Ozobot Circuit Model Bundle (with color code stickers!)
Learn circuits as you play with and program Ozobot robots!Each activity will lead the student through learning circuit vocabulary, matching mechanical drawings with our vocabulary, drawing circuits, modeling circuits, and even programming circuits!This bundle includes:Ozobot circuit matching activit
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Ozobot Activites Bundle - GROWING!
Get ALL of our Ozobot programming activities in one download. This bundle will grow with each new release, and I have a TON of fun Ozobot activities coming down the pipeline!Supplies NeededOzobot (Students can share)Maze printoutsOzobot markers, Ozobot stickers, or printable labels (the most cost ef
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Description

Ozobots are a small line following robot that let kids learn the basics of programming in a variety of ways, including through color codes that can be laid down with markers or as stickers. This allows you to integrate hands-on programming into your classroom without the need for tablets, phones, or computers.

Ozobots can also be programmed using Blocky via tablets and (in the case of Evo) Bluetooth which allows you to scale the programming difficulty to individual students, or to multiple grade levels.

The downloads to this video include our growing Ozobot maze bundle and Ozobot color code sticker printables. The Ozobot mazes have empty boxes that can be colored in with markers or can have stickers overlaid to tell the Ozobot which directions to take at following maze branches.

Students will need to think about how they want to direct the Ozobot through the maze, determine the directional signals they need to place, and then test their program.

If you opt to use markers to color code your Ozobot you will want to have the thick Crayola markers or the chisel tip Mr. Sketch markers on hand. The chisel tip helps kids draw thick enough lines for the Ozobot to read reliably.

The printable sticker codes included in this download have two sets: common directions (right, left, straight) and codes that change the speed or can be used to create games.

Supplies Needed

Ozobot (Students can share)

Maze printouts

Ozobot markers, Ozobot stickers, or printable labels (the most cost effective method is this download plus one of the following labels: original printable labels (currently out of stock) - Avery 94504 labels - NextDayLabels 3/4" labels

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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.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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