Steps for Metro Elementary

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 time is up, and if we have more time at the end, we will allow the students to work at creating a code that they would like to see the drone complete.
• Our one code will include the drone repeating a step 3-4 times. It will complete a complete square and once it is finished, it will do a back-flip, then a front-flip, then land. Picture of code attached below.

With only 20 minutes to engage with the students, we will do our absolute best to have the students understand what coding is, how to code the drone to hover, fly in a square, and land.

If the students are successful before our 20 minutes is up, we will have an activity that will involve laying tape on the floor (in a certain shape or angle) and challenging the students to program the drone to fly the in-line with the shape/angle on the floor.