What has been happening with my Little Coders? Well, we have been building bridges! A little step into STEM, sort of, though not based on a real life purpose but working to a set criteria. We have once again challenged ourselves and learnt a lot along the way.
Like most of us who are learning as we go, we made mistakes along the way and one mistake was a whopper! So here is how to do it or not, and suggestions on what I would do should I endeavour to teach this project again.
My initial goal was to create a project for the students which was more hands on and gave students the opportunity to delve into Design and Technology, STEM (in particular Math and Engineering), plus expand their knowledge and skills on using the Ozobots (for Digital Technology). A word of warning, it took the whole term! If you are a classroom teacher definitely integrate the project into your other learning areas, if you are a specialist teacher consider negotiating with other teachers (in the learning areas covered) and work collaboratively on the project.
The plan was to have students design and create a track for the Ozobots to travel, the track needed to incorporate a bridge. Sounds simple, doesn’t it? Yes, that is what I thought. How hard can it be getting two dozen Year 2/3 students to make a track? They’ll have fun cutting, gluing, constructing and evaluating their work as they create. They’ll be immersed in Math without realising it. A lot of critical thinking will be required and we will be building capacity and perseverance. It will be great and it was, almost every student was engaged, students who normally struggle academically worked tirelessly to complete their tracks and demonstrated their creative skills. Our more advanced students delved into higher level bridge building and set themselves challenges, and only one student did not complete their track in the timeframe.
So, how did we start? We began by discussing the project together and as a class, we set the basic criteria.
- What the minimum length of the track could be?
- What materials we could use and what was available to us?
- What did we need to consider regarding the Ozobot? Suitable surface awareness for traversing the track.
- What type of bridges could we make? What materials would be suitable?
- How do we set out our track, in relation to the Ozoblockly codes available? The degrees and movements which Ozobot can travel. Can we make curved tracks?
We then began designing our tracks and bridges. Once students had drawn up both their track design and bridge design we got into the hard stuff. We had used 1cm graph paper for our track design, we then needed to work out how to scale up our design to meet the needs of our Ozobots. How wide must the track be? How big would a 1cm block need to scale up to? This linked in well with arrays which they had been learning in Math. Most students chose to scale up to 5 x 5, some went with 5 x 6.
Then we had the challenge of using a ruler to measure and draw our track blocks onto graph paper. This was a surprise to me, very few had any idea how to measure and rule accurately. I had intentionally decided to use the graph paper to make it easier and quicker for students but even then we were challenged, it required explicit teaching (several times over). Once students understood the process and the most effective and quickest way to rule up the paper they quickly got into production mode, cutting long strips of 5cm wide graph paper.
The students then began glueing their track onto the cardboard base. They needed to refer back to their original design as they worked, making sure they identified the starting point and the direction. It is important at this stage that you remind/teach students about left and right. I get the students to physically move when checking which direction they need to glue the track. Have them face the start direction and follow the turns by changing the direction they are facing with each turn. A lot of arm waving and jumping is involved along the way, we could direct flight traffic!
After several lessons, they had their tracks glued down and we got started on our bridges. It was at this stage that we realised bridges are designed to go over something and most students chose to add a blue paper river to their track.
The students had chosen a selection of materials to build their bridges and some changed their initial selection along the way as they discovered some materials were not suitable or there were construction problems during the making process. Several students hooked onto the successful ideas of others and completely changed both their bridge design and the materials used.
Once our tracks were completed the students began their initial programming challenge by creating the sequence required (for the Ozobot to traverse their track) on paper. To make it quicker and easier to scribe our sequence we use a few symbols and abbreviations. I always feel a little mean doing this, making them write it out by hand, but it makes them really think about which codes they will need to use when they get to the block coding stage. It also makes it easier for them to use as a reference when creating their sequence on the computer and helps them identify any errors. What have I missed out? Did I select the correct direction (degree) code?
The first step, in order to write down our sequence, is to work out how far is an Ozobot step? I have them run a test on a piece of graph paper and turn this into an Ozobot ruler (10 Ozobot steps). They can then use the ruler to mark the distance Ozobot travels (10 Ozobot steps) and calculate the number of steps they need to include in their sequence for each straight length of the track. *Note: I use 10 Ozobot steps as most students know their 10 times tables and can count by tens. When a length of the track goes over, for example, 48, they use the ruler to mark to 40 and then use the ruler to estimate how many more steps to the centre of the last block in that track section (this is the corner block where they then include a turn/degree code).
When the students finish their written sequence, we look at it together, comparing it with their track. I then sent them off to the computer lab to independently use the Ozoblockly software, create their code sequence and load the programme onto the 
Ozobot. Are you shocked? What? Independently? By themselves? Alone? Well, yes. This class has had two or three semesters (over two-three years) of using block coding software. There are a few students who are not as capable but the other students become the teachers and they support each other. Now, the why of how this happened. When we started the project we (the class) realised there was no way we could construct our tracks in the computer lab, there just wasn’t the room. Luckily, being the Visual Art specialist I had access to the art room and so we used this space for most of the term. It meant that it freed up the computer lab and I happily let another class use it in that time frame. When my students began to finish at different stages and needed access to a computer, I arranged with the other teacher to send them through to the computer lab and she was happy for them to be in the same space as her class. It wasn’t any burden to her as the students knew what to do.
It was a little crazy, however, I had students at all different stages of production and coding. I did have to move between both classrooms to support and check on progress. I had students moving back and forth between the computer lab to code and the art room to test run their program using the Ozobots. There were only a few minor BM issues as most students were excited about testing the robots on their track and eager to fix any errors and then celebrate any successes. Any staff passing the art room were ambushed by students and dragged into the room to witness what the students had achieved.
Now, here’s the kicker and what went wrong, big time! The error was completely my fault and I should have thought about the potential outcomes when planning the project. We did not have many successes 😦
Why? Well, Ozobots cannot handle traversing bridges! Most students did a great job creating the correct sequences to get the Ozobots to stay on track but when presented with a bridge the Ozobot would either stop completely or only move up and across the bridge for a very short distance. The reason being often the angle of the bridge was too steep for the Ozobot to traverse, and/or they are not designed for traversing bridges. Occasionally one would make it to the centre of a bridge (if it had been constructed at a suitable low angle) but then it would just slide down the other side…which created lots of laughs but was not the goal. No one really minded and there was lots of discussion on how we could make changes to the bridges and we hypothesised about why it might be happening. No one was disappointed (except me), we had all enjoyed the process and learnt a lot along the way but if we had had more time we would have experimented further and tried to solve the problem.
What I learnt from it:
- run some tests before you set the project (if you want success)
or
- go with the flow and learn together, the process can teach you and your students more than you expect.
opinion and what I had been advised by other educators in my professional network. I have created a document that compares the advice of the companies, DETWA and those in the classroom. If you are interested you can access it 
This cute little book could be used as a hook to get students thinking about robots in our world, where do we find robots? Do we use robots in our daily life? Students could select a real world robot and draw/write about what it does, perhaps create a flow chart which outlines the steps/sequence that a real world robot goes through. Or use it as a hook for writing a narrative about working with a robot, then have students illustrate their work (labeled diagram or artwork), or perhaps build a robot sculpture.
algorithms, a sequence for a procedure. The book is about a little robot who does not want to go to bed, he runs through his stalling program to avoid going to bed, something which all young children can relate too. Students could write and illustrate their own bedtime routine, which also fits into the health curriculum. This text also has a 
can be moved, such as, spinning cogs. With only 5 pages, it outlines the very basic parts of a robot for little children, in the search for the most important part (the heart). What is the heart of a robot? Useful for ECE classes when designing a robot, and could be used for covering social and emotional content. It could also be used with older students as a sample of how to design a book with moving parts.
An emotional story about an old robot who can’t be fixed but finds a way to save a bird. A story that can open many discussions and writing tasks. Warning: You may need tissues.
could use to open a discussion about mapping and GPS, students could create a story map of the text or develop their own grid ‘hide & seek’ map of the playground or school. Where would you hide? Students could code a path using directional arrow symbols and direct a robot friend to the secret spot. Or use the gridded maps to play a game similar to battleships, can you find the hiding spot?
This is a lovely story about friendship and could be used in ECE to develop student awareness regarding how we speak to people in a positive way and how we are all valuable in different ways, plus jobs that robots could do.
Another text with great robot illustrations, each letter of the alphabet has words which describe sounds. It would be great for any narrative writing task or animation project where students were being encouraged to include sound within their text. Watch this 
This book has lovely end 
covers illustrated with very detailed plans of how to build a robot, a great example to show students and encourage them to add detail to their diagrams. The story line features an outdated robot whose programs no one wants and how he tries to gain the attention of the shoppers in hope of being purchased.
is a graphic novel suitable for junior and middle school students. This text is a perfect hook for comic book making, students could create their own comic book text using an iPad 
texts with instructions for building simple robots. You will need to check his block list and make sure you have the required pieces, otherwise, use the text as inspiration and have students construct their own robots. Perhaps they could even create their own instructions, another way to teach about sequences/algorithms.
Awesome LEGO Creations with Bricks You Already Have
contains enough robots for each child in your class. You could easily merge this text into your Science program about light or use it as inspiration for a Design and Technology project. **Please note: there is a warning about potential fire hazard for some projects, make sure you go over any safety issues with your students and have a plan in case anything should occur (ooh…another Health lesson, fire safety).
Next, I got my 
ask the students to create their own sequence using the codes. The text codes include: set colour, move forward, move backwards, turn right, turn left , wait, and turn in a (circle choice). I also write on the board that they must include four special lighting or movement codes of their choice (This makes it more fun, who doesn’t want Christmas tree lights flashing, before you zig zag along?). I also stipulate that they must have between ten and twenty code blocks within the sequence. They must then load the program onto the Ozobot, test the program and make any modifications, before showing the teacher.
On the holidays I spent half a day making some block code resources. I screen shot images of the Ozobot Mode 1. codes and pasted them into word. I cropped and adjusted the size of each block to make larger blocks which could be read when blu tacked to the front board or when held up. Then I laminated them and cut them to size ready to play with. I also made some flash card strips with the command codes written on them in text, then enlarged and laminated these as well.
I wanted to see if they could apply this knowledge when they used the editor, so we began activity two. Using and introducing the command text cards I created a sequence on the front board. When doing this I was constantly engaging in discussion about what we might need next and why? I encourage the kids to help me add to the sequence, they enjoy being part of the process and are actively engaged. Once the (text)sequence was constructed on the board I challenged them to recreate it in the Ozobot editor. Most students handled this really well and found the correct code blocks needed. The biggest challenge came with reading the text sequence, but I was pleased to see students walking up to the board to check which line of code (text) they needed next and puzzling it out, sounding words out, and checking with friends. Many asked me “What is after five (or three, four, …)?” Huh? It took me a minute to realise they were counting the lines of code to keep track, perhaps I should have numbered each line of code. Anyway, overall it went well, early finishers were encouraged to modify the code and/or load the program onto the Ozobots.
good laugh over this, tried it out on each other (this may be the only time that you can demonstrate your true feelings) and moved on. Then we paired up and challenged our partners to make various numbers. I then handed out the binary card sets to each group; it gave those struggling with the finger binary an easier visual method. While the class was practicing using cards and fingers, I went to each group and checked if each student understood the process and could demonstrate for me. This was lots of fun and the students enjoyed showing off their new skill.
The new Evo has sensors which allow it to interact with objects in the environment, it has new lights, a speaker, can make sounds to suggest emotions and allows users to communicate through social media. You can use the Evo with tablets and smartphones. Much like our old favourite 2.0 Ozobot it can be programmed with either colour codes or block coding. New codes have been developed to match the new features, students will enjoy adding sound to their programming.
us a great deal of money (plus time!), each has value or does it? For example, I have used 
they have become familiar with the basic online editor games, 
their own code, they drag and drop the block code into the required sequence (algorithm). They then program the code onto the robot (from the computer monitor) and run the programmed robot to test if their coding is correct. Here is where they find errors and correct their coding (both online & on their paper coding).
biscitmx 