Ozobots
Ozobots - Introduction with Color Coding
Ozobots - Introduction with Color Coding
Ozobots - Introduction with Block Based Coding Using Ozoblockly
Ozobots - Introduction with Block Based Coding Using Ozoblockly
Some Ozobot Basics
Some Ozobot Basics
Bot basics.pdfOzobots - An example using Ozobots for storytelling in the classroom
Ozobots - An example using Ozobots for storytelling in the classroom
An example activity using Ozobots with story sequencing using the book "There was an cold lady who swallowed some snow" - https://portal.ozobot.com/lessons/detail/cold-lady
An example activity using Ozobots with story sequencing using the book "There was an cold lady who swallowed some snow" - https://portal.ozobot.com/lessons/detail/cold-lady
Ozobot - Code A Story - There Was a Cold Lady.pdfTry this:
Try this:
Please look through the Ozobot Experince Pack. Some of these challenges (e.g. 6 and 7) have been provided at your work station. Please work through them and practice color coding with Ozobots.
Please look through the Ozobot Experince Pack. Some of these challenges (e.g. 6 and 7) have been provided at your work station. Please work through them and practice color coding with Ozobots.
ozobot-evo-experience-pack.pdfOR
OR
Practice color coding by getting a blank piece of white paper, markers and/or stickers and make a pathway of your own to explore and tinker.
Practice color coding by getting a blank piece of white paper, markers and/or stickers and make a pathway of your own to explore and tinker.
OR
OR
Watch this tutorial to learn how to program the Ozobot Bit robot using the OzoBlockly editor. Learn how to create a block-based program and load it into Ozobot Bit. (NOTE: use one of the tablets at your center for this task.)
Watch this tutorial to learn how to program the Ozobot Bit robot using the OzoBlockly editor. Learn how to create a block-based program and load it into Ozobot Bit. (NOTE: use one of the tablets at your center for this task.)
Examples of project descriptions for Ozobots
Examples of project descriptions for Ozobots
Example 1
Example 1
After providing an outline of a house, and programming Ozobot to navigate around it while lighting up at various colored intersections, Students will explore different house designs (or other types of structures) and design a house outline of their own. Students will program Ozobot’s path and light animation in this house-lighting activity. This is one project that will be used for the ozobots, but these devices can be used in several areas in grade k to 3 such as ELA for storytelling and reading comprehension.
After providing an outline of a house, and programming Ozobot to navigate around it while lighting up at various colored intersections, Students will explore different house designs (or other types of structures) and design a house outline of their own. Students will program Ozobot’s path and light animation in this house-lighting activity. This is one project that will be used for the ozobots, but these devices can be used in several areas in grade k to 3 such as ELA for storytelling and reading comprehension.
Example 2
Example 2
One of the units in our science curriculum is space/technology in space and I am planning on incorporating this topic into language arts as we read the novel "A Wrinkle in Time", which is about travelling through time and space. Literacy block structure involves students working independently / in pairs or groups while the teacher is working with a small group or one on one with an individual. I would use an initial mini lesson and some small group instruction to teach students the basics of using an Ozobot before making it an independent activity. I would like to create an activity for students where they use an Ozobot to demonstrate their understanding of the novel while also incorporating information they have learned about space during grade 6 science. Students will have a choice board from which to choose an activity or they can suggest their own way of showing me what they have learned. For example, they could choose to make an obstacle course that the Ozobot has to make its way through based on the sequence of events from the novel. Students will be working in pairs to encourage communication, collaboration, critical thinking and creativity. As pairs are working on their project, students will be encourage to use an iPad or Chromebook to video tape their Ozobot/work and share it with classmates and parents via our google classroom.
One of the units in our science curriculum is space/technology in space and I am planning on incorporating this topic into language arts as we read the novel "A Wrinkle in Time", which is about travelling through time and space. Literacy block structure involves students working independently / in pairs or groups while the teacher is working with a small group or one on one with an individual. I would use an initial mini lesson and some small group instruction to teach students the basics of using an Ozobot before making it an independent activity. I would like to create an activity for students where they use an Ozobot to demonstrate their understanding of the novel while also incorporating information they have learned about space during grade 6 science. Students will have a choice board from which to choose an activity or they can suggest their own way of showing me what they have learned. For example, they could choose to make an obstacle course that the Ozobot has to make its way through based on the sequence of events from the novel. Students will be working in pairs to encourage communication, collaboration, critical thinking and creativity. As pairs are working on their project, students will be encourage to use an iPad or Chromebook to video tape their Ozobot/work and share it with classmates and parents via our google classroom.
Example 3
Example 3
In Mathematics, we would utilize the Ozobots during whole classroom and math block structures. Specifically, we want to use them during our Measurement and Numeration units. An example of one particular lesson that we have in mind during the Measurement unit is to group students in small groups and have them work together to make the Ozobot travel different distances. When the “route” of the Ozobot is complete, students will then use their different measuring strategies to determine how far the Ozobot travelled. This can also be completed with a pre-estimating lesson. Also, we could use the Ozobot during our Numeration unit. We could have the bot travel along a number line to illustrate the order of a particular set of decimal numbers. Or create a place value chart and have the Ozobot move to a given place value.
In Mathematics, we would utilize the Ozobots during whole classroom and math block structures. Specifically, we want to use them during our Measurement and Numeration units. An example of one particular lesson that we have in mind during the Measurement unit is to group students in small groups and have them work together to make the Ozobot travel different distances. When the “route” of the Ozobot is complete, students will then use their different measuring strategies to determine how far the Ozobot travelled. This can also be completed with a pre-estimating lesson. Also, we could use the Ozobot during our Numeration unit. We could have the bot travel along a number line to illustrate the order of a particular set of decimal numbers. Or create a place value chart and have the Ozobot move to a given place value.
In Science, we wish to integrate coding into our classrooms during the Weather and States of Matter units. A particular lesson that we have created would be to use an Ozobot to travel through the water cycle stages. We would get students to dress the Ozobot as precipitation, water vapor (condensation), clouds, and various bodies of water. They would then make the Ozobot travel through the four different stages of water and verbally communicate the stages to classmates.
In Science, we wish to integrate coding into our classrooms during the Weather and States of Matter units. A particular lesson that we have created would be to use an Ozobot to travel through the water cycle stages. We would get students to dress the Ozobot as precipitation, water vapor (condensation), clouds, and various bodies of water. They would then make the Ozobot travel through the four different stages of water and verbally communicate the stages to classmates.
During Social Studies, we would do an activity to help students grasp the role of a historian or archaeologist while digging for artifacts. There are four very concrete rules that such a person must follow while searching for artifacts. Students can develop a timeline of this process. We will then use a clear plastic shower curtain that is made into a grid.
During Social Studies, we would do an activity to help students grasp the role of a historian or archaeologist while digging for artifacts. There are four very concrete rules that such a person must follow while searching for artifacts. Students can develop a timeline of this process. We will then use a clear plastic shower curtain that is made into a grid.
Example 4
Example 4
We are planning to get my students to create a sequencing piece of writing, using the ozobots to create an actual map of their community, including all important service locations (ex- school, hospital, post office, police station, etc.), and write about their adventures throughout the community while visiting these places.
We are planning to get my students to create a sequencing piece of writing, using the ozobots to create an actual map of their community, including all important service locations (ex- school, hospital, post office, police station, etc.), and write about their adventures throughout the community while visiting these places.
Our project would consist of a lesson involving drawing lines to different service buildings on a map of our local community. Our plan is to use ozobots to help the students discuss and learn what each location is, as well as what services these places provide. For example, each student could write a story about themselves and all of the places that they would visit on an adventure in their community throughout the day. They would create a sequencing piece of writing, using the ozobots to create an actual map of their community, including all important service locations (ex- school, hospital, post office, police station, etc.), and write about their travels throughout the community while visiting these places. This would be extremely motivating for these students, as I have already began using the Scratch program, and the kids love using this and catch on so quickly.
Our project would consist of a lesson involving drawing lines to different service buildings on a map of our local community. Our plan is to use ozobots to help the students discuss and learn what each location is, as well as what services these places provide. For example, each student could write a story about themselves and all of the places that they would visit on an adventure in their community throughout the day. They would create a sequencing piece of writing, using the ozobots to create an actual map of their community, including all important service locations (ex- school, hospital, post office, police station, etc.), and write about their travels throughout the community while visiting these places. This would be extremely motivating for these students, as I have already began using the Scratch program, and the kids love using this and catch on so quickly.
Example 5
Example 5
The project will involve the students recreating one of Captain Bob Bartlett’s famous expeditions- The overall project be an interactive map on which the robot travels the path of the voyagers on the Karluke and responds to the events as they enfold. After listening the book, “The Lamp, The Ice and a Boat Called Fish” by Jacqueline Briggs Martin, the students will be put in small groups (4-6) to plan the voyage. Using chart paper, they need to illustrate a map which includes the relevant continents and oceans. They need to construct some of the physical features, ice hills, ice floes, animals, etc., that are needed to share their recreation. Then, they need to identify the challenges and successes of the voyage. Each child in the group will choose one of the successes or challenges and program an appropriate reaction for the robot which uses sounds, lights and motion. The students will use coding, (events, conditionals, functions and loops) to make the robot show “emotion” when it encounters a challenge and when it overcomes that challenge. The grade 4s will show their maps to the Kindergarten class. They will then partner with a kindergarten group and help them to learn ozobot's simpler coding which uses color patterns and markers. The students will work in small groups with the kindergarten students. They will help the younger students design a simple map of the school playground (or classroom), and show them how to use markers to code motion. The kindergarten students will then put color codes in place for the robot to travel the path around the playground.
The project will involve the students recreating one of Captain Bob Bartlett’s famous expeditions- The overall project be an interactive map on which the robot travels the path of the voyagers on the Karluke and responds to the events as they enfold. After listening the book, “The Lamp, The Ice and a Boat Called Fish” by Jacqueline Briggs Martin, the students will be put in small groups (4-6) to plan the voyage. Using chart paper, they need to illustrate a map which includes the relevant continents and oceans. They need to construct some of the physical features, ice hills, ice floes, animals, etc., that are needed to share their recreation. Then, they need to identify the challenges and successes of the voyage. Each child in the group will choose one of the successes or challenges and program an appropriate reaction for the robot which uses sounds, lights and motion. The students will use coding, (events, conditionals, functions and loops) to make the robot show “emotion” when it encounters a challenge and when it overcomes that challenge. The grade 4s will show their maps to the Kindergarten class. They will then partner with a kindergarten group and help them to learn ozobot's simpler coding which uses color patterns and markers. The students will work in small groups with the kindergarten students. They will help the younger students design a simple map of the school playground (or classroom), and show them how to use markers to code motion. The kindergarten students will then put color codes in place for the robot to travel the path around the playground.
Example 6
Example 6
Getting upper elementary students to use the French they have been learning since Kindergarten is tricky. My project would incorporate writing and speaking and would involve younger students as an audience. For many years, I have gotten my grade 6s to write and illustrate a children's literature story in French and then read it to a primary audience. This has become somewhat of a tradition and the primary teachers look forward to it as part of their year. I would like to incorporate Ozobots into the writing process. My students would still write and illustrate their story, but this year (and in future years), they could design a path for the Ozobot to follow while they are reading the story, so that the characters in the story come to life in the form of Ozobots! I am thinking that not only will it inspire my students to reflect on their writing process (in order to get the Ozobot to do what they want it to do), but also, the younger audience would get to see the Ozobot 'travel' through the story. All of this would happen in French! My speaking outcomes would be more engaging to my students, as not only would they be reading their stories, they would have to communicate to each other in order for the Ozobot to do what they need it to do! My French Language Arts outcome in all strands would be touched on by incorporating Ozobots into my French Language Arts curriculum!
Getting upper elementary students to use the French they have been learning since Kindergarten is tricky. My project would incorporate writing and speaking and would involve younger students as an audience. For many years, I have gotten my grade 6s to write and illustrate a children's literature story in French and then read it to a primary audience. This has become somewhat of a tradition and the primary teachers look forward to it as part of their year. I would like to incorporate Ozobots into the writing process. My students would still write and illustrate their story, but this year (and in future years), they could design a path for the Ozobot to follow while they are reading the story, so that the characters in the story come to life in the form of Ozobots! I am thinking that not only will it inspire my students to reflect on their writing process (in order to get the Ozobot to do what they want it to do), but also, the younger audience would get to see the Ozobot 'travel' through the story. All of this would happen in French! My speaking outcomes would be more engaging to my students, as not only would they be reading their stories, they would have to communicate to each other in order for the Ozobot to do what they need it to do! My French Language Arts outcome in all strands would be touched on by incorporating Ozobots into my French Language Arts curriculum!
Example 7
Example 7
Students will engage in creating and designing story maps and utilizing the story elements: characters, setting, problem and solution to narrate and develop narratives using Ozo as the main character. Students will navigate a story plot and use Ozo to tell/ retell stories. Students can create characters accessories/costumes and other props to enhance story development. They will design a story map on paper with coding instructions to move the character along the story (beginning, middle and end). The students will use Ozobot to behave/move and react as the story plot progresses. Students may design and narrate in small groups and use one or more ozobots to interact in the story.
Students will engage in creating and designing story maps and utilizing the story elements: characters, setting, problem and solution to narrate and develop narratives using Ozo as the main character. Students will navigate a story plot and use Ozo to tell/ retell stories. Students can create characters accessories/costumes and other props to enhance story development. They will design a story map on paper with coding instructions to move the character along the story (beginning, middle and end). The students will use Ozobot to behave/move and react as the story plot progresses. Students may design and narrate in small groups and use one or more ozobots to interact in the story.
Example 8
Example 8
Students can use the ozbot bit and markers to map out the melody of a song. They can use the colored dots to make the ozobot do interesting things to outline different aspects of their chosen piece of music, like when crescendos, decrescendos, or rests happen. They can also use a directional action for the bot to do to indicate different instruments are getting the lead, or change the speed of the bot to reflect the tempo of the music.
Students can use the ozbot bit and markers to map out the melody of a song. They can use the colored dots to make the ozobot do interesting things to outline different aspects of their chosen piece of music, like when crescendos, decrescendos, or rests happen. They can also use a directional action for the bot to do to indicate different instruments are getting the lead, or change the speed of the bot to reflect the tempo of the music.
Example 9
Example 9
We would like to create a similar project to this one https://portal.ozobot.com/lessons/detail/cold-lady except our plan is to use the ozobots to help the students write a story map for a process piece that is of interest to them. We are also thinking that we would be able to use the ozobots during our literacy routine to enhance the small group activities that we already have in place. For example, the students could program the ozobot to alphabetize the weekly spelling word list or program the ozobot to stop on a misspelled word in a sentence. Another idea in literacy circles in which we could use the ozobot is with organizing procedural writing, where the ozobot will move and stop at specific place allowing the students “talk time” to share important element of the story. The ozobot also could be used to showcase a student’s retelling of events after their time in Read to Self. Students are motivated using literacy circles, enhancing them with ideas of how to use the ozobot will certainly broaden our student’s creativity and language development skills.
We would like to create a similar project to this one https://portal.ozobot.com/lessons/detail/cold-lady except our plan is to use the ozobots to help the students write a story map for a process piece that is of interest to them. We are also thinking that we would be able to use the ozobots during our literacy routine to enhance the small group activities that we already have in place. For example, the students could program the ozobot to alphabetize the weekly spelling word list or program the ozobot to stop on a misspelled word in a sentence. Another idea in literacy circles in which we could use the ozobot is with organizing procedural writing, where the ozobot will move and stop at specific place allowing the students “talk time” to share important element of the story. The ozobot also could be used to showcase a student’s retelling of events after their time in Read to Self. Students are motivated using literacy circles, enhancing them with ideas of how to use the ozobot will certainly broaden our student’s creativity and language development skills.
Example 10
Example 10
Our grade 4 health curriculum involves knowledge of the digestive and urinary systems. The students will be coding their ozobots to recreate a journey through the digestive system while others will be coding a journey through the urinary system. Students will work in groups of 3 or 4 to create a representation of the systems (drawing, model, etc.). They will code the ozobot to journey through the system while they explain the main organs and the importance of each in the digestive or urinary system. Students will be involved in sequencing the process, creating their representation, coding the ozobot through the journey, creating the video, presenting and sharing via google their videos.
Our grade 4 health curriculum involves knowledge of the digestive and urinary systems. The students will be coding their ozobots to recreate a journey through the digestive system while others will be coding a journey through the urinary system. Students will work in groups of 3 or 4 to create a representation of the systems (drawing, model, etc.). They will code the ozobot to journey through the system while they explain the main organs and the importance of each in the digestive or urinary system. Students will be involved in sequencing the process, creating their representation, coding the ozobot through the journey, creating the video, presenting and sharing via google their videos.
Example 11
Example 11
In grade 4, Bienvenue chez nous, is a unit around the theme of communities and things we would find in our communities. At the beginning of the unit we learn the necessary vocabulary for buildings, directions (up, down, left right), and well as verbs for movement (fast, slow, etc.). Once student have all necessary vocabulary, their Mini-tâche assessment involves creating their community (where they live) and using the vocab to describe in French orally what is real to them. This activity involves drawing a map while speaking aloud to a group. We could use ozobots coding into our maps along the streets of their community maps. The students can indicate how to get to certain key places that are important to them in their community. The ozobot can be programmed to virtually tour the community in which each students live. Bringing these experiences to our young learners will provide many benefits to their French vocabulary (describing the path of the ozobot in French as well as the key map elements), it will also provide much needed exposure to coding (a new concept at our school), and engagement as learners. Once this example is complete, we can use the same concept to discover unknown communities (Francophone communities) around the world.
In grade 4, Bienvenue chez nous, is a unit around the theme of communities and things we would find in our communities. At the beginning of the unit we learn the necessary vocabulary for buildings, directions (up, down, left right), and well as verbs for movement (fast, slow, etc.). Once student have all necessary vocabulary, their Mini-tâche assessment involves creating their community (where they live) and using the vocab to describe in French orally what is real to them. This activity involves drawing a map while speaking aloud to a group. We could use ozobots coding into our maps along the streets of their community maps. The students can indicate how to get to certain key places that are important to them in their community. The ozobot can be programmed to virtually tour the community in which each students live. Bringing these experiences to our young learners will provide many benefits to their French vocabulary (describing the path of the ozobot in French as well as the key map elements), it will also provide much needed exposure to coding (a new concept at our school), and engagement as learners. Once this example is complete, we can use the same concept to discover unknown communities (Francophone communities) around the world.