(Many students forget to add a Move Forward 1 meter block after a turn.) Example: The Sphero’s route began at the Start Line and ended at the Pizza building. The first course should be simple, so that students can quickly figure out how the process works. Image 8: Designer/Tester is running the Sphero through the course again, after debugging the code. Run the new code – did the Sphero successfully complete the course? The code to the Pizza destination should have been Move Forward 1 Meter, Turn Right, Move Forward 1 Meter, Sping. The current code was move Forward 1 meter, Turn Right, Turn Right. The Pizza building is 1 Meter on the Student’s left. He is standing the center of the course (1 Meter from the Start Line) facing the Start Line. Image 7: Holding a Sphero, the Tester is following the Coder’s directions to debug the code. Designer/Tester and coder can also work together, with the coder calling out each code block and the Designer/Tester following the directions by physically walking forward 1 meter, turning, etc. The Designer/Tester can re-walk and re-measure the code. If the Sphero did not successfully complete the course, the team met to ‘debug’ the route/code. Image 6: Standing by the start line, a student uses an iPad to run the code. This person was responsible for determining if the Sphero ran the course correctly or if not, where the Sphero went off course. The Designer (if two-person team) or the Tester (if 3 person team) use the CodeSnaps app to run the Sphero through the course. Image 5: Sitting beside the Coder, the Designer is providing information about the route while the Coder is choosing the Braille Blocks and placing the blocks in the desired order. Image 4: Coder placing braille code blocks in sequence in a column to run the first course. The Coder used the Braille Blocks to write the code that will navigate the Sphero Robot to the desired destination. The Designer then shared the route information with the Coder. The Designer team member explored the course, measuring as needed, and determined the route. Image 3: Student measuring the course using the meter stick. Then the student applied the 1 meter knowledge by measuring the Sphero City, using either the meter stick or using their stride when walking the course. Image 2: Student exploring a Braille Block with a building on the table in front of her.Įach student learned the concept of 1 meter by using a meter stick to estimate how tall he/she is and by learning how many step(s) he/she takes to walk a meter. In today’s activities, we used the four commands: Forward 1 Meter, Turn Right, Turn Left and Spin). While seated at tables, students were given hands-on time to explore a Sphero building, Sphero robot, and Braille Blocks (accessible code blocks). A row of red solo cups marks the Start line. Image 1: The 2 meter by 3 meter Sphero City has 7 buildings: John’s house, Pizza, and Mary’s house are in the first column, the high school is at the end of the second column, and Sarah’s house and the Post Office – with the bank beside it – are in the third column. Today’s activity was set up on the floor. For simplicity, the new Braille Blocks only have the option of moving 1 meter, requiring more space for the Sphero City. In Tim’s original Sphero course, the Sphero City was set up on top of conference tables and students used the old code blocks which enabled them to choose how far forward the Sphero moved using increments of. The course used the amazing Sphero City buildings (Created by April for Tim and the Winsconsin Center for the Blind) and the new Braille Code Blocks (created by SAS). In honor of the CCSForAll (Computer Science for All Students), Governor Morehead School for the Blind students were learning to code using the free SAS CodeSnaps app and the Sphero robot. Laughter when the Sphero randomly turned the wrong way and traveled out the door! Occasional groans when the Sphero crashed into a building or went the wrong way. Cheers erupted when the Sphero did it’s ‘happy spin’ at the destination. “Quiet on the Set!” With fingers crossed and breaths held, students listened carefully as the Sphero robot navigated through the Sphero City.
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