Activity
We Code, Too!! Part 2: Creativity with Cubelets Lesson
We Code, Too!! is a series of coding-related lessons for students who are blind or low vision.
Lesson Overview
The focus of this lesson is to teach students basic robotics, and foster creativity. This Cubelets lesson will teach students that there is no right or wrong way to create a robot, and help students gain the self-confidence to troubleshoot if the robot does not perform as desired. For example, if the robot is not moving, students will need to experiment with block placement.
Audience
This lesson is for students who are beginning to learn about robotics. It is designed to be inclusive and used with all students including those who are blind or have low vision.
Key Vocabulary
A robot is a machine designed to perform certain actions. The three parts of a Cubelet robot are sensor, thinker, and actor. Cubelets are magnetic blocks that snap together to make a robot. These blocks can be connected almost any way the student chooses, accept there is one side of each block that should not be covered. For example, the thinker block has one side that is smooth, this is the side where the on/off switch is located. The sensor on a cubelet senses heat from the hand or light in a room. This block has two holes that feel like eyes. The actor block performs the action. Such as rolling, spinning, speakers, and lights.
Materials
For this lesson, all you will need is a set of Cublets, with the batteries charged ahead of time. To charge the battery plug in the micro-USB cable into the block with the on/off switch. This block is the motor, and it holds the battery.
Lesson Directions
First, ask each student to share with the class what they think a robot is. Next, discuss the key vocabulary mentioned above. To practice note taking skills, students could take notes about the vocabulary as it is discussed. Many of my students like to use a Perkins Brailler for taking notes. Then, give each student one sensor, one thinker, and one actor. I usually use the same actor such as the speaker. To power on the motor block, place it in front of you with the smooth side up and the switch facing you. Flip the tiny switch to the right, and your block should light up, indicating it is ready for use. When all students have their robot making sound, give students another actor block such as wheels. Keep passing out action blocks and watch as students have fun and show their creativity. Some students will need encouragement to keep trying even if their robot does not perform as expected. When I have taught this lesson, students have enjoyed putting multiple speakers, or wheels on there robots. This is a fun way to spark even more creativity with students. Every few minutes, ask students to share the type of robot they are trying to build. If the robot is not performing as expected, ask students what they can do differently. At the end of class, have students give a quick oral presentation about there experience with the Cubelets.
Students explore how to connect the Cubelet blocks.
Curriculum Alignment
This lesson is aligned to the following standards.
North Carolina Digital Learning Standards for Empowered Learner (adopted from the International Society for Technology in Education (ISTE) Standards for Students and designed to be integrating into other content areas):
- NC.DLS. EL.1.A Students articulate and set personal learning goals, develop strategies to leverage technology to achieve them and reflect on the learning process itself to improve learning outcomes.
- NC.DLS. EL.1.B Students build networks and customize their learning environments in ways that support the learning process.
North Carolina English Language Arts Standards for Speaking and Listening Standards (below are examples from grade 6)
- SL.6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- SL.6.1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Resources
As part of the NC Digital Learning Planning Grant, the GMS staff developed the following presentations and lessons to share. Please enjoy!
- Everyone Can Code with Swift Playgrounds by Grace Minter, Braille Teacher at the Governor Morehead School for the Blind
- Creativity with Cubelets by Cynthia Mathis, Assistive Technology Teacher at the Governor Morehead School for the Blind/Assistive Technology Consultant
- CodeQuest Lesson for Students Who are Blind or Have Low Vision by Cynthia Mathis, Assistive Technology Teacher at the Governor Morehead School for the Blind/Assistive Technology Consultant
- Dash Baseball by Pam Snyder, Technology Teacher at the Governor Morehead School for the Blind
- Introduction to Quorum Lego Robots by Sarah McManus, Pam Snyder, Prithu Kolar, Cynthia Mathis, and Ken Walsh
- Spheros and CodeSnaps by Pam Snyder
- Drones and Swift Playgrounds by Pam Snyder
Editor’s Note: Links to these coding lessons will be added as the lessons are published on Paths to Technology.
Written By: Cynthia Mathis
Assistive Technology Specialist at the Governor Morehead School for the Blind
Assistive Technology Consultant
