Author:
Carrie Robledo, Toni Luther
Subject:
Science, Social Studies
Material Type:
Activity/Lab
Level:
Upper Primary
Tags:
  • NCEngineers
  • Ozobots
  • Science
  • Stem
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Creating Your Community with Ozobot

    Creating Your Community with Ozobot

    Overview

    After brainstorming a list of essential businesses and/or points of interest, each student will create a building from recycled cardboard. They will then decide a location to house the building in the city. There will also be waterways included.  Then in teams of 2-3 the students will use recycled materials to build a bridge to carry the ozobot through the city giving tours of important locations. The ozobot will need to be able to cross the bridge which will allow students to work through issues with force and motion.

    Instructor Directions

     

    Creating Your Community with Ozobot

    Toni Luther

    Carteret County Schools

     

    Driving Question / ScenarioWhat essential businesses and/or points of interest would a new resident to your town like to tour upon moving in?How does force and motion affect an Ozobot from traveling up an incline?
    Project SummaryAfter brainstorming a list of essential businesses and/or points of interest, each student will create a building from recycled cardboard. They will then decide a location to house the building in the city. There will also be waterways included.  Then in teams of 2-3 the students will use recycled materials to build a bridge to carry the ozobot through the city giving tours of important locations. The ozobot will need to be able to cross the bridge which will allow students to work through issues with force and motion.
    Estimated Time4 hours (4, 1 hour class periods)
    Materials / ResourcesOzobots, Empty cardboard boxes, toilet paper rolls, markers, popsicles sticks, cups, etc.Optional: local area visitors guides, books on community
    Grade3-5
    Subject(s)Social Studies, Science
    Educational StandardsScience
    • 3.P.1 Understand motion and factors that affect motion.
    • 4.P.1 Explain how various forces affect the motion of an object.
    • 5.P.1 Understand force, motion and the relationship between them.
    Social Studies
    • 3.E.1 Understand how the location of regions affects activity in a market economy.
    Classifying ObjectiveThe learner will be able to create a model of an essential building in his/her town.The learner will build a bridge using the correct incline for an Ozobot robot to be able to travel over successfully.
    Project Outline
    Ask
    • If a new resident was to move to our community what essential places would they need to be familiar with first?
    • Can you build a bridge that the ozobot will be able to travel over waterways in your town?
    Imagine
    • What important services does our town offer?
    • What unique places does our town have that others may want to visit?
    • How would I create a bridge for ozobot to travel over?
    • What do I need to know about the incline of the bridge? How much power/force does the ozobot have to move smoothly up the incline?
    Plan
    • Draw a plan of the building  and bridge you choose to design.
    • Decide which materials would be needed to create the building and bridge.
    CreateHave the students create the buildings first. Early finishers may be used to create the road using white paper and the Ozobot code and the waterways using blue bulletin board paper or construction paper.Then students will work with a partner to create the bridge.
    ImproveUse the Ozobot to test if the incline of the bridge will allow the Ozobot to travel over it. Make changes as needed. Students may find that the incline needs to be  gradual to allow the robot to continue the movement.
    Closure / Student Reflections
    • Discuss with students the difficulties of creating the bridge and how the incline caused a struggle.
    • Discuss why the students thought the buildings they chose were the most important.  Have a goods vs services conversations and wants vs needs.
    Possible Modifications / ExtensionsModifications:
    • Buildings-use precut (or dicut) cubes for the bases of the houses. Use the opportunity to discuss 3-D shapes (faces, edges, vertices)
    • Ozobot path-teacher can have the code for the path created ahead of time.
    Extensions:
    • Students can use the special codes with the Ozobot to have the robot make certain turns based on special situations (ie. always turn left here, or make a U turn there)
    • Video the path of the Ozobot and use IMovie to do a voice over giving the tour and what interesting things they would find at each location.

     

    Sample Images/Video:

    https://drive.google.com/file/d/1h5iXTjgjkJ179LuKOmw-BLfnV6ywi1tO/view?usp=sharing

     

    https://docs.google.com/presentation/d/1czFx5h-cnQJApw5svtYqd3zo0FVF_vNzNXxDzEgGPeg/edit?usp=sharing