Cubelets - Day 2 (Younger & Older Groups)
2. Objectives
● To explore the object detector sensor
3. Key Concepts
● Sensor / Distance / Color
4. Georgia Standards
Pre-K
| |
LD6b
|
Uses scribbles, shapes, pictures and letters, or other forms of writing.
|
MD4c
|
Uses language to indicate where things are in space: positions, directions, distances, order.
|
LD1a
|
Listens to and follows spoken directions.
|
MD1c
|
Counting objects using one-to-one correspondence.
|
MD1i
|
It begins to understand the concept of estimation.
|
MD5a
|
Uses mathematical language to describe experiences involving measurement.
|
MD5d
|
Measures the length of objects using non-standard or standard measure.
|
MD4c
|
Uses language to indicate where things are in space: positions, directions, distances, order.
|
K
| |
ELACCKW2
|
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.
|
MCCKG1
|
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.
|
MCCKCC1
|
Count to 100 by ones and by tens.
|
MCCKCC3
|
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.
|
MCCK.MD.1
|
Describe measureable attributes of objects, such as length or weight.
|
MCCKMD2
|
Directly compare two objects with a measurable attribute in common.
|
SKC3a
|
Use ordinary hand tools and instruments to construct, measure, and look at objects.
|
SKCS5
|
Describe and compare things in terms of number, shape, texture, size, weight, color and motion.
|
PEK1a
|
Demonstrates basic movement in general and personal space.
|
1st Grade
| |
ELACC1W2
|
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
|
ELACC1SLt5
|
Add drawings or other visual displays to descriptions when appropriate to clarify idea, thoughts, and feelings.
|
MCC1G1
|
Distinguish between defining attributes versus non-defining attributes, build and draw shapes to possess defining attributes.
|
MCC1MD4
|
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.
|
MCC1MD1
|
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
|
MCCK.KD.1
|
Describe measurable attributes of objects, such as length or weight.
|
MCC1MD2
|
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end.
|
PE11a
|
Demonstrate basic movement patterns while changing directions and levels in general and personal space.
|
5. Procedures
1) Review the Cubelets.
- Do you remember the name of these robotic blocks? Yes, they are Cubelets
- To make a robot, we need three basic Cubelets. First, we need the power Cubelet. Again, show me the
power Cubelet. Next, we need a sensor. Show me the sensor that you have. Finally, we need an actor.
Show me the actor that you have. Remember, we always need power, sensor, and actor Cubelets.
- How this sensor work?
- What is its name?
3) Have children further explore the sensor Cubelets with the light sensor Cubelet and the sound sensor
Cubelet on their own.
- What happens to the light sensor Cubelet when you move the sensor close to the object? How does the
light sensor Cubelet act when you move the sensor a little bit far away from the object? (strong/weak
lights)
- Does the sound Cubelet also act differently, depending on the distance between the object and the
sensor?
4) Discussion
- Did you know that we have a sensor similar to the object detector in this clubhouse?
- Can you guess where we have the sensor in this clubhouse?
5. Review of Today’s Activity.
- What kind of sensor Cubelets did we learn today?
- How did the sensors work?