ALEX Learning Activity

After students have used markers to write their names in “code” they will partner with a friend to analyze the differences in each of their codes. Students will analyze a peer’s code and will discuss the differences in the created codes. Students will compare and contrast their code.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.

Students will collaborate with peers to analyze how robots respond differently to various codes.

1. Assign students a partner. 
2. Allow students to use the robot to read their peer’s code/name.
3. The teacher will state, “Look closely at your partner’s code. What are some things that you notice or something that you wonder about?”
4. Lead students in asking questions about their partner’s code.

   • What were some similarities in your code?
   • What color combinations did you notice?
   • What color combinations represent specific moves?
   • What differences did you notice in your partner’s code?
   • What would a robot use to read this code? (sensor)

5. The teacher can use chart paper or a whiteboard to create a Venn Diagram to record the similarities and differences students identified during their partner discussion. The teacher can record student responses or the students can record them on the Venn diagram.

Formative Assessment:

As students are paired and sharing, walk around the classroom to listen to student discussions. Are they noticing differences between their codes?

Summative Assessment:

Use the Venn diagram to determine if the students were able to provide similarities and differences between their codes.

Approximate Duration: 15 minutes

Materials and Resources:

• Internet-capable device for the teacher
• Projector and whiteboard to display the activity
• The teacher will need robots (one with color detecting sensors). You do not have to have a class set. Students can share the robots. Four students could share one robot. (See note on how you can borrow Ozobots from Alabama Technology in Motion [ATiM]). 

• Make sure robots are charged and ready for the activity.
• Provide students with a handout of color codes they can try to incorporate into their names (example of Color Codes Chart: https://files.ozobot.com/stem-education/ozobot-color-codes.pdf).
• Chart paper or interactive whiteboard

The teacher needs to have completed  the associated During Activity: “Coding the Perfect Name with Robots”

Note: If you or your school does not have Ozobots, Alabama Technology in Motion (ATiM) Specialists have Ozobots you can borrow. Reach out to your regional ATiM Specialist for access to Ozobots (https://sites.google.com/atim.us/atim/home ).

Background / Preparation:

• The teacher will need to be familiar with the robots. Be familiar with how the various robot color codes make the robot respond in different ways. Practice writing your own name and linking the letters together, so you will have a better understanding of what the students’ work will need to look like (tutorial: https://www.youtube.com/watch?v=QbOEWiPyZH8)

• Students will need basic training on the robots before this activity. Students need to know how to turn them on, calibrate them, etc. 

Acceleration:

Before running the robot on their partner's name, look at the provided list of Color Codes. Ask students what moves they are expecting the bot to make. Are they expecting any malfunctions based on how the bot responded in their own name?

Intervention:

Instead of having students work in pairs, use two student names and compare the two as a whole group. Analyze the differences as a whole-group class instead of in pairs.

This task can be used as a stand-alone activity or in conjunction with Coding the Perfect Name (before activity) and Coding the Perfect Name with Robots (during activity).