Engage: Present the pattern of numbers: 1, 4, 9, 16, … Ask students to predict the next number and explain the rule. Introduce the term "Perfect Square" and the concept of n².

Explore:

• Students use rulers to draft their algorithm (sequential steps) on paper. They design a continuous path using black marker with segments corresponding to the first few perfect squares (e.g., 1 unit, 4 units, 9 units, 16 units).
• Students identify the end of each perfect square segment and intentionally place an Ozobot Color Code (e.g., Turbo, Spin, Pause) to visually and robotically mark the completion of that square's distance.

Explain:

• Review key terms: Perfect Square, Exponent, Algorithm, and Sequencing.
• Discuss how drawing the segments in order is an example of Sequencing (a core CS concept) and how the Ozobot Color Codes act as a form of Conditional Logic (IF the Ozobot sees the code, THEN it executes the command).

Elaborate:

• Students calibrate and run their Ozobots on their drawn paths. They observe the robot's movement and look for errors where the robot might fail to execute a turn or a color code command (e.g., line too thin, code too close to a turn).
• Students debug their design by thickening lines, adjusting color code placement, or correcting the segment measurements, demonstrating iterative problem-solving.

Evaluate:

• The final, successful run of the Ozobot is the Performance Assessment. Students demonstrate their working path and verbally justify why the line segments are those specific lengths (e.g., "The second line is 4 units because 2² = 4").