LEGO WeDo 2.0 kit Activity


Kylee Ware's STEM Technology Blog

LEGO WeDo 2.0 kit Activity 


Frog Metamorphosis

Summary: 

Frog’s Metamorphosis: Today my partner, Izzy and I worked with a LEGO WeDo 2.0 kit to create a frog metamorphosis. I learned that LEGOs could move, I didn't know that before the project. My goal going forward is to be more patient and open minded with new activities. I wish to show the students at METRO-E that working together and staying consistent you can also be successful in creating something like this. We are planning to show this activity to first and/or second graders.      

- Click here to watch video of the Frog move 


Standards: 

1.a: Set professional learning goals to explore and apply teaching strategies for integrating CT practices into learning activities in ways that enhance student learning of both the academic discipline and CS concepts. This activity aligns with this standard because through this activity my partner and I engaged in CT practices because we were instructed to identify the different pieces of the different legos.

1.c: Leverage CT and CS experts, resources, and professional learning networks to continuously improve practice integrating CT across content areas. This activity aligns with this standard because my partner and I were looking at pictures throughout each step to help us know where each piece went (algorithm design). 

1.d: Develop resilience and perseverance when approaching CS and CT learning experiences, build comfort with ambiguity and open-ended problems, and see failure as an opportunity to learn and innovate. This activity aligns with this standard because my partner and I had to reset our frog several times. However, with my partner and I's willingness to learn and dive to continue the project all the way to the finish line is what got us through this project.

5.a: Evaluate and use CS and CT curricula, resources, and tools that account for learner variability to meet the needs of all students. This activity aligns with this standard because throughout the activity there were written and picture instructions to meet every students learning abilities. This activity challenged students to use their CT skills when the robot wasn't moving the way the students wanted it too.

5.d: Establish criteria for evaluating CT practices and content learning that use a variety of formative and alternative assessments to enable students to demonstrate their understanding of age-appropriate CS and CT vocabulary, practices and concepts. This activity aligns with this standard because each students got to pick which code we created for that round. This activity allowed for CT vocabulary to be talked about in conversation (letting the students know that this a series of ordered steps).

3.b: Apply effective teaching strategies to support student collaboration around computing, including pair programming, working in varying team roles, equitable workload distribution, and project management. This activity aligns with this standard because throughout the coding activity my partner and I allowed for different opportunities for the students to be the leader of the group. The student would create a code and explain it to the group and make sure everything went according the plan. 


Steps: Loom video of Izzy and I explaining what we are going to do


  1. Connect the frog to the WeDo lab app on laptop 

  2. introduce the vocabulary (modes on code) 





  1. My partner and I will model the frog going forwards one time through the coding on the  laptop







  1. My partner and I will model the frog going backwards one time through the coding on the laptop  




  1. the first task for the students is to make the frog go forwards and stop (first code done student scaffolding by my partner and I)

  2. second task is to make the frog go backwards and stop (second code done student scaffolding by my partner and I)

  3. Now have the students try and make the code shown by my partner and I ( time 5 speed 5) 

 


  1. Now the students will make another code however this time the speed is on 8 and the time on 5  



  1. Now the students will make another code however this time the speed is on 9 and the time on 7 


10.

10. Now the students can create their own code if time allows 

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