Name: Andrea Kowalewicz & Jacob Lepper

Title of Software/Robots: Osmo

Title of Lesson: Cosmo (Coding with Osmo)

Grade Level(s): 5th Grade

Goal: Our goal for this lesson is to teach students the basics of algorithms and coding.
Students will learn a few important CS terms beforehand.
Algorithm
Coding
Loops
Students will work in partners to complete an unplugged activity to help them
understand more about algorithms and step-by-step instructions. Then the students will
practice what they have learned and apply it to Osmo coding on the iPads. The students
will have the opportunity to learn and apply basic CS skills and practice it on a fun and
interactive game.

Objectives Standards (ISTE- Formative Assessment

CSE or IN CS K-8
Standards)

Students will IN CS K-8: The students, working in partners, will complete an

be able to 3-5.DI.2 Develop unplugged activity which requires them to use 5-7 legos
provide step a simple to create a structure. The students are to then write
by step understanding of clear, step-by-step instructions on a sheet of computer
instructions to an algorithm (e.g., paper of how to create the structure. The students will
be able to search, sequence then take a picture of their creation on their iPads so they
replicate a of events, or remember how the structure is supposed to look. After
task effectively sorting) using the students have finished writing their instructions, they
(lego blocks). computer-free are to switch groups and try to recreate the structure that
exercises. they have created using the instructions as a guide.
Jacob and I will be able to assess if the students
understand how to provide clear instructions if the
students are able to recreate the structures only using
the steps provided by the group. This will help the
students understand algorithms.

Students will IN CS K-8: Jacob and I will assess the student's ability to provide
be able to 3-5.DI.1 step-by-step instructions when using Osmo. Jacob and I
provide step Understand and can assess the students when they are using block
by step use the basic coding on Osmo. If the students put in the wrong code,
instructions in steps in then the object does not move and the app makes you
order to algorithmic redo the code. Jacob and I can just walk around and
complete a problem solving assess the students if they need help. The students will
coding (e.g., problem be learning how important it is to provide the correct
application statement and algorithm, step-by-step instructions, in order for the task
game (Osmo). exploration, to be completed accurately. Osmo allows the
examination of assessment part to be done because students will know
sample instances, automatically if they are incorrect or correct. Jacob and I
design, can help guide the students, but for the most part,
implementation, students will be guiding their own learning and fixing their
and testing). mistakes.

ISTE-CSE: http://www.iste.org/standards/iste-standards/standards-for-computer-
science-educators
IN CS K-8: http://www.doe.in.gov/sites/default/files/standards/indiana-3-5-computer-
science-standards-2016-0415.pdf

Key Terms:
Osmo: a unique educational gaming accessory that opens up your iPad to the
infinite possibilities of physical play.
Problem solving: the process of finding solutions to difficult or complex issues.
Algorithm: a process or set of rules to be followed in order to complete a task.
Coding: a process or set of rules to be followed in order to complete a task.
Step by step instruction: the act or practice of instructing or teaching.
Procedures:

Introductory Overview
Jacob and I will introduce the students to our lesson by telling the students that they are
going to be playing a fun game with legos today, and then play on the iPads after that.
This will engage the students because kids loving playing games with one another and
playing with technology. We will start off the lesson by saying, Today we are going to
play a really fun game with legos to learn more about algorithms! An algorithm is a
process or set of rules to be followed in order to complete a task. An example of an
algorithm would be making a peanut butter and jelly sandwich. First you have to get the
bread, etc. Now turn to a partner and discuss some algorithms you perform on a daily
basis. The students will discuss their answers with a partner and we will share ideas.
We will do this as a group by the students raising their hands and Jacob and I calling on
them. Now you guys are going to play with legos and create your own algorithm, or list
of instructions. Are you guys excited? We will tell the students to get in partners and
take 5 to 7 legos from the bucket. The students will then find a space to sit with their
groups. Then Jacob and I will explain the unplugged activity and what they will be doing
for the day (the students are to create a lego structure and write on a sheet of computer
paper step-by-step instructions of how to recreate that structure without seeing a picture
of the final product. This will help students realize how detailed they need to be so that
others can follow their instructions correctly). We think that introducing the unplugged
activity as a game will motivate students to participate in our lesson. We also think that
the game will engage the students in learning more about algorithms and coding.

Motivation/Focus
As we mentioned above, we will introduce our unplugged activity as a game to engage
and excite the students to learn more about algorithms and coding. The students will
work in partners and each group is responsible for creating a lego structure and
providing clear instructions so that another group could recreate the same structure
based solely on the instructions provided. The students will be motivated because its a
game and the goal is to have each group be able to recreate the lego structure correctly
because that means that their directions were extremely specific and detailed. After the
students are introduced to the idea of algorithms, we will introduce the idea of coding.
We will allow each group to have one iPad and play with Osmo Coding. The students
are to use block coding to move complete various tasks. The students will use their
knowledge of algorithms to provide clear instructions for the iPad so the object moves in
the correct way in order to complete the task.

Anticipatory Set/Advance Organizer

Unplugged Activity (7 minutes)
Tell students they are going to play a game with legos to learn more about
algorithms
Define algorithms and provide an example. Algorithm: a process or set of rules to be
followed in order to complete a task. An example of an algorithm is making a peanut
butter and jelly sandwich.

Ask students to turn to a partner and come up with an algorithm they do in their daily
lives (waking up, making pancakes, etc.)
Ask to share examples with everyone
Tell students to divide themselves in partners (they will be working with this group for
the station)
Describe the unplugged activity
 Students will work together to create a lego structure, using 5 to 7 legos.
Once Jacob and I stop talking, the students are to grab a sheet of computer
paper, a pen, an iPad, and five to seven legos. The students are to find their own
space and create a lego structure using at least five legos. The students are to
then create a list of specific instructions of how to create the lego structure from
scratch. Once the students complete their instructions, they are to take a picture
of their creation on the iPad, pull up the picture and then flip the ipad screen side
down. The students will then break their lego structure and switch papers with
another group. The students will have to recreate the lego structure only using
the instructions that are provided. Once the students think they have it correct,
they can check the iPad to see if the picture matches what they created. If the
students have created the correct structure, then Jacob and I could assume that
the students understand how to provide specific instructions and have general
knowledge as to what an algorithm is.
After two rotations, we will ask the students to stop and ask them why it is important
to provide detailed instruction
This activity prompts students to think about individual instructions that are needed
but not to over complicate them. This is important in coding since the computer follows
those directions to the level of specificity the programmer gives.

Osmo Coding (13 minutes)

Students will remain in the groups, unless a problem has arisen with group members
We will ask the students to put the legos and pen back where they found it. We will
also ask the students for the instructions they provided. We will just bring computer
paper for the students to write their instructions on.
The students will remain in their groups and only have the iPad with them.
Jacob and I will pass out the Osmo kit and help the groups set it up. Jacob and I will
instruct the students to open up Osmo Coding (the iPads and base of Osmo will already
be set up). Then the students will follow the simple instructions on Osmo and Jacob and
I will be there to provide support. There will be four students to the Osmo Coding
program/station. Only two students will be working on the Osmo station while the other
two students in each group will redo the lego game. This time the students are required
to use 7-10 legos to create a structure and provide instruction for the other group. The
students will be able to create more complex structures and more specific instruction.
After six minutes, the groups will switch (the lego builders will move to the Osmo and
vice versa) and do the other task.
We will explain what the students will be doing with Osmo
Tell the students, Now we are going to talk and learn about coding
Coding is the instructions in a computer program.
Ask the students, Do you guys know what coding is and why it may be important?
 Possible answers include: Coding allows us to create fun games online. It is
important because that is how computers communicate with one another to complete
tasks, such as making a website or a virtual game.
Explain how computers need specific instructions in order to complete a task
The computer cannot read your mind so you have to tell it exactly what to do
Tell the students to remember the unplugged activity they did and how detailed they
needed to be, it will help them when playing with Osmo. Students need to be specific
with their instruction because the computer cannot read the student's mind. It is going to
do exactly what the student tells it to do. The students can use what they have learned
from the lego activity and apply it to their coding (they need to be specific with their
instructions).
Have the students open up the app and play the game. The game provides the
directions on what the students need to accomplish. Jacob and I will be with one group
and help facilitate the students when they are coding on Osmo.
Students will take turns putting in the block coding and the other students can
add input as to what they think is needed to complete the code
The goal of this activity is for the students to complete the task by providing those
specific instructions (algorithms) into their codes.
Jacob and I will walk around and answer questions
We will also prompt students and ask why they are doing certain things/what
is the logic in their thinking in order to complete the code.

Wrap Up Activity
Ask students what they have learned from todays lesson/if they enjoyed the
activities we had planned for them.

Detailed Lesson Development

Hello students! Today we are going to play a really fun game that allows you to be
able to play with legos. But before we play this game, we need to understand the word
algorithm. Has anyone heard of this word/know what it means? (Jacob and I will
alternate speaking, but this will be whole group instruction)
Wait for student responses
Okay. The actual definition of an algorithm is a process or set of rules to be followed
in order to complete a task. An example of an algorithm would be making a peanut
butter and jelly sandwich. First I would wash my hands, then I would walk to my fridge,
etc.
Alright students, turn to a partner and come up with an algorithm that you complete
on the daily.
Examples: waking up, making pancakes, throwing a ball. These are examples
of algorithms because in order to complete these tasks, you need specific
 instructions. Pretend someone has never completed these tasks, said person
would need clear instructions in order to complete the task correctly.
Ask the students to share some examples that they discussed.
Okay great job coming up with examples! Now we would like you all to form yourself
in partners. Once you have completed that, come up to us and grab a sheet of
computer paper, a pen, an iPad, and five to seven legos of any color.
Pass out supplies to the students
Describe the unplugged activity
Students will work together to create a lego structure, using 5 to 7 legos.
The students are to find their own space and create a lego structure using at
least five legos.
The students are to then create a list of specific instructions of how to create
the lego structure from scratch.
Once the students complete their instructions, they are to take a picture of
their creation on the iPad and leave it in the area they were at.
The students will then destroy their lego structure and move to another group.
(They will leave their legos, instructions, and iPads at the area they were
originally sitting at).
The students will have to recreate the lego structure only using the
instructions that are provided.
Once the students think they have it correct, they can check the iPad to see if
the picture matches what they created.
If the students have created the correct structure, then Jacob and I could assume
that the students understand how to provide specific instructions and have general
knowledge as to what an algorithm is.
After two rotations, we will ask the students to stop and ask them why they think it is
important to provide detailed instruction.
We use algorithms for computers. Why do you think we need such specific
instructions? How are we different from computers? (we can interpret responses (like I
think they meant xxxx))
Computers are not mind readers. You have to tell it exactly what you
want it to accomplish.

Osmo Coding
Alright students, we will collect the the legos, pen, and sheet of instructions. You
can stay in partners and hold onto the iPads!
Collect the other materials from the students
Now Jacob and I are going to pass out the Osmo Coding kit.
Pass out kit and explain how to set it up (put iPad on base and red reflector at
the top of the iPad
 Once the students have finished setting up their iPads, tell them to have all eyes on
you so that we can explain what they will be doing.
Osmo Coding allows all of you to practice using algorithms when you create
codes. Does anyone know what coding means?
Take responses if applicable
Coding is the instructions in a computer program.
Why do you think coding may be important? Do we still have to provide specific
instructions?
After listening to some answers, explain how computer scientists provide clear,
specific algorithms when creating a code for technology softwares.
Now you guys are going to have the opportunity to practice coding on your iPads.
Everyone click on the app that says Osmo Coding.
Remind students about the unplugged activity and how detailed they needed
to be. It will help them when playing with Osmo.
When you log onto Osmo coding, it goes through a quick tutorial that explains the
different blocks and what they do, but Jacob and I will also explain it before they start so
no one is confused.
First Jacob and I will describe the green start button
This starts the code you programmed. Its important to remember to include
this
Next we will describe the blue pieces
These are the movement pieces. You can have your character move left,
right, up, and down.
Next we will describe the yellow pieces
If your character moves to the left four paces, then you can put your blue
movement tile down as well as your yellow numbered pieces so it moves four
paces automatically
After this short introduction, we will have the students begin to play Osmo with their
groups
There will be four students to the Osmo Coding program/station. Only two
students will be working on the Osmo station while the other two students in each
group will redo the lego game. This time the students are required to use 7-10
legos to create a structure and provide instruction for the other group. The
students will be able to create more complex structures and more specific
instruction. After six minutes, the groups will switch (the lego builders will move
to the Osmo and vice versa) and do the other task.
For each level, the group partners can rotate so everyone has a chance to
actually create the code. However the students can help and add input as to
what should be done to complete the task correctly
Jacob and I will walk around and answer questions
 Ask what their thought process is to completing their codes?
After about five minutes the students will switch. After another five minutes, we will
ask the students to put everything away and bring iPads to the front.
Ask the students, What did you learn from todays lesson? What did you enjoy?
Why are algorithms so important for coding?
Listen to student response. We are looking for the students to have
developed an understanding of algorithms and the basics of coding. We want the
students to respond with answers that deal with learning something new about
computer science and how they can apply it in their daily lives. We also want the
students to respond that algorithms are important for coding because we need to
tell the computer exactly what we want it to do-it cannot read your mind.
Thank the students for their participation
Get ready for next group

Detailed Lesson Ending

We will have the students tell us what they have learned from our lesson. We will also
ask why they think it is so important to provide specific instructions, algorithms, in order
to complete a task. After hearing students responses we will thank the students for their
time in participating in our lesson and move them to the next station. Basically at the
end of the lesson, we want to see what the students have learned/gained from
participating in our lesson and what they liked about it.

Review and Closure

The students will be working in partners. Jacob and I wanted the students to
collaborate and come up with ideas with one another. Students learn best when
working with peers so we really wanted to emphasis that in our lesson. The students
first learn what algorithms are in the unplugged activity and then they are forced to use
the knowledge they have gained and apply it to Osmo Coding. This helps affirm how
important algorithms are to coding and can help the students remember that term and
what it means.

Preview of Next Lesson/Suggestions for Next Steps

The next step of this lesson would be to introduce Scratch. The students would have
already learned about the basics of algorithms and coding and would be ready for
something more advanced. Scratch allows for more advanced creation and I think the
students would be able to apply the algorithm idea they learned into a more complicated
app. The students could start to imagine all the amazing things they can create when
they know how to code and use algorithms correctly.

References
Osmo Coding

Special Adaptations
I dont see any special adaptations other than the group sizes and potentially students
with special needs. Maybe one group will only have two students instead of three,
regardless, they should be able to complete the activities and still benefit from the
lesson. As for students with the needs, these will more than likely be told in advance to
assist with lesson planning but these have not been brought up. The only other
adaption would be if one student is taking control of the Osmo robot and leaving the
other student in the dust. To resolve this issue, Jacob and I will make sure that the
students switch each level so the students have the same opportunity to play/program
Osmo. We will do this by telling the students to switch once they have completed a
level.

Anticipated Difficulties
The only anticipated difficulty that I can think of would be the space. Hopefully the
students will have enough space to spread out when they create their lego structure.
The students arent going to want other groups to see what they are creating so finding
enough space is the only struggle I can see happening. Even if we have limited space
though, we can bring folders so students can cover their creations so the other groups
dont know what they created before reading the instructions.
The Osmo should be on a table so students have a level surface to place the pieces.

Extra Activities if students become bored

Print out different logic problems or riddles that groups must solve. Logical thinking is
important in coding to help provide clear instruction but to be able to debug code if
something breaks. These different problems will help encourage the students to think
abstractly about different ideas in order to solve the problem.