Portfolio 3: Drone Coding Lab, MT Notes, Field Experience
Metro Elementary Tello Drone/ We Do 2.0 bot Field
Experience
Due 09/29/23
Reflection on field experience with drones and bots.
Drone Reflection:
-
Add artifacts like images, short videos, or screenshots
of code.
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What are your chosen 2 standards? (Use
vocabulary from the week's concepts and terms videos incorporated)
o
ISTE CT Choice#1 Std- Standard 5.3b “Apply effective
teaching strategies to support student collaboration around computing,
including pair programming, working in various team roles, equitable workload
distribution, and project management.
o
ISTE CT Choice#2 Std- (ISTE CT Standard 5.4b- “Design authentic learning
activities that ask students to leverage a design process to solve a problem
with awareness of technical and human constraints and defend their design
choices.)
o
-
Did you: (I was able to do all the following
during this field lab.)
o
Facilitate-
Together we were able to facilitate. We came up with the objective and executed
the process.
o
Collaborate-
I worked collaboratively with my lab partner to teach the children and learn
the code ahead of time to write code to program the drone.
o
Lead-
During the drone lesson my partner Alex led with introductions and key terms/vocabulary.
I went on to teach the children about the code and use the manipulative to
build their own code and work together as a team. As my partner Alex worked on
pairing the drone as we were having technical issues. In addition, Alex would program the simulation
using the code the children had just created so they could visually see what their
drone was coded to do. We continued to
flip and flop on the lead instruction as needed. Finishing out the lesson with
a live demonstration of the drone flying a pattern the children had written
during the lab time.
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Link to my Blog-
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Link to my Portfolio- https://sites.google.com/view/brandyslavinski/home
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Peer Commentary- respond to two blog posts.
-
My Experience-
o
My overall experience
of the Drone Lab was presented with my partner Alex, and I was successful. The
experience was frustrating building up to the day with all the self-teaching of
how to code and learn the drone. But
once I had a better understanding of the material, I felt it could be taught to
someone else. First, we had to learn how
to code properly and run a mission in simulation mode. Two of the code patterns
we taught the kids were a snake pattern and a flip. Examples are shown. We also
created a hands-on manipulative that the students could use to learn and create
code. This was neat seeing it being executed. At
first, 
one student created a
code, and then a second one would come along and refactor
it. We would run a simulation for the students to see their code in action (run
the mission). Then the students transitioned to wanting to
build the drone code collaboratively. This was neat as they were using their Conceptual Thinking Skills and talking it out together
about how they would have liked the code to work and try or not try something
new. After the students had created their own code, it was programmed into the simulator
so they could have a visual of what they had created. To finish out the 25-minute
lab session the students were able to pair up the Tello Drone and watch it fly
the flight pattern they had created which they were surprised to see. I have
included a video below of this successful flight.
o
Drone Planning:
Metro Elementary School ACE Program Breakdown
4:15-5:15 (5:30)
Telle
Drone Station.
(ISTE
CT Standard 5.3b “Apply effective teaching strategies to support student
collaboration around computing, including pair programming, working in various
team roles, equitable workload distribution and project management.
4:15-4:20 – Introductions of Selves. (Alex, Brandy,
Children)
4:20-4:30- Go over background knowledge with children… (Using
an anchor chart)
Drones First-
1.
What is a Drone?
2.
Has anyone ever worked with Coding before?
3.
Here are some vocabulary words you might not be
familiar with….
4.
Here is an example of Coding….
5.
Let's build some codes of our own……
4:30-4:40- Children will work on building different codes
and be shown how it is flown using the simulator. (Will use cut-out codes to
recreate and build their own codes hands-on)
4:40-4:45- Children will see the actual drone fly its
pattern after it has been coded. Children can ask questions.
4:45-5:00- Students will transition to the next station.
We Do
2.0 Bot
(ISTE
CT Standard 5.4b- “Design authentic learning activities that ask students to
leverage a design process to solve a problem with awareness of technical and
human constraints and defend their design choices.)
5:00-5:10- Students will go over background knowledge of
building bots, instructions in construction, and coding/pairing.
5:10-5:15- Show how the bot works. And can “send messages.”
Students will again work on code building to communicate with their bot.
5:15-5:30- Students left will be able to ask questions and
further explore the We. Do 2.0 bot.
Reminder as children leave to
thank them for coming today and that you hope they learned something new.!
We Do 2.0 Bot Reflection:
-
Add artifacts like images, short videos, or screenshots
of code.
-
What are your chosen 2 to 3 standards? (Use
vocabulary from the week's concepts and terms videos incorporated)
o
ISTE CT Choice#1 Std- Waves: Waves of information (4-PS4-1) To Develop a model of waves to describe patterns
in terms of amplitude and wavelength, and that waves can cause objects to move
or make sound.
ISTE CT Choice#2 Std- Engineering (3-5 ETS1.1-1.3)
·
3-5
ETS 1.1- To Define a simple design problem reflecting a need that includes specified
criteria for success, and constraints on materials, time, or costs.
·
3-5
ETS 1.2- Generate and compare multiple, possible solutions to a problem based
on how well each meets the criteria and constraints of the problem.
·
3-5
ETS 1.3- Plan and carry out fair tests in which variables are controlled and
failure points are considered to identify aspects of the model or prototype
that can be improved.
o
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Did you:
o
facilitate- Together we
were able to facilitate. We came up with the objective and executed the process.
o
Collaborate- We collaborated on the written code
and building of the project.
o
Lead- Alex was able to take the lead on this
project as it was a small project and very hands-on where two people teaching
the lesson could cause confusion. I was able to add support as needed along the
way.
-
Video link of a child sending a message- https://fb.watch/m-b0QJKyk5/
We Do 2.0 Reflection-
Our We Do bot Lego learning
activity was designed and created using the Design Thinking Model. My partner
and I strived to find a project that the students could empathize with and
question. Next, we define our roles and set our objectives for the activity.
After we had Ideated together and come up with a game plan, we could then start
to build our prototype. The prototype we created was for a bot called “Sending
Messages.” Once we had followed the detailed building instructions it was time
to 
Bluetooth and pair up
our bot. This test was successful. The next part was a little more challenging
as my lab partner Alex and I had to figure out how to create the new codes to
create a “sound” for each letter of the alphabet. Altogether it was a success. And the students did
enjoy it although it was a little more complex than what they were accustomed
to.
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