Grade 3 Coding and Robotics Lesson Plan: Robotics

Lesson Plan Title:
Grade 3 Robotics Lesson Plan: Create, Test, and Execute a Set of Robotic Instructions

Materials Needed:
– Robots (e.g., LEGO Mindstorms or similar)
– Laptops or tablets with coding software installed
– Projector and screen
– Whiteboard and markers
– Printed worksheets with step-by-step instructions
– Internet access for coding tutorials or additional resources
– Scratch coding cards (optional)

Learning Objectives:
1. Students will understand basic coding principles and how to apply them to control a robot.
2. Students will create a set of instructions to program their robot.
3. Students will test and debug their code to correct any errors.
4. Students will execute their code and observe the robot’s actions.
5. Students will develop problem-solving and critical-thinking skills through hands-on experimentation.

1. Code: A set of instructions written in a programming language.
2. Debugging: The process of finding and fixing errors in a code.
3. Execute: To run a program of instructions in a computer or robot.
4. Algorithm: A step-by-step procedure for solving a problem or completing a task.
5. Function: A section of code that performs a specific task.

Previous Learning:
In previous lessons, students have been introduced to basic robotic components and simple navigation tasks. They have learned how to move robots forward, backward, and turn using block-based coding.

Anticipated Challenges and Solutions:
1. Challenge: Students may find debugging their code difficult.
Solution: Pair students for collaborative problem-solving and provide guided questions to help them identify errors.
2. Challenge: Differentiating between similar coding blocks.
Solution: Use visual aids and demonstrations to clearly illustrate the functions of different blocks.
3. Challenge: Limited ability to read and follow written instructions.
Solution: Provide step-by-step verbal instructions and visual demonstrations.

Beginning Activities (10% of lesson):
1. (4 minutes) Introductory Discussion: Explain the lesson objectives and provide a brief review of previously learned coding skills.
2. (4 minutes) Activate Prior Knowledge: Ask students to share their experiences with coding robots and identify any challenges they faced.
3. (1 minute) Introduction to Today’s Task: Briefly outline the task of creating, testing, and executing a set of instructions for their robots.

Middle Activities (80% of lesson):
1. (10 minutes) Coding Demonstration:
– Demonstrate how to create a simple set of instructions on the projector, discussing each step.
– Highlight key coding concepts such as loops and conditional statements.

  1. (10 minutes) Guided Practice:
  2. Distribute worksheets and coding cards.
  3. Guide students through a step-by-step process to program their robot for a specific task (e.g., navigating through a simple maze).

  4. (15 minutes) Independent Coding and Testing:

  5. Allow students to work in pairs to write their code on the laptops or tablets.
  6. Encourage them to test their code frequently to identify and fix errors.

  7. (10 minutes) Debugging Session:

  8. Facilitate a class discussion on common errors encountered and strategies to debug.
  9. Encourage peer support and collaborative problem-solving.

  10. (5 minutes) Execution and Observation:

  11. Students will run their final code and observe their robot’s actions.
  12. Ask students to document their observations and any discrepancies between the expected and actual outcomes.

End Activities (10% of lesson):
1. (6 minutes) Exit Ticket Activity:
– Each student will write down one thing they learned, one challenge they faced, and one question they still have.
2. (3 minutes) Whole-Class Reflection:
– Summarise key learning points from the lesson.
– Address any remaining questions from students’ exit tickets.

Assessment and Checks for Understanding:
– Observations during guided and independent practice
– Students’ documentation of their testing and debugging process
– Exit tickets for reflective understanding

Differentiation Strategies for Diverse Learners:
Scaffolding: Provide extra support through visual aids, pairing with advanced students, and step-by-step guides.
Extension: Offer additional challenging tasks for advanced students, such as adding more complex manoeuvres or integrating sensors.

Teaching Notes:
– Emphasise the importance of the iterative process in coding—coding, testing, and debugging are continuous.
– Encourage students to be patient and persistent when debugging.
– Ensure all materials, including digital content, are accessible to all students, including those with disabilities. Provide alternative formats if necessary.

By following this structured outline, students will gain practical experience in creating, testing, and executing robotic instructions, aligning with the CAPS curriculum’s objectives for robotics.

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