If your students have never used Ozobots, I would strongly encourage you to utilize part 1 of this lesson with the Ozobots. This will allow students an experience playing with the Ozbots before starting the bulk of the lesson. Parts 2 and 3 of this lesson assume students will have prior knowledge about “grounding” the Ozobot prior to use and how it responds to colors and follows the path it is given.
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Objective: In this lesson, students are practicing their Spanish directions and storytelling.
Students will be working with Ozobots. These little robots are designed to subtly introduce students to coding. Students will be producing a story with their group and rewriting a story using color the codes associated with Ozobot. See more about Ozobots and color coding here. Materials I used: blank paper, pictures of locations (if not teacher provided on map/paper), red/black/green/blue markers, Ozobot kit I chose to design this activity because there was not a lot of activities available for World Language teachers wanting to use Maker tools and technologies.
In my design of this lesson, students are focusing on their ability to give and understand directions in Spanish. Giving and receiving directions is something important that we do on a regular basis in English. The vocabulary associated with directions ties into a bigger unit I teach during Spanish 2 about travel. This activity could potentially be used over 3 days and divided into a few sections. Part 1 (as needed) is a mini introductory experience with the Ozobots. Students need a few minutes to become familiar with the technology, learn how to ground their robots to get them started and then can use the pre-made pathways that come with the Ozobots to see how they function. During this time, students should also be using their directional vocabulary in Spanish to be describing the routes the Ozobots are taking on the pre-made maps. Part 2 is the story writing portion of the lesson. Students should be presented with the Ozobot terminology they are going to be required to use, and write their story using those guidelines. Part 3 will be the coding portion and the “re-telling” of the story by the opposite group. Students will use notes they took while listening to another group’s story to recreate the path of the Ozobot on a separate sheet of paper. They will also need the Ozobot color codes to use while recreating the story. Directions:
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Ozobot color coding sources from: https://www.ozobot.com This lesson was designed by Caitlin Manson.