Description
Standards based lessons to help you introduce primary students to programming robots!
Introduce early learners to robotics in a developmentally appropriate way. Help them learn how to use a robot and program it with confidence and purpose. Whether you have 1 robot or 30, these standards based lessons give you flexibility in how you teach PreK and Kindergarten students to code robots. This resource includes:
- 2 Standards Based lessons that outline how to teach young children to program robots. Standards are listed below.
- Slideshow to help guide the lesson. Includes activities, choice board, vocabulary, and reflection questions.
- Digital Choice boards that can be used with Google and Seesaw. These choice boards can be used for students who finish early, need an alternative activity, or as a station.
- Station task cards for 5 hands on stations that engage students in programming. These are a great way to review coding concepts while children take turns programming robots.
This activity meets the following standards:
AASL:
- Problem solving through cycles of design, implementation, and reflection.
- Recognizing capabilities and skills that can be developed, improved, and expanded.
CSTA:
- Develop programs with sequences & simple loops to express ideas or address a problem
- Create programs that include sequences, events, loops, and conditionals
ISTE:
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
CCSS:
- Make sense of problems and persevere in solving them.
- Use appropriate tools strategically.
Quick Bytes:
- This resource includes links to digital resources. Click the link to get your own copies.
- Read more about teaching early learners to code here!
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES</a> where I share tips, tools, & tricks to teach with technology in fun and safe ways! And I keep you up to date on sales and new resources!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
PreK - 1st
Standards
CCSSMP1
CCSSMP5
Tags
Pages
29
Teaching Duration
40 minutes
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Description
Standards based lessons to help you introduce primary students to programming robots!
Introduce early learners to robotics in a developmentally appropriate way. Help them learn how to use a robot and program it with confidence and purpose. Whether you have 1 robot or 30, these standards based lessons give you flexibility in how you teach PreK and Kindergarten students to code robots. This resource includes:
- 2 Standards Based lessons that outline how to teach young children to program robots. Standards are listed below.
- Slideshow to help guide the lesson. Includes activities, choice board, vocabulary, and reflection questions.
- Digital Choice boards that can be used with Google and Seesaw. These choice boards can be used for students who finish early, need an alternative activity, or as a station.
- Station task cards for 5 hands on stations that engage students in programming. These are a great way to review coding concepts while children take turns programming robots.
This activity meets the following standards:
AASL:
- Problem solving through cycles of design, implementation, and reflection.
- Recognizing capabilities and skills that can be developed, improved, and expanded.
CSTA:
- Develop programs with sequences & simple loops to express ideas or address a problem
- Create programs that include sequences, events, loops, and conditionals
ISTE:
- Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
CCSS:
- Make sense of problems and persevere in solving them.
- Use appropriate tools strategically.
Quick Bytes:
- This resource includes links to digital resources. Click the link to get your own copies.
- Read more about teaching early learners to code here!
Let’s stay connected! Be sure tosign up for my newsletter QUICK BYTES</a> where I share tips, tools, & tricks to teach with technology in fun and safe ways! And I keep you up to date on sales and new resources!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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