Launch the Engage Section
ACTS is what the teacher will do and ASKS is how the teacher will facilitate.
- InstructInstruct students that they will be playing the Movement Game. They will need to know what an obstacle is. Give examples from real life, such as potholes or detour signs in a road. Let students know that they will be playing a game with a partner where one person is a “car” and the other is an “obstacle.” The car will need to “drive” past the obstacle.
students' roles in the Motion Game.
- The person who is the “obstacle” will find a place in the classroom to stand with their hands behind their back.
- The person who is the “car” will move, one step at a time, and try to avoid the obstacle person.
a discussion after students have completed the game by asking the following questions:
- How is our 123 Robot similar to a car?
- Do you think the 123 Robot could avoid obstacles similar to a car? How?
- What commands could we use to code our 123 Robot to move around an obstacle? (i.e. move forward, turn)
- OfferOffer suggestions to students who need help coming up with names for the directions for their movement such as forward, backward, left, and right.
- Discuss with students how obstacles are like challenges that we need to overcome or get around.
- If working with younger students, allow more time for discussion of how obstacles work in cities or roads.
- Allow students to use materials that they are familiar with and enjoy.
- The motion game can be used outside if there is little space.
- Allow students to fail, but model how to react before the challenge begins:
- Did something go wrong? Great! How can I use this mistake to improve my design?
- For students that finish early, ask how they can develop their project:
- Easy? How can you add on to your project, but still achieve the goal of the challenge?