Planning a Path for Bee-Bot • Concepts • Observational Data • Grade K CT

  • Due No Due Date
  • Points 3

Grade K Computational Thinker Planning a Path for Bee-Bot

ASSIGNMENT SUBMISSION

Assignment Overview

  Directions: Students will demonstrate their understanding of creating a plan or sequence to move Bee-Bot to the target. Students will be able to transfer their plan to program Bee-Bot to successfully move Bee-Bot to the target.

SUBMIT ASSIGNMENT

No Submission

Teacher will observe students in class and grade their performance on the Standards Based Instruction and Reporting Rubric.

TeacherNote: The checklist below is optional and may assist you in determining a students progress on the SBIR Rubric.  If you do not plan on using the checklist please remove that section. 

Teachers will use the Planning A Path Observational Checklist Links to an external site. to determine if a student is meeting, making progress towards, or making limited or no progress toward expectations.

 

  This course content is offered under a  CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.

 

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Rubric

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GrK_ct_PlanningAPathForBee-Bot_Concepts_Observational
GrK_ct_PlanningAPathForBee-Bot_Concepts_Observational
Criteria Ratings Pts
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Technology Concepts
Employs digital citizenship skills, computational thinking skills and transfers knowledge to explore emerging technologies.
threshold: pts
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3 pts
Meets Expectations (M)
The student is able to: •attempt to calculate the distance Bee-Bot will need to move from one point to another most of the time. This may be by moving Bee-Bot physically or estimating. •use most of the correct arrows and the go button to code Bee-Bot most of the time. •use the clear button to clear programs most of the time. The student can consistently demonstrate an understanding of key concepts and skills orally and/or through a digital product.
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2 pts
Making Progress Toward Expectations (P)
The student is able to: •attempt to calculate the distance Bee-Bot will need to move from one point to another some of the time. This may be by moving Bee-Bot physically OR estimating with assistance. •use most of the correct arrows and the go button to code Bee-Bot some of the time OR with assistance. •use the clear button to clear programs some of the time OR with assistance. With some prompting and support, the student demonstrates an understanding of key concepts and skills orally and/or through a digital product.
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1 pts
Limited/No Progress Toward Expectations (L)
Even with assistance, the student is not able to: •attempt to calculate the distance Bee-Bot will need to move from one point to another. •use most of the correct arrows and the go button to code Bee-Bot. •use the clear button to clear programs. With continuous prompting and support, the student demonstrates limited understanding of key concepts and skills orally and/or through a digital product.
pts
3 pts
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Additional Comments
Total Points: 3 out of 3