning at the mouth and exiting at the anus. They will need to identify each part of the digestive system on their path. Some students like to draw the part. However, those students who do not like to draw or feel like they can't draw, they can just write the name of the part. They should identify the mouth, esophagus, stomach, small and large intestines, and the anus. Have them let you know when they have their path planned out and the parts identified. This is also where you can have those conversations with your students about correct part sequence, path placement, etc. You want to be able to understand their plan of action before decide what color coding they will use
Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)
Goal
Instruction
Once students have drawn their path out in pencil and have shared their plan with you. Students will need to decide what color coding they want to use at each of the identified parts of the digestive system. This part of the project allows for student creativity. Students should work with their group to select color codes that will make their Ozobot do special moves, colors, etc at each part of the digestive system. For example, they might want to use the color code for tornado in the stomach to illustrate how the food is churned in the stomach and broken down into smaller pieces. The groups must have a special code selected for each part before they can even add color to their project. This may be a place where each student gets to choose a code to share the coding spotlight rather than one person calling all the shots.
Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)
Goal
Instruction
Once students have selected their code, have them use the markers to draw their path with color codes. Remind students as you walk around that they need to have thick lines and that the special codes must fit underneath the Ozobot in order for it to read and perform the action they want. Again, this part can be done by only one person or it can be split up between all the group members. You know your students.
Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)
Goal
Instruction
Students will test their code by placing the Ozobot at the beginning of the path and watching it as it follows along to see if they need to do any debugging within their code. This part is important to coding. It is really easy to put colors in the wrong sequence and have an opposite action occur.
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
In addition to the path, students can caption each part of the digestive tract with the functions they have. This allows further demonstration of understanding through writing. This also adds to the project when the Ozobot is traveling the path and performs its special action next to the description of what is happening in that part. ( Each student could write about one part of the digestive system. )
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.)
Students will write a script for what happens at each part of the digestive system. They will read this script as the Ozobot passes through on the path to demonstrate understanding through writing and speaking. Students will video the Ozobot following the color coding through the digestive system and read the script they wrote. Optional: Students can upload the video to Seesaw to share with other students in the class, school, district as well as their parents, community members, and possibly globally.
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.
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
