Objective: 

Students will create physical models of California’s regions (mountains, valleys, coastlines) and map how the economy has changed over time. They will simulate how different regions have transformed, focusing on agriculture, immigration, and industry, and connect these changes to modern technological advancements.

Materials Needed:

• Large map of California

• Construction paper, markers, and modeling clay for creating physical landforms

• Pictures or symbols representing key industries and economic developments

Steps:

• Introduction: 

  • Begin by discussing California's economic development from the 1850s to modern times, including the Gold Rush, the development of the transcontinental railroad, and the growth of industries like aerospace and technology.

• Group Activity: 

  • Students will work in small groups to create physical models of California's key regions. 

  • Each group will choose a time period and depict the economic activities (e.g., mining, farming, industry) of that period. 

  • They will place symbols on their models to represent economic growth (e.g., farms, factories, railroads).

• Creating Models: 

  • Groups will design their models to show how the physical geography of California has influenced its economic development. 

  • For example, students can build mountains where gold was mined and create valleys where agriculture thrived. 

  • They will also add symbols to show how modern technology, like computers and robotics, has influenced current industries.

• Presentation and Discussion: 

  • Each group will present their model, explaining how the geography and economy of California have changed over time. 

  • Discuss how modern technologies, such as GPS and the internet, have impacted industries in California, connecting it to historical advancements like the railroad.

Equity and Access: 

Provide students with pre-made templates of California’s regions and additional support materials to scaffold the process for students who may struggle with building models.

Real-World Application: 

Discuss how California's current economy relies on technology (e.g., Silicon Valley, automation in agriculture) and compare it to historical industries like mining and farming.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students identify how technological advancements in the past helped shape the state's economy and industry.

• Communicating About Computing: Students explain how modern technology continues to impact economic development in California.

Standard(s):

• CA HSS 4.4

• CA CS 3-5.IC.20

Objective: 

Students will use Ozobots or another robot to create a visual timeline showing California’s transformation into an agricultural and industrial power. Students will map key events, such as the Gold Rush, the building of the transcontinental railroad, and the rise of new industries. They will program their Ozobot to follow the timeline, stopping at key points so they can hold up text or images related to each historical milestone.

Materials Needed:

• Ozobots and markers

• Tablets or computers with Ozobot Blockly for programming

• Large chart paper for timeline creation

Steps:

• Introduction: 

  • Begin by discussing how California became an agricultural and industrial power, highlighting events such as the Gold Rush, the construction of the transcontinental railroad, and the rise of new industries like aerospace and electronics.

• Group Activity: 

  • In small groups, students will create a large timeline on chart paper. 

  • They will program their robots to travel along the timeline, stopping at key historical moments such as the Gold Rush and World War II. 

  • At each stop, students will program the Ozobot to flash lights or pause to give them time to hold up images and/or text about the event.

• Creating and Coding: 

  • Students will program their Ozobot's movements along the timeline. 

  • The program will be designed to pause at significant points, where students can present information about how each event transformed California's economy.

• Testing and Refining: 

  • Students will test their Ozobot’s journey across the timeline, adjusting the code if the robot doesn’t stop correctly or follow the path as expected.

• Presentation and Discussion: 

  • Groups will present their timelines and explain how technological advancements like the transcontinental railroad and industrial development shaped California’s economy. 

  • Discuss how modern computing technologies (such as robotics and GPS) have changed industries in California today.

Equity and Access: 

Provide pre-programmed robots with simple paths for students needing additional support, allowing them to focus on adding historical content to the timeline.

Real-World Application: 

Connect the role of robotics and automation in current industries, like California’s tech industry, to the historical advancements made during the state’s industrial growth.

CS Practice(s):

• Creating Computational Artifacts: Students program robots to follow a historical timeline.

Standard(s):

• CA HSS 4.4

• CA CS K-2.IC.20

• CA CS 3-5.AP.17