Ozobot Classroom

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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.

    -If you do not have enough Ozobots for groups or your class, you can have the students work on the design and color page while you meet with small groups.

    -Some K and Pre-k students may have difficulty using the markers. Adult help will be required.

    -It is easy to model how to do the challenges and how to use markers under a projector.

    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

    To begin, gather students students so they are able to see the projection screen. Ask the question, what do you think an Ozobot is? You can choose to record student answers on chart paper or not. After discussion, show an actual Ozobot. Use Think, Pair, Share and ask the students to describe what they see.

    Instruction

    While students are sharing, pull up the Ozzie the Ozobot story. Explain to students that they are going to listen to a story about Ozzie, the Ozobot. As you are reading, they should be listening for all the special things Ozzie can do. At slide 10, record on chart paper all the special things Ozzie can do.

    Instruction

    Read Slide 11. Demonstrate how to use the markers to code the Ozobot. It is best to do this under a projector. Have the code sheet or coding cards handy to show the students how to find the codes.

    Instruction

    For Pre-K -1 Classrooms, it is best to do this in small groups with an adult leading the group. Grades 2-3 can start to try the challenges in partners or groups. If you choose to have your students in pairs or groups, read slide 12 or 13.

    Early finishers can do the next challenge or color the Ozobot page.

    Instruction

    Lastly, come back together as a whole group and share out experiences. As a closing, read slide 14.

    You can also choose to have the students design their Ozobot page as closing.

    Instruction

    Optional-- using the colored Ozobots, you can design an Ozobot village to display them, along with the chart paper responses. I also like to display the coding sheets as well. This helps to get others in your building excited about Ozobots.

    Instruction

    Extension--Have the students write their own story about their Ozobot that they designed. What coding adventure will their robot go on?

    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

    What do you think an Ozobot is? Record your answer on notebook paper

    Look at an actual Ozobot. Write what you see on notebook paper.
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Instruction

    Read the Ozzie the Ozobot story. On notebook paper, record all of the special things an Ozobot can do.
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Instruction

    Have your teacher model how to use the markers. Review the codes chart. Then try at least one challenge.
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Instruction

    Write your name on the paper. Choose a name for your Ozobot. Write it's name.

    Using crayons, colored pencils, or markers, design your own Ozobot. You can be really creative and make your Ozobot into a character like a ninja or a princess.
    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

    Write a fictional story about the Ozobot that you designed. Some questions to think about are: What adventures is your Ozobot going on? What codes will it need? How will your story end?
    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.)

    After students have completed at least one challenge, gather together for discussion. Ask, what did you learn about Ozobots? What was difficult? What was easy? What do you want to try next? If you had to explain Ozobots to a friend, what would you say? Older students can write the responses to these questions.

    You can also choose to have the students design their Ozobot as a wrap up activity.

    To assess student learning, as the students are coding, make notes of places where students struggled so you can address them the next time you use Ozobots.

    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

      Review

      Please review your lesson before submitting.

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