Share
Show Your Learning
Active Share
- Have students share the process of connecting, planning, building, and testing a project with the Coder and Coder cards. You can have students verbally explain the process, or act it out, draw or write it, or create another artifact that they can use to remember the process for future activities.
- To help students think more about the connection of Coder cards to robot behaviors, you can play a game of "Robot Simon Says". Hold up or point to a Coder card, and have students act out the corresponding behavior when you read the words of the Coder card. For instance, hold up and read 'Turn right' and have students turn 90 degrees to the right. This can be a fun way to introduce additional Coder cards like 'Drive 2', or 'Turn around', that students will use in the next Lab, and have them predict what behavior they think the 123 Robot will do for each Coder card.
Discussion Prompts
Digital Documentation
- Take photos of students completing each step in the process to connect and code with the Coder and Coder cards. Create a digital poster of the process that you can share with others to show students' learning, or that students can revisit during future experiences.
Student-Driven Visible Thinking
- Collect and hang up students' Side by Side Planning printable sheets to show their first Coder projects. As students continue to build onto these projects in the next Lab, they can add to these sheets to help build the connection between the familiar Touch button commands and the new Coder cards.
Metacognition-Reflecting Together
- How is coding the 123 Robot with the Coder and Coder cards similar or different to using Touch buttons?
- The Coder lets us see our project in a different way than the Touch buttons do – why do you think this could be helpful when we are coding our robots?
- If someone needed to connect a Coder and 123 Robot for the first time, how would you explain that process to them?
- Which coding method do you like better – Touch or Coder – and why?