Lesson 6: I Can Sequence My Ozobot!
Ozobot
K
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Computer Science, ELA, Math
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Students will develop their understanding of a sequence, write multiple sequential programs, and execute them with an Ozobot.
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Academic Standards
1A-CS-02 Use appropriate terminology in identifying and describing the function of common physical components of computing systems (hardware). (P7.2), 1A-DA-05 Store, copy, search, retrieve, modify, and delete information using a computing device and define the information stored as data. (P4.2), 1A-AP-08 Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks. (P4.4), 1A-AP-09 Model the way programs store and manipulate data by using numbers or other symbols to represent information. (P4.4), 1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem. (P5.2), 1A-AP-11 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions. (P3.2), 1A-AP-12 Develop plans that describe a program’s sequence of events, goals, and expected outcomes. (P5.1, P7.2), 1A-AP-13 Give attribution when using the ideas and creations of others while developing programs. (P7.3), 1A-AP-14 Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops. (P6.2), 1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development. (P7.2), CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups., CCSS.ELA-LITERACY.SL.K.1.B Continue a conversation through multiple exchanges., CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood., CCSS.ELA-LITERACY.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly., CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality., CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object., CCSS.MATH.CONTENT.K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted., CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger., CCSS.MATH.CONTENT.K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects., CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object., ISTE 1a. Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes., ISTE 1b. Build networks and customize their learning environments in ways that support the learning process., ISTE 1c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways., ISTE 1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies., ISTE 4a. Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems., ISTE 4b. Select and use digital tools to plan and manage a design process that considers design constraints and calculated risks., ISTE 4c. Students develop, test and refine prototypes as part of a cyclical design process., ISTE 4d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems., ISTE 5a. Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions., ISTE 5c. Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving., ISTE 5d. Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions., ISTE 6b. Students create original works or responsibly repurpose or remix digital resources into new creations., ISTE 6c. Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations., ISTE 6d. Publish or present content that customizes the message and medium for their intended audiences., ISTE 7a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning., ISTE 7b. Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints., ISTE 7c. Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
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