Overview & Purpose

Using the Ozobot to calculate speed. This information will be used in order to make inferences about delivery times.

Education Standards

• 8.PS2: Motion and Stability: Forces and Interactions 3) Create a demonstration of an object in motion and describe the position, force, and direction of the object.

• Connects skills required for both math and science

Overview & Purpose

This activity is designed to help students explore the Pythagorean Theorem in conjunction with transportation issues. Students will be given three scenarios in which goods must be transported between two points in New York City. They will have two options to travel between the two points. They must pick the fastest way to deliver the goods. They will trace the paths on to a piece of paper using the markers then time the amount of time that it takes the Ozobot to travel to the destination.

Education Standards

• 8.G.B.4 Explain a proof of the Pythagorean Theorem and its converse

• 8.G.B.5 Know and apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

• 8.G.B.6 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

• 8.ETS1: Engineering Design

Overview & Purpose

The students will create a coaster that the ozobot will follow. The students will not only create the coaster but will code the Ozobot to follow the commands to stay on the course of the coaster while thinking about the motion , position, force, and direction of the object. The students will also analyze types of energy and how it is transferred to the coaster.

Education Standards

• Create a demonstration of an object in motion and describe the position, force, and direction of the object.

• Analyze the properties and compare sources of kinetic, elastic potential, gravitational potential, electric potential, chemical, and thermal energy.

• Construct a scientific explanation of the transformations between potential and kinetic energy.

• Analyze and interpret data to show the relationship between kinetic energy and the mass of an object in motion and its speed.

Overview & Purpose

Students will be showing their understanding of Newton’s Laws of Motion by building tractor trailer Sphero that can be programmed to pull different determined weights. This will allow the students to see what happens to the speed of an object when mass is increased and decreased.

Education Standards

• 5PS2: Balanced and Unbalanced Forces (effects speed and directions)

• 5PS2: Predict future motion based on observations and measurements of objects.

• 5PS2: Forces create pattern conditions that affect how fast and slow these patterns occur.

• 5ETS1: Research, test, re-test, and communicate a design to solve a problem.

• 5ETS1: Plan and Carry out test on one or more elements of a prototype. Variables (controlled), failure points, improvements. Test and redesign. ● 5ETS1: Failure provides valuable info to finding a solution.

• 5ETS2: Measuring tools, hand tools, and fastness to construct a prototype.

• 5ETS2: How have human beings made tools/machines.

Overview & Purpose

Students will “ purchase” an item online and track their purchase until it reaches their doorstep. They will look at a map through a tracking process to check miles their package traveled, different modes of transportation it must have gone through to get to your house in the allotted time and calculate speed and velocity of package travel route. They can better understand various transportation options, shipping charges and cost effectiveness used by companies to ship items.

Education Standards

• 8.PS2.3) Create a demonstration of an object in motion and describe the position, force, and direction of the object.

• 8.PS2.4) Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

• Connects to math through calculating and graphing, connects to social studies through mapping various cities, states, and/or countries depending on the item purchased. Connects to ELA through researching and writing conclusions of understanding of transportation and cost effectiveness. Connects to science in addition to standards listed above to researching how packages can be tracked and use of robots/drones to deliver packages.

Overview & Purpose

The student(s) will locate geographical features of Ancient Egypt with corresponding coordinates. The student(s) will then form a polygon of the travel pattern of the Ozobot to make sure that it passes by four geological features of Ancient Egypt. Students will then use proportional ratios to find the distance in miles between geological features to determine the best method of travel to visit between two features.

Education Standards

• Social Studies: Ancient Egypt 6.13

• Math: 6.G.A.3, 6.NS.C.8, 6.RP.A.2, 6.RP.A.3(A,B,D)

Overview & Purpose

Students will incorporate the Probot into a graphing activity by locating points on a coordinate plane to create a 2D Shape. They will program the Probot to move and draw lines on a cm grid paper, and decide the distance and angles to turn in order to create several different shapes. They will then list the ordered pairs that the Probot landed on for the vertices of the shape.

Education Standards

• 5.G.A.3 Classify two-dimensional figures in a hierarchy based on properties. Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. 5.G.A.3 IFD Standard Support

• 5.G.A.1 Graph ordered pairs and label points using the first quadrant of the coordinate plane. Understand in the ordered pair that the first number indicates the horizontal distance traveled along the x-axis from the origin and the second number indicates the vertical distance traveled along the y-axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). 5.G.A.1 IFD Standard Support

• 5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. 5.G.A.2 IFD Standard Support

Overview & Purpose

Let’s consider the three cities of San Diego, Austin and Denver. Pro-Bot has to visit all three cities, starting from San Diego and returning to San Diego. No city other than San Diego should be visited more than once. What order should the cities be visited in so that the total distance traveled is minimized?

Education Standards

• (math) 5.G.A.1 Graph ordered pairs and label points using the first quadrant of the coordinate plane. Understand in the ordered pair that the first number indicates the horizontal distance traveled along the x-axis from the origin and the second number indicates the vertical distance traveled along the y-axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

• (math) 5.G.A.2 Represent real-world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation.

• (math) 5.MD.A.1 Convert customary and metric measurement units within a single system by expressing measurements of a larger unit in terms of a smaller unit. Use these conversions to solve multi-step real-world problems involving distances, intervals of time, liquid volumes, masses of objects, and money (including problems involving simple fractions or decimals).

• (math) 5.MD.B.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

• 4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

• (science) 4.PS3: Energy 1) Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.

• (social studies) SSP.01 Gather information from a variety of primary and secondary sources, including: ● Graphic representations (e.g., maps)

Overview & Purpose

Ozobots will collect data to show the relationship among time, distance, and speed. Ozobots will collect data that students will organize into t-tables and graphs. The graphs will be analyzed, compared, and contrasted. The slope will be calculated, and line equations will be developed.

Education Standards

• 8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

• A1.F.IF.B.5 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

• Crosscutting Concepts

o Pattern observation

o Cause and effect relationships

o Scale, proportion, and quantity that integrate measurements

o Procedural fluency

Overview & Purpose

Students will determine the best mode of transportation to get the Olympians to Japan. Students will choose 4 cities for the Olympians to originate from and have them meet in San Francisco, California. Students will determine the distance and quickest transportation to San Francisco for each Olympian. All Olympians will then travel to Japan by either ship or plane.

Education Standards

• 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).

b. Solve unit rate problems including those involving unit pricing and constant speed.

• SSP.01 Collect data and information from a variety of primary and secondary sources, including:

● Graphic representations (e.g., maps, timelines, charts, photographs, artwork)

Overview & Purpose

In this activity, students will help find the shortest route for a Bus given five stops. They will use Pro-Bots to help assist with the drawing of the route. This activity will take 2-3 class periods.

The learner will solve a real world problem involving transportation using Math concepts and programming with a Pro-Bot.

Education Standards

• 6.RP.A.3 Use ratio and rate reasoning to solve real world and mathematical problems

• 6.RP.A.3c Use ratio reasoning to convert measurements

• 6.NS.B.3 Fluently multiply and divide multi digit decimals

• 7.G.A.1 Solve problems involving scale drawings

Overview & Purpose

Students will use the Probot to mark the relative distance between the Sun, and various stars in the Milky Way Galaxy. Students will discuss the brightness of those stars compared to the brightness of the Sun based on their distance from the Earth.

Education Standards

• 5.ESS1.1: Explain that the differences in the apparent brightness of the sun compared to other stars is due to distances from the Earth.

• 
  

• 5.G.A.2: Represent real-world problems by graphing ordered pairs in the 1st quadrant of the coordinate plane, and interpret coordinate values of the points in the context of the situation.

Overview & Purpose

Using Probots, students will design a roundabout for a town square in a small rural town. They will demonstrate knowledge of why roundabouts are more environmentally friendly. Students will also try to preserve as much parking space as possible to benefit local businesses found on the town square.

Education Standards

• 8.PS2.3) Create a demonstration of an object in motion and describe the position, force, and direction of the object.

• 6.ESS3.3) Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.

• Standard 7.G.B.3 (Supporting Content) Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Overview & Purpose

This activity will allow students to show their understanding of the relationship between kinetic energy, the mass of an object, and its speed.

Education Standards

• 6.PS3.3 : Analyze and interpret data to show the relationship between kinetic energy and the mass of an object and its speed.

• 6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another. b. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

Overview & Purpose

Students will be introduced to methods of shipping by way of truck. They will explore two of the possible options for shipping by truck. Students will apply their knowledge of Pythagorean Theorem to determine unknown miles between cities. Students will be presented with two driver scenarios. Each driver takes a different route, hauling either LTL (less than freight load) or FTL (full truck load). The students will first apply Pythagorean Theorem to determine the miles between two cities that, in part, form a right triangle, then answer a series of questions about pay per mile based on the freight they are carrying. Students will answer additional questions about miles per gallon and pay per mile that reinforce understanding of linear and nonlinear relationships.Students will incorporate Ozobots and practice basic color coding to move along the route of each driver on a map of the Southeast Region. Ozobot will perform a series of basic commands along the way.

2 class periods

Education Standards

• 8.G.B.5 Apply Pythagorean Theorem to determine unknown side lengths in a right triangle in real world and mathematical problems.

• 8.F.A.3 Know and interpret the equation y=mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

• 8.SL.PKI.5 Integrate multimedia visual displays into presentations to clarify information, strengthen claims and evidence, and to add interest.

• 8.43 Analyze the significance of leading abolitionists, including Harriet Tubman,etc., and the methods they used to spread the movement.

• 8.17 Locate and explain the significance of the battles of the American Revolution prior to the signing of the Declaration of Independence.