Ozobots Lesson Plan

LESSON PLAN TEMPLATE
Date Lesson Title Grade Level

Mar 9-10, 2020 Ozobots – Area & perimeter 5
Time in Lesson Subject Lesson #
2 days Math – Measurement 2
Developed by
Stephanie Quinlan & Melissa Clarke (CBE Math Strategist)
IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?
Math
1. Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations.
[C, CN, PS, R, V]
Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?
By the end of this lesson students will…

 Be able to create multiple rectangles with the same area Observation – will see students using the technology (robots)
 Be able to create multiple rectangles with the same perimeter appropriately and respectfully. Will also see students drawing
 Understand that different rectangles with the same area will rectangles and writing measurements with correct use of units
have different perimeters
 Understand that different rectangles with the same perimeter Discussion with small groups – speaking with individuals/small
will have different areas groups about concepts, listening for use of vocabulary and
description of relationships between perimeter and area
Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?
Adapted from Wiggins, Grant & J. McTighe (1998)

Ozobots – borrowed from another CBE school  Students will work in pairs on this task
Large graph paper rolls  Use of robots racing around perimeters to inquire about
Scented Markers relationships with area
 Supporting students through the challenges as needed to build
their knowledge around perimeter and area
LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?
Introduce the vocabulary with examples: area and perimeter. Have the students add them to their math glossaries (should be review from
Grade 4)
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.
What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Introduce the Ozobots and ask students what they think Students will be thinking about other line robots they 20 min
a line robot is/does. Talk briefly about what the Ozobots know about and how they work. They will be thinking
are capable of (coding) and remind students of about how to use the Ozobots and planning what they
expectations when using the Ozobots. Explain that they will be trying with them.
need to use the thick marker line for the Ozobot to be
able to see it.
Invite students to use Ozobots and paper/markers to Students will be working with the Ozobots and materials 20 min
discover how the Ozobots work and get used to working to draw some lines and get used to having the Ozobots
with them. Allow them time to play. follow the lines they draw.
Have students begin to work through the challenges that Students will be working through the challenges and 1 hour 10
are displayed on the SMART board. They will begin by figuring out which rectangle shapes will have the min
trying to find 2 very different rectangles with the same shortest perimeter lengths by timing their Ozobots as
area, then at the end they will try to find different areas they follow the perimeter lines.
for rectangles with the same perimeters.
As students are working, circulate and have Students will be discussing their reasoning and what
conversations with each pair and assess whether they they are thinking about as they work through the
are beginning to see the relationships between the challenges.
different types of quadrilaterals and their areas and
perimeters – squares have the shortest perimeters with
the largest area.
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?
Review the generalizations made as a class and have them share what they discovered as they were working through the challenge
and using the Ozobots.
PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:
1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?
These are additional questions that can help guide your response to the three self– reflection questions.
 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 This lesson was amazing and worked very well to get the students to come up with the connections between area and
perimeter and some of the quadrilaterals they have been working with.
 Almost all students were engaged and focusing on the challenges while in the lesson – only had a couple pairs of girls off task,
they tend to be more focused on personal concerns at this time than education
 The students were very careful with the Ozobots and materials – the expectations were set clearly and followed well.
 Next time I would change the sizes of the areas to ensure they fit on the graph papers we are working on, so the students have
more rectangle options to choose from
 I would like to use these bots again for other math outcomes – I think with the coding they are capable of they would be great
for probability and circumference/area of a circle as well.
 Because we had extra adults in the room, we were able to reach all the students and have great conversations with them and
guide them to see the relationships between area and perimeter of some quadrilaterals. I think this would have looked very
different if I had been teaching this concept solo, so I would need to plan differently in that case (maybe use this as a station
instead of whole class activity).

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LESSON PLAN TEMPLATE

Date Lesson Title Grade Level

IDENTIFY DESIRED RESULTS

[C, CN, PS, R, V]

Objective in student-friendly language Assessment Strategies

By the end of this lesson students will…

Adapted from Wiggins, Grant & J. McTighe (1998)

LESSON PLAN SEQUENCE

PRE-SERVICE TEACHER SELF-REFLECTION

 How do you feel your students experienced this lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

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