Students learn about the Hour of Code and that Code.org lets them design, create, test, and express theirselves while solving problems and having fun.

Students learn to program the Ozobot while learning about the features of the Ozobot, and how it reads color codes using sensors.

Students work in teams to learn about AGV's and how they might be usefl in society. They carry out three scenario challenges.

Students work in teams to use the Presidents Parade Coding Sheet to program the Ozobot to move to images of a president in the order of their presidency year.

Students learn from classroom activities how to program the Sphero SPRK+Robotic Ball. This requires having the ball.

Students construct a maze and have their robot navigate it using programming codes.

A team activity with Sphero to download and use the appropriate App, and begin basic programming with the ball.

Students use the Dance Party activity and choose a song to have their robot play music and dance.

Student teams take on roles (video expert, planner, creator, revision expert) and view tutorial videos to have the robot create a square, and then an equilateral triangle, and camera feature.

Students learn about the concepts of accuracy and approximation as they pertain to robotics, gain insight into experimental accuracy, and learn how and when to estimate values that they measure. Students also explore sources of error stemming from the robot setup and rounding numbers.

Students will take a sequence of events or steps for some process and create an algorithm. This could apply to any content area. They will display the algorithm in flowchart form. This activity can be modified for all grade levels and content areas.

A project using the broadcast blocks in Scratch to create a conversation between 2 characters

Students start by using booleans to compare the current value of a sprite property with a target value, using that comparison to determine when a sprite has reached a point on the screen, grown to a given size, or otherwise reached a value using the counter pattern. After using booleans directly to investigate the values or sprite properties, students add conditional _if_ statements to write code that responds to those boolean comparisons.

In this lesson students continue to explore ways to use conditional statements to take user input. In addition to the simple `keyDown()` command learned yesterday, students will learn about several other keyboard input commands as well as ways to take mouse input.

In this cumulative project for Chapter 1, students plan for and develop an interactive greeting card using all of the programming techniques they've learned to this point.

Students learn about collision detection on the computer. Working in pairs, they explore how a computer could use sprite location and size properties and math to detect whether two sprites are touching. They then use the `isTouching()` block to create different effects when sprites collide, including playing sounds. Last, they use their new skills to improve the sidescroller game that they started in the last lesson.

Students learn how to create functions to organize their code, make it more readable, and remove repeated blocks of code. An unplugged warmup explores how directions at different levels of detail can be useful depending on context. Students learn that higher level or more abstract steps make it easier to understand and reason about steps. Afterwards students learn to create functions in Game Lab. They will use functions to remove long blocks of code from their draw loop and to replace repeated pieces of code with a single function. At the end of the lesson students use these skills to organize and add functionality to the final version of their side scroller game.