• Math standards: Pair students up or allow them to choose their partners.

• • Partner A will be rotating. Partner B will be in charge of rotating Partner A. They will eventually switch roles.
  • Connect back to the Walker Race activity and ask them to describe an angle in their own words. Collect these descriptions on the board or a doc to display.
  • Start students by rotating their partners with easy-to-use angles, 45, 90, 180, 360.
  • Switch roles and move on to angles that are more difficult to work with, such as 30, 60, 120, 150, etc.
  • Observe how students have rotated their partners each time and ask them to explain their reasoning.
  • Finally, ask students to decide which role they want, the rotating partner or the one doing the rotating.
  • Have one last session to help students understand how angles work.

• ELA standards: Have students work independently to write a one, three, or five-paragraph story about their robot entering a race competition based on grade-level standards. Please reference the lesson plan guide for more in-depth instructions per grade level.

   

  • Also, create a unique writing situation by randomly choosing students to have their robot win or lose, allowing them to write about a situation they may not be used to or find difficult.
  • They should incorporate each vocabulary word: function, logic, loops, and variable.
  • Have students include details: their robot's name, where the competition is happening, etc.
  • If students are inspired and want to write beyond one paragraph, let them run wild!
  • Ask students to share their stories with two other students for feedback and make the appropriate changes.
  • Add a dash of art into this activity by giving the option to draw their robot during the dancing competition, winning, losing, etc.

   

• ELD standards: Pair students up so one EL works with someone EO or a higher level EL. Please reference the lesson plan guide for more in-depth instructions per grade level.

• • They will start by sharing with their partner via an oral retelling of a time they either won or lost, which should differ from the story they wrote about.
  • The teacher or students can decide which story to tell: a loss or a win.
  • The listening partner will need to take notes to remember key moments of the story and work towards retelling it as accurately as possible.
  • Students will then go up in pairs to retell their partner's story, with the partner grading them on how accurate they were.

CSK12 Framework

• CA 3-5.AP.17. Test and debug a program to ensure it accomplishes the intendedtask.
• CA 3-5.CS.2. Demonstrate how computer hardware and software work together as a system to accomplish tasks.
• CA 3-5.CS.3. Determine potential solutions to solve simple hardware and software problems using common troubleshooting strategies.
  

Math

• 3.NF.1, 3.NF.2.a, 4.NF.3.c, 4.NF.5, 4.NF.6, 5.NF.2, 5.NF.5.a, 5.NF.6, 5.NF.7.

ELA

• Grade 3: writing applications-2.1, 2.2;
• Written and Oral English Language Conventions - 1.1, 1.2, 1.3, 1.7, 1.8
• Grade 4: writing strategies-1.1, 1.2, 1.3, 1.10, Writing applications - 2.1
• Grade 5: Writing strategies-1.1, 1.4, 1.5, 1.6; writing applications - 2.1
  

ELD

• Grade 3: ELD.PI.A.3.1, ELD.PI.A.3.2, ELD.PI.B.3.5, ELD.PI.B.3.6, ELD.PI.C.3.10, ELD.PII.C.3.6
• Grade 4: ELD.PI.A.4.1, ELD.PI.A.4.2, ELD.PI.B.4.5, ELD.PI.B.4.6, ELD.PI.C.4.10,ELD.PII.C.4.6
• Grade 5: ELD.PI.A.5.1, ELD.PI.A.5.2, ELD.PI.B.5.5, ELD.PI.B.5.6, ELD.PI.C.5.10, ELD.PII.C.5.6

• Align the servos (see image below).
• If the Walker doesn't move in a straight line or tips over easily then the student didn't install the horns at the center of the servos rotation. They will need to adjust this. Legs should be centered on the body when it's at the middle of it's rotation.
• When mounting the servos, make sure that each servo is positioned so that the motors are furthest apart (see image below).