Daily Lesson Plan

{Miss Emily Wilson/2nd grade Social Studies/10.13.17}

I. Topic
The topic of this lesson is coding and robotics as it relates to maps. This is an extension activity
of map skills and following directions. It will build on previously taught map skills, compass
rose and following directions.

II. Objective(s)
Following brief instructions on the Dash robot, how to use it to navigate the map, and teacher
directions, TSWBAT move Dash to the location on the map to 75% accuracy.
Following brief instructions at the unplugged coding station and teacher guidance, TSWBAT
correctly identify the instructions that the Flurb must take to get to the fruit on at least three
maps.
Following brief instructions, the beginning video and teacher guidance, TSWBAT complete at
least five levels on Code.org Course C.

Key vocabulary: code, robot, map, key, compass rose, directions

III. Standards
- PA Geography 7.1.2.A Identify how basic geographic tools are used to organize
information.
- PA Technology 3.4.3.A3 Identify how the study of technology uses many of the same
ideas and skills as many other subjects.
- PA Technology 3.4.3.C1 Recognize design is a creative process and everyone can design
solutions to problems.

IV. Teaching Procedures (45 minutes)

a. Anticipatory set (3 minutes)
i. Tell students that today we have a special guest coming to help us learn
more about maps, but first I need to give everyone a sticker. Have the
students be really quiet while Jenna rolls Dash into the room. Explain that
today we are going to do some mapping activities with coding and robots.
Have the students with the red and orange students go to Coding with
Angry Birds. Explain that at this station they will be working with giving
the Angry Birds directions. Have the students with yellow stickers go to
the unplugged coding activity. Explain that at this station they will be
giving directions to a Flerb. Have the students with the green stickers go to
the map review with Dash. Explain that at this station we will be
reviewing some map information by giving Dash directions with my
phone. Tell students that every time they go to a station, there will be a
paper with instructions. (The students at station 1 will stay there for 20
minutes, while stations 2 and 3 switch after 10 minutes. After 20 minutes,
the students at stations 2 and 3 will go to station 1 and the students at
station 1)
 b. Station #1: Coding with Angry Birds (20 minutes)
i. Have the students watch the video at the beginning and progress through
the puzzles. If they complete all of the activities have the students move
on to the de-bugging a maze activity.
c. Station #2: Unplugged coding activity (10 minutes)
i. Have the students work through the different maps navigating the Flerb to
the fruit. The students will physically be moving the arrows to navigate
the Flerb. The field student supervising the station will be able to help
with any questions. The students can also create their own map using the
Flerb and the various fruits. If the students finish all of the maps, have the
students complete the maps again, using the cardinal directions to practice
giving directions with cardinal directions.
d. Station #3: Map review with Dash (10 minutes)
i. Explain to the students that this robot is Dash. Dash can be controlled by
the app on my phone and that we will use Dash to review map skills. The
students will take turns controlling the robot and moving the robot around
the map. I will give the students statements to follow such as “Move the
robot to the east of the mountains,” “Move the robot to the lake,” or
“Move the robot to the key.”
e. Closure (2 minutes)
i. Ask the students what they learned from today’s lesson. Review some of
the skills that they learned.
V. Materials
a. Chromebooks
b. Headphones
c. Instruction sheet for station 1
d. Instruction sheet for station 2
e. QR code to put website into chromebook
f. Dash robot
g. Emily’s phone
h. Map for Dash
i. Unplugged activities pieces
j. Unplugged activities maps
k. Unplugged cardinal directions
VI. Adaptations/Plan Modifications
a. Too much time: Have the students think-pair-share during the closure so that
students can share their favorite parts of the lesson and what they liked learning
about.
b. Too little time: If there is too little time, shorten the time at each of the centers.
c. Personalities: Allow the students to talk to each other when working on the
coding activities, both online and unplugged, so that they can work to collaborate
on the activities.
d. Individuals: For student A- have the field students help her with any activities that
require reading, including the coding activities. The online coding activities are
where she will need the most help with reading.
VII. Evaluation
 a. Formative
i. Questioning throughout lesson, unplugged coding, individual
conversations with students working, closure
b. Summative
i. Coding activity
VIII. Reflection
a. Write an assessment of the students’ performance and mastery in terms of
each stated objective.
b. Write a self-evaluation including explanation for the success or lack of it.
Discuss what changes might have produced better results and could be used
in subsequent lessons?
c. Explain what specific changes were implemented from professor and teacher
suggestions and the results. (If changes were not made, explain your
rationale.)