Ozobots - 8 lesson program

Lesson 1: Introduction to Ozobots

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will be introduced to Ozobots and learn how to interact with them through basic colour coding.

1. Introduction (10 minutes)

Introduce the Ozobot as a small robot that can follow commands through colour codes.
Discuss the concept of coding using visual language (red, blue, and green).
Show how the Ozobot reacts to basic colour patterns.
Draw a straight line with a black marker and place the Ozobot on it to show its movement.

2. Main Activity (25 minutes)

Provide students with templates showing different paths.
Ask them to use markers to draw lines and add simple colour codes (e.g., red-blue-red).
Observe how Ozobots respond.

3. Conclusion (10 minutes)

Ask students to share what they observed.
Discuss how the Ozobot understood the colours they used and why it moved as it did.

Lesson 2: Creating a Simple Ozobot Track

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will create their own tracks using colour codes to control the movement of Ozobots.

1. Introduction (5 minutes)

Review the colour codes introduced in Lesson 1 and introduce additional commands like slow, fast, and turn (e.g., blue-red-blue).
Show how these new codes can be incorporated into paths to create specific actions, such as making the Ozobot move in a square or zigzag pattern.

2. Main Activity (30 minutes)

Provide students with blank sheets and coloured markers.
Ask them to create a track that includes at least two turns and two speed changes.
Students can work in pairs and test their tracks with the Ozobot.

3. Conclusion (10 minutes)

Ask a few students to showcase their tracks.
Discuss what worked well and what adjustments they might need to make for their Ozobot to follow the path correctly.

Lesson 3: Introduction to Coding with Ozobot Blockly

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will be introduced to Ozobot Blockly and learn to create basic block-based programs to control Ozobots.

1. Introduction (5 minutes)

Introduce Ozobot Blockly as a tool to create programs for the Ozobot.
Show how to access the Blockly interface on a tablet or computer.
Create a simple program using Ozobot Blockly that makes the Ozobot move forward, turn left, and stop. Discuss how each block represents a command.

2. Main Activity (30 minutes)

Have students create their own simple programs in pairs using tablets.
Provide a few block commands to get started.
Encourage them to experiment with different sequences.

3. Conclusion (10 minutes)

Discuss the programs created by students and talk about how block coding can control the Ozobot more precisely than using colour codes.

Lesson 4: Sequencing and Loops

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will learn about sequencing and loops to create more complex programs using Ozobot Blockly.

1. Introduction (5 minutes)

Discuss what a sequence is in coding (a series of commands that happen in a specific order).
Introduce the concept of loops as a way to repeat actions multiple times.

2. Main Activity (30 minutes)

Show an example in Ozobot Blockly using a loop to make the Ozobot spin in a circle three times.
Break down the code step-by-step.
In pairs, students create a program that uses a loop to make the Ozobot follow a pattern repeatedly (e.g., square or triangle).

3. Conclusion (10 minutes)

Have students share their programs with the class and talk about where they used loops and why.

Lesson 5: Problem Solving with Ozobot Blockly

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will apply their understanding of coding concepts to solve simple navigation problems.

1. Introduction (5 minutes)

Discuss how coding can solve real-world problems by giving the example of programming the Ozobot to navigate a maze.
Show a simple maze created using tape on the floor and demonstrate how to program the Ozobot to reach the end of the maze.

2. Main Activity (30 minutes)

Provide students with a maze template and ask them to create a program in Ozobot Blockly that guides the Ozobot from the start to the end of the maze.

3. Conclusion (10 minutes)

Reflect on the challenges faced and how students adjusted their programs to navigate the maze successfully.

Lesson 6: Conditional Statements with Ozobot Blockly

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will learn to use conditional statements ("if" and "else") in Ozobot Blockly to make decisions based on different situations.

1. Introduction (5 minutes)

Discuss what a conditional statement is and how it helps programs make decisions based on certain conditions.
Use an example of "If it rains, take an umbrella; else, wear a hat."

2. Main Activity (30 minutes)

Create a basic Ozobot Blockly program that uses a conditional statement: "If the Ozobot detects a red line, turn left; else, turn right."
Walk through the steps of setting up the condition and testing it on a track with a red intersection.
In pairs, students will create a program that allows the Ozobot to navigate a track with multiple intersections.
They will use conditional statements to choose different paths based on colour codes they place on the track.

3. Conclusion (10 minutes)

Reflect on how conditional statements allowed the Ozobot to "choose" its path and discuss real-world applications of conditional logic (e.g., traffic lights).

Lesson 7: Exploring Variables with Ozobot Blockly

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will be introduced to variables and learn how to use them to store and modify information in their programs.

1. Introduction (5 minutes)

Introduce variables as "containers" that hold information.
Use a relatable analogy, like a variable being a "pocket" where you can store a value like a number.

2. Main Activity (30 minutes)

Show a simple program that uses a variable to keep track of how many times the Ozobot has completed a loop.
Explain how to create a variable and update its value in Ozobot Blockly.
Have students create a program where the Ozobot uses a variable to count how many times it turns.
Students can place colour codes on the track to act as checkpoints, and the Ozobot should keep track of the number of checkpoints it passes.

3. Conclusion (10 minutes)

Discuss the benefits of using variables to keep track of information and how they can be used to control different aspects of a program.

Lesson 8: Final Project – Ozobot Coding Challenge

Outcomes:

NSW: ST1-2DP-T, ST1-3DP-T, ST1-11DI-T

Aus: ACTDIK001, ACTDIK004

Objective: Students will apply all the coding concepts learned in the previous lessons to design and create a program that solves a specific problem or navigates a complex track.

1. Introduction (5 minutes)

Provide an overview of the final project: students will create a unique Ozobot program that either solves a given challenge (e.g., navigating a maze) or performs a series of actions (e.g., dance routine or obstacle course).

2. Main Activity (30 minutes)

Discuss possible project ideas and help students plan their projects by listing out the necessary steps and commands needed for their program.
Students work in small groups to create their projects.
They should test their code frequently and adjust as needed.
Offer guidance and troubleshoot any issues that arise.

3. Conclusion (10 minutes)

Each group presents their project to the class, demonstrating their Ozobot’s movements and explaining the coding concepts they used.
Celebrate the students’ achievements and reflect on their learning journey.

Ozobots - 8 lesson program

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