Ozobots Geometry

Ozobots Geometry

By Alysia Jones, inspired by Erin Wilson

Co-authored by Peney Wright

Objectives:

• TSW use color combinations to code Ozobots to complete designated codes listed on the Geometry Task Cards.
• TSW read Geometry Task Cards to identify the challenges, research to review the geometry concepts and represent lines, angles and two-dimensional/plane shapes and label the geometry concepts at or with greater than 80% accuracy.

PA Standards:

Math:

• CC.2.3.3.A.1 Identify, compare, and classify shapes and their attributes.
• CC.2.3.4.A.1 Draw lines and angles and identify these in two-dimensional figures.
• C.2.3.4.A.2 Classify twodimensional figures by properties of their lines and angles.
• CC.2.3.5.A.2 Classify two-dimensional figures into categories based on an understanding of their properties.
• CC.2.3.4.A.3 Recognize symmetric shapes and draw lines of symmetry.
• CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.
• CC.2.4.3.A.1 Solve problems involving measurement and estimation of temperature, liquid volume, mass, and length.

Math Practices:

• Make sense of problems and persevere in solving them. 
• Construct viable arguments and critique the reasoning of others. 
• Use appropriate tools strategically. 
• Reason abstractly and quantitatively.
• Model with mathematics.
• Attend to precision.
• Look for and express regularity in repeated reasoning.

CSTA Computer Science:

• 1B-CS-03 Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
• 1B-DA-06 Organize and present collected data visually to highlight relationships and support a claim. 
• 1B-DA-07 Use data to highlight or propose causeand-effect relationships, predict outcomes, or communicate an idea.
• 1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
• 1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
• 1B-AP-12 Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features. 
• 1B-AP-13 Use an iterative process to plan the development of a program by including others' perspectives and considering user preferences.
• 1B-AP-14 Observe intellectual property rights and give appropriate attribution when creating or remixing programs.
• 1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended. 
• 1B-AP-16 Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.
• 1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations.

Accessibility, Equity and Inclusion

Supports for Inclusion:

·       Provide options for student choice

·       Pre-teach prioritized vocabulary and prioritized learning objectives 

·       Re-teach prioritized learning objectives, "just in time" learning

·       Provide an opportunity for summarization and reflection of prioritized learning objectives at the end of a lesson

Accessibility, Equity and Inclusion with Assistive Technology for All:

Please consider:

·       Assignments are available in electronic format

·       Computers are equipped to enlarge screen text and images, and with screen or text reader availability

·       Handouts are available, or quickly obtainable, with large print

Culturally Responsive Teaching Practices for All Learners:

·       Hold high expectations for all learners

·       Use activities that invite students to bring in their own life experiences into the learning

·       Build classroom management routines that are predictable

·       Provide means to receive information in visual, auditory, and written formats

·       Build upon prior-knowledge and relevance 

·       Provide options for student choice

·       Grow awareness of implicit biases for students and faculty

·       Grow awareness of vulnerable decision points for faculty

·       Provide opportunities for authentic relationship building between students and faculty

·       Provide opportunities for students and faculty to share and learn more about their own and others’ identities

Students will be doing:

Students will be reviewing geometry concepts and are encouraged to use their math books as a research source, including the glossary and index.

Students will practice class norms when working with a partner and for coping with "failures" and frustrations.

Students will use computer science skills (coding) to move their robot through various Geometry skills. 

Students will work with partners or in small groups.

*These partnerships or small groups may be assigned or self-selected.

Students are encouraged to test their solutions to the Geometry Task Cards and are supported in making changes (iterations) to meet the card challenges. 

*Frequently support learners who may become frustrated, struggling to solve the Geometry challenges.  Allow breaks and references to any classroom anchor charts.  Allow peers to share solutions and then learners "remix" and attribute the peer's name.  

Students will label the geometric shapes, lines or angles.

*The teacher will review the Geometry aspects of the challenges to be sure that they are correctly shown.

Student work will be gathered into a paper book that the students will peer check.  Each number on the grid matches a Geometry Task Card number.

Students may mark the Geometry Book "Rubric" with the stated check mark or X, however a star or smiley face for code accuracy and a check mark to "check your work" could also be used.  Peers should make a small x in a corner so learners can make changes, as needed, to move towards more accurate codes.  Learners would have additional time to meet the challenge and earn a positive response.

Assessment

Peer assessments can be done with this assignment.  Students can share their books with a peer.  Students will test using Ozobots to check the codes in their peer's books.  They can indicate if it completed correctly or does not match the stated task card criteria.  The teacher will review the Geometry aspects of the challenges to be sure that they are correctly shown.

Resources:

Ozobot Geometry Task Cards Full Lesson Plan by Erin Wilson

• Lines, line segments and angles
• Ozobot Geometry Task Cards [1]

Note: Some of the specific Geometry concepts may need to be changed to match PA grade level standards.

Geometry Task Cards II Full Lesson Plan by Lisa Richardson

• Plane shapes, perimeter, area, radius and angles
• Geometry Task Cards II pdf

Note: Some of the specific Geometry concepts may need to be changed to match PA grade level standards.