Preview
Report
Author:
Carrie Robledo
Subject:
English Language Arts, Science, STEM
Material Type:
Activity/Lab, Lesson Plan
Level:
Preschool, Lower Primary
Tags:
K-5 Design Thinking, K-5 Engineering, K2-AP-05, STE, k-5-design-thinking, k-5-engineering, k2-ap-05, k5engineers, ste
License:
Creative Commons Attribution
Language:
English

Education Standards

K: Dashing Through Obstacles

K: Dashing Through Obstacles

Overview

Students will create an obstacle course for the Dash robot to demonstrate the following movements and position words: straight, in front of, behind, zigzag, between, on top of, round and round , under, above, back and forth, below, beside, fast and slow.

Instructor Directions

Kindergarten:  

Dashing Through Obstacles

Driving Question / ScenarioCan you create an obstacle course for Dash the robot to move through?
Project SummaryStudents will create an obstacle course for the Dash robot to demonstrate the following movements and position words: straight, in front of, behind, zigzag, between, on top of, round and round        , under, above, back and forth, below, beside, fast and slow
Estimated Time1 class period
Materials / ResourcesDash the robotIOS App- “Go” - from Wonder WorkshopClassroom Materials as obstacles (such as tables, chairs, blocks, cups, etc.) Planning handout w/ Flash Cards
StandardsK.P.1.1 : Compare the relative position of various objects observed in the classroom and outside, using position words such as in front of, behind, between, on top of, under, above, below, and beside.K.P.1.2:  Give examples of different ways objects and organisms move (to include falling to the ground when dropped): straight, zigzag, round and round, back and forth, fast and slow.
Project Outline
AskIntroduce Dash the robot to the students.  Ask the students in whole group to try to guess what Dash can (and cannot) do.  Demonstrate how Dash moves.  Let students know they’re going to build obstacle courses for Dash to navigate through.
ImagineIntroduce / review the positional words the students will be working with.  In groups of 3-4, students will brainstorm the words they would like to use as well as what types of obstacles/objects around the room they can use to make Dash perform the correct actions.
PlanUsing the plan PDF above, have students in their groups create a plan for their obstacle course.  (note: you may want to model this process with a paper of your own before students fill their plans out).
CreateUsing the plan the class made together, create the obstacle course (note: try to build in inherent “failure points” such as books stacked too closely together that won’t allow Dash through or making something for Dash to go on top of that is impossible for him to climb).  Place the Dash Flash Cards in the appropriate spots on the course as a visual reminder of each positional/directional word used. Let students know that an important part of making something is testing it out to see how it works.  Ask students to say the appropriate directional / positional words as you navigate Dash through the obstacle course.  
ImproveHave students brainstorm ways to improve the obstacle course so that it is easier for Dash to make it all the way through. Make these improvements and navigate Dash through the newly improved course, with students saying the appropriate directional/positional words as Dash moves about.
Closure / Student ReflectionsReview the engineering process with students and revisit all positional words.  Have students share which words were the most difficult to create obstacles for.  Talk about how they would change their plans/courses if they had the chance to do it again.
Possible Modifications / Extensions
  • Utilize more positional words outside of the original scope.
  • If later in the year and students are able, allow them to use map skills to create a more intricate course (modify to create a large “map” of your town that students could navigate).

 

 

Sample Pictures / Video