Alyssa R. Atilano

Steps for drone at Metro Elementary My partner and I will get the attention of all students and ask about prior knowledge (if any) of code. For example: Do you have experience with coding/ do you know what coding is? Do you have experience with flying drones? Have you ever heard about it or seen it maybe in a video game? My partner and I will then quickly go over vocabulary for example: loop - allowing the sequence to repeat until the code is met. Variables means allowing the input to change while the code is being executed. Logic means that's adding intelligence to the code. Yaw means the rotation around the vertical axis. We will then model codes, that we have used and practiced with in class, for the students. (images below) We will divide the students between the two of us. 1 of us explains the codes to a few students and how it works and the other will work hands on with the student and drone. We will have one code that we want the students to be successful in before our ti...

Drone Blocks This week, my partner and I had the opportunity to work online testing and practice with Drone Blocks - in preparation for flying actual drones in the near future. My partner Madi and I had to login to the DroneBlocks website to learn about how the drones work and also how to apply coding. The lessons demonstrated basic programming concepts and walked us through code examples. Another video we had to watch covered how our codes affect the drone. Here we learned specific vocabulary such as take-off, yaw, land, etc. Vocab To Remember: Yaw:  Rotation about the X,Y, and Z axis (have the drone turn) Blocks: Lexical structure of code source which is grouped together Codes: A set of instructions that tells a computer what to do Loop: A program structure that repeats a sequence of instructions until a specific instruction is met Hover: Remain in place while in the air Variables: A value that can change depending on conditions or information passed to the program In the be...

Madi and I chose the activity, Plants and Pollinators .We are going to build our own Plant and Pollinator by first creating the model and then seeing how much time we need to set aside to be able to support our students during this assignment.  This project uses models to represent a real-world concept. This project is intended to be an application of students’ prior knowledge regarding the relationship between plants and pollinators. The standards we use as a guide are as follows.         Learner  5.1.a - Set professional learning goals to explore and apply teaching strategies for integrating CT practices into learning activities in ways that enhance student learning of both the academic discipline and CS concepts. Students will practice CT skills by creating and programming a model of a bee and flower to mimic the relationship between the pollinator and the plant. Students will then present and document the different models you have created of ...