Unit Title:

MISSION POSSIBLE <ROBO CODE>

(Recon 6.0 Robots and Coding)

Enduring Understandings:
The most important traits for coding today are creativity and persistence.
Computer science is foundational knowledge for all students in the 21st century.
Coding is the new literacy. It will be the common language that transcends geographic borders,
enabling collaboration, creative storytelling, and knowledge sharing.
Programming is highly creative. Studying it can help to develop critical thinking skills and
problem-solving abilities, as well as equip students for a world transformed by technology.

Unit EQs:

What roles do robotics play in the world today?

How are critical, convergent, divergent and evaluative thinking skills used to solve real world
problems?
How can coding and robotics be applied to solve real world problems?

Coding: Introduction - stage 1: graph paper programming

EQ: Why is convergent thinking important for creating algorithms? What critical thinking skills are necessary when creating algorithms?
Vocabulary: algorithm - list of steps that you can follow to finish a task
program - an algorithm that has been coded into something that can be run by a machine

***Be sure to view "Read Me First" before beginning this portion of

the program***
Estimated
Pacing

15 min

25 min

Standard for
instruction

G1: Critical
Thinking

G1: Critical
Thinking
G2:
Convergent
Thinking
G8:Collabor

Supporting activities
and attachments
STAGE 1
OVERVIEW; By
"programming" one
another to draw
pictures, students
will begin to
understand what
programming is
really about. The
class will begin by
having students
instruct each other
to color squares in
on graph paper in
an effort to
reproduce an
existing picture.
Vocab
Introduce graph
paper
programming
Practice
Graph paper
programming
Wrap up

Assessment of
standard

Recommended Resources
See lesson plans at www.code.org for full
details for each stage. Course 2 of 20 Hour
courses for K-5

Intro
vocabularyGroup
Discussion
Modeling
and whole
group
practice of
graph paper
programmin
g

Small group
practice of
graph paper
programmin
g
Review of

Coding:

stage 2: real-life algorithms: paper planes

EQ: How can using algorithms produce a desired outcome?

Estimated
Pacing

15 min

25 min

Standard for
instruction

Supporting activities
and attachments
Stage 2
Overview:
Students will relate
the concept of
algorithms back to
everyday real-life
activities by
making paper
airplanes. The goal
here is to start
building the skills
to translate realworld situations to
online scenarios.
Review
Vocabulary
G1:Critical
Real life
Thinking
algorithms:
G2:Converg paper airplanes
ent
Wrap up
G8:Collabor
ation
G7:Commu
nication

Assessment of
standard

Recommended Resources
See lesson plans at www.code.org for full
details for each stage. Course 2 of 20 Hour
courses for K-5

Reinforce
vocabulary
from Stage
1

Algorithms
can be
used to
help
describe
things that
people do
every day.
In this
activity,
students
will create
an
algorithm
to help
each other
fold a
paper

Coding:

stage 3: maze: sequence and stage 4: artist: sequence

EQ: How does using critical and convergent thinking ensure success in completing a maze sequence?

Estimated
Pacing

60 min

Standard for
instruction

Supporting activities
and attachments
Stage 3 and 4
Overview: In this
series of puzzles
students will build
on the
understanding of
G1: Critical
algorithms learned
Thinking
in the Graph Paper
G2:
Programming and
Convergent
Real-Life
Thinking
Algorithms
Unplugged
activities.

Assessment of
standard

Recommended Resources
See lesson plans at www.code.org for full
details for each stage. Course 2 of 20 Hour
courses for K-5

Successful
completion
of
programmi
ng
sequences

Leveled Practice
Application of
algorithm and
programming individual
assessment

Recon 6.0 Robot Basic Training:

Mission 02: Messaging Protocol

EQ: How can the Recon Robot sound files be used in programming the robot to interact with people?
Vocabulary: Command
Estimated
Standard for
Supporting activities
Assessment of
Recommended Resources
Pacing
instruction
and attachments
standard
Mission 2
Overview:
Students will learn
to program a robot
10 min
G1: Critical to introduce itself
Owner's Manual p.14-19
Informal
Thinking
document camera
on command.
observation
of
Analyze Mission
participation

Coding:

stage 5: getting loopy and stage 6: maze: loops

EQ: How does utilizing a loop streamline a program?
Vocabulary: loop - the action of doing something over and over again
Estimated
Pacing

15 min.

15 min

Standard for
instruction

Supporting activities
and attachments
Stage 5
Overview:
Students will
practice converting
sets of actions into
a single loop.
G1:Critical
Stage 6
Thinking
Overview:
G2:Converg
Students will
ent
practice adding
Thinking
loops to basic
programming
moves
Stage 5 Getting
Loopy
Review
Vocabulary
Repeat After Me
G1:Critical
Getting Loopy
Thinking
G2:Converg
ent
Wrap up
Thinking
G4:Diverge
nt Thinking

Assessment of
standard

Recommended Resources
See lesson plans at www.code.org for full
details for each stage. Course 2 of 20 Hour
courses for K-5

Group
Discussion
Whole
Group
Modeling:
Students
will
translate a
picture
program
into a live
action
dance
Whole
group
modeling
and
practice of
adding
loops to
algorithms
and
programs
to repeat
actions
Whole
Group

Coding:

stage 7: artist: loop and stage 8: bee: loop

EQ: How can the application of the loop be used in different programming? How are loops used in real-life problems?

Estimated
Pacing

30 min

Standard for
instruction

Supporting activities
and attachments
Stage 7 Overview
-students learn to
draw more complex
images by looping
simple sequences
of instructions.
Stage 8 Overview
- In the last stage
students used
loops to repeat
G2:Converg simple movements.
Now they're going
ent
to add to that the
Thinking
looping of actions
G1:Critical
in order to help the
Thinking
bee collect more
nectar and make
more honey.

Assessment of
standard

See lesson plans at www.code.org for full

details for each stage. Course 2 of 20 Hour
courses for K-5

Group
discussion
Individual
practice
adding
loops for
movement
at different
angles.

Stage 7: Artist
Loop
Introduction
Leveled Practice

30 min

Stage 8: Bee
G2:Converg Loops
ent
Introduction
Thinking
Leveled Practice
G1:Critical
Thinking

Recommended Resources

Group
Discussion
Individual
practice
predicting
next
movement

Coding:

stage 9: relay programming and stage 10: artist: debugging (stage 11: bee: debugging -

optional)
EQ: Why are communication/collaboration necessary when determining the validity of an algorithm?
Vocabulary: debugging - finding and fixing problems in an algorithm or program
Additional resource: Debugging http://csunplugged.org/error-detection/#Card_Flip_Magic
Estimated
Standard for
Supporting activities
Assessment of
Recommended Resources
Pacing
instruction
and attachments
standard
Stage 9
See lesson plans at www.code.org for full
Overview:
details for each stage. Course 2 of 20 Hour
Students will
courses for K-5
practice
communicating
ideas through
codes and symbols

15 min

Stage 10
G2:Converg Overview:
Students will
ent
identify an
Thinking
algorithm when
G1:Critical
steps are out of
Thinking
order, as well as
modify a program
to help solve errors
Stage 9: Relay
Programming
Review
Vocabulary
Refresh paper
Programming

20 min

G2:Converg Relay
ent
Programming
Thinking
G1:Critical
Thinking
G4:Diverge
nt Thinking Wrap-Up

Group
Discussion
Whole
group
Modeling
Individual:
Create a
program
describing
an image

Group
Discussion
Students
will
practice
communica
ting ideas
through

Coding:

stage 12: conditionals and stage 13: bee: conditionals

EQ: How can evaluative thinking be used to determine the possible faults within an algorithm?
EQ: How do conditionals help clarify algorithms?
Vocabulary: conditional - statements that only run under certain conditions
IF statement - conditions needed to be successful
ELSE statement - an extra condition in case IF statement is false; only if nothing before it is true
ELSE IF statement - only if IF statement isn't true
Estimated
Standard for
Supporting activities
Assessment of
Recommended Resources
Pacing
instruction
and attachments
standard
Stage 12
See lesson plans at www.code.org for full
Overview: This
details for each stage. Course 2 of 20 Hour
lesson
courses for K-5
demonstrates how
conditionals can be
used to tailor a
program to specific
information.
Stage 13
20min
G2:Converg Overview: In this
Whole
stage we introduce Group
ent
the conditional
Thinking
Discussion
statement,
code
G1:Critical
that functions
Students
Thinking
differently
can define
depending on the
circumstan
conditions it
ces when
encounters.
certain
Stage 12:
parts of
Conditionals with programs
Cards
should run
Review
and when
Vocabulary
they
On One Condition shouldn't.
25 min

G2:Converg Conditions with

ent
Cards
Thinking
G1:Critical
Thinking
G7:Commu

Small
group work
- They can
determine
whether a
condition is

Coding:

stage 14: binary bracelets

EQ: Why do computers use binary code?
EQ: What real world applications can use binary code?
Vocabulary: binary - a way of representing information using only two options
binary digit or bit - each spot where you have a binary option
byte - graphing of 8 bits
nibble - graphing of 4 bits
Estimated
Standard for
Supporting activities
Assessment of
Recommended Resources
Pacing
instruction
and attachments
standard
Stage 14
See lesson plans at www.code.org for full
Overview: The
details for each stage. Course 2 of 20 Hour
majority of
courses for K-5
computers today
store all sorts of
information in
15 Min
G2:Converg
Group
binary form. This
ent
Discussion
lesson helps to
Thinking
demonstrate how it Modeling
G1:Critical
is possible to take
whole
Thinking
something that we group and
know and translate whole
it into a series of
group
ones and offs.
decoding
Review
binary back
Vocabulary
to letters
On and Off
20 min
G2:Converg Binary Bracelets
Individual
ent
or small
Thinking
group
G1:Critical
converting
5 min
Wrap Up
Thinking
binary
code into
initials

5 min

G5:Evaluati Assessment
ve Thinking

Group
discussion
Individual
Assessmen
t of Binary
Code

Coding:

stage 15: the big event and stage 16: flappy

EQ: How does an event effect programming?
Vocabulary: event - an action that causes something to happen
Estimated
Pacing

15 min

20 min
10min

10 min

30 min

Standard for
instruction

Supporting activities
and attachments
Stage 15
Overview: Events
are a great way to
add variety to a
pre-written
algorithm.
G1:Critical
Sometimes you
Thinking
want your program
G2:Converg
to be able to
ent
respond to the user
Thinking
exactly when the
user wants it to.
That is what events
are for.
Stage 15: The
Big Event
Review
Vocabulary
A Series of
Events
G1:Critical
The Big Event
Thinking
G2:Converg
Wrap up
ent
Thinking
G5:Evaluati
ve Thinking

G1:Critical

Assessment
Stage 16: Flappy
-Leveled Practice
Students are

Assessment of
standard

Recommended Resources
See lesson plans at www.code.org for full
details for each stage. Course 2 of 20 Hour
courses for K-5

Group
discussion

Modeling
and whole
group
practice of
demonstrat
ing how
events are
actions
that cause
something
to happen
Whole
Group
practice
Whole
Group
Discussion
Individual
assessmen
t

Coding: stage 19: artist: nested loops

EQ: What is the advantage of using nested loops?
Vocabulary: Nested Loop: looped statement inside another loop
Estimated
Pacing

30 min

Standard for
instruction

Supporting activities
Assessment of
Recommended Resources
and attachments
standard
Stage 19
See lesson plans at www.code.org for full
Overview:
details for each stage. Course 2 of 20 Hour
Students use the
courses for K-5
Artist environment
to write programs
that have looped
statements inside
another loop, which
is called a nested
loop
G2:
Artist: Nested
Students
Convergent Loops
will break
Thinking
complex
G1: Critical
tasks into
Thinking
smaller
repeatable
sections
Students
will
combine
simple
shapes into
complex
designs
with
nested
loops

Recon 6.0 Robot :

special ops service learningGiving Back to The School

EQ: How can I use my robotics knowledge to make a positive impact in my school?

Code Game for Kids: http://www.kidsmathgamesonline.com/numbers/codegame.html Play this fun code game for kids and learn
about number patterns. Crack the code by dragging the correct tiles into the gaps, if youre successful youll unlock the safe and
move onto a different challenge.
Online Robot Obstacle Course http://www.omsi.edu/tech/RobotActivity/index.html
Online Coding Games: http://botlogic.us/#sthash.dNYKod5W.d40icerE.dpbs
Excellent Robotics Lesson Plans with Rubrics: http://er.jsc.nasa.gov/seh/Robot_PDF_Files/robotics_in_the_classroom.pdf

Computer Science Unplugged: http://csunplugged.org/

Extension activity on coding-Understanding bar codes:

plans/cracking-code

Excellent lessons-no computer needed

Interesting and real world http://tryengineering.org/lesson-