Cubelets - Day 8 (Younger & Older Groups)
2. Objectives
● To design and build my robot.
● To know each Cubelet's name and function.
3. Key Concepts
● Sensor / Input / Output / Distance Sensor Cubelet / Light Sensor Cubelet / Drive Actor Cubelet / Light
Actor Cubelet
4. Georgia Standards
Pre-K
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LD6b
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Uses scribbles, shapes, pictures and letters, or other forms of writing.
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MD4c
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Uses language to indicate where things are in space: positions, directions, distances, order.
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LD1a
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Listens to and follows spoken directions.
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MD1c
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Counting objects using one-to-one correspondence.
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MD4c
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Uses language to indicate where things are in space: positions, directions, distances, order.
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MD5a
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Uses mathematical language to describe experiences involving measurement.
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SD1d
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Uses simple equipment to experiment, observe, and increase understanding.
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SD1e
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Records observation through dictating to an adult, drawing pictures, or using other forms of writing.
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SD1f
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Predicts what will happen next based on previous experience.
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K
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ELACCKW2
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Uses a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
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MCCKG1
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Describe objects in the environment using names of shapes, and describes the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
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MCCKCC3
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Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.
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SKC3a
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Use ordinary hand tools and instruments to construct, measure, and look at objects.
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S1CS5
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Students will communicate scientific ideas and activities clearly.
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S1CS5.
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Describe and compare things in terms of number, shape, texture, size, weight, color and motion.
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SKCS2
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Students will have computation and estimation skills necessary for analyzing data and following scientific explanations.
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SKCS4
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Students will use the ideas of system, model, change, and scale in exploring scientific and technological matter.
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1st Grade
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ELACC1W2
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Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
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ELACC1SLt5
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Add drawings or other visual displays to descriptions when appropriate to clarify idea, thoughts, and feelings.
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MCC1G1
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Distinguish between defining attributes versus non-defining attributes, build and draw shapes to possess defining attributes.
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MCC1MD4
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Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
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S1CS2
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Students will have computation and estimation skills necessary for analyzing data and following scientific explanations.
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S1CS3
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Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
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S1CS5
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Students will communicate scientific ideas and activities clearly.
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5. Procedures
1) Continuing to build their robots.
- Each child will begin building his or her robot by considering their planning sheet. The teacher will
need to help the children understand the limited numbers of Cubelets available for each child, and this
will require modifications in his/her plan.
2) Construct the settings
- The teacher may well encourage the children to construct necessary settings (places, people, things) for
their robots.
