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#### Meet Your Cubelets

Scope & Sequence

Pre-K – K

This scope and sequence is designed for preschool-aged students (4+). Each lesson is intended to last 30 minutes and 28 weeks of lessons assumes students will have access to Cubelets at least once per week. Throughout the 28-week sequence are 6 “Open-Play Days”. These can be used as periodic assessment days to record how students’ play with Cubelets changes as a result of their learning opportunities. Please use your professional judgment in deciding when you need to repeat a lesson, skip a lesson, or combine two lessons based on your class and your students. View the Google Docs version here.

##### Outline

- As magnetic blocks
- Turning the battery on and off
- How to work in partners/small groups

##### Objectives

##### Assessment

##### Outline

- Read Boy+Bot by Ame Dyckman
- Students compare and contrast robots and humans
- Introduce Battery Cubelet
- Introduce SENSE, THINK, and ACT with Red light, Green light game

##### Objectives

##### Assessment

##### Outline

Read The Robot Book by Heather Brown

Students sort Cubelets by “job” (no Think Cubes right now)

- Black Cubes are SENSE cubes
- Clear Cubes are ACTION cubes
- Battery is by itself
- Introduce SENSE, THINK, and ACT with Red light, Green light game

Class plays Red Light, Green Light

##### Objectives

##### Assessment

##### Outline

Students assemble “Cuddle-Bot” and “Fraidy-Bot” using Drive Cubelets, Battery Cubelets, and Distance Cubelets (remove all other Cubelets for this lesson)

##### Objectives

Students will practice flexible thinking by redesigning their robots for different jobs

##### Assessment

##### Outline

Warm up with a game of Red Light, Green Light

Then, In groups of three, one team builds a robot, the other team acts out the robot

Take turns switching off which team does which

##### Objectives

##### Assessment

##### Outline

Students play with Cubelets naturally (no Think Cubes, but include all action/sense cubes)

- As magnetic blocks
- Turning the battery on and off
- How to work in partners/small groups

##### Objectives

##### Assessment

##### Outline

Read Aloud What is a Scientist? By Barbara Lehn

Students draw models of the robots they build. (Limit again to “Cuddle-Bot” and “Fraidy Bot”)

##### Objectives

##### Assessment

- Students drawing with unique properties in mind
- Students use words to explain their drawings
- Note: scaffold modeling with this worksheet

##### Outline

Read aloud Robot Rumpus by Sean Taylor

Students investigate each ACT Cubelet (each group has only one battery and one Distance Cubelet. They will trade out the ACT Cubelets one by one)

- Choose favorites
- Practice naming
- Practice counting to two versus counting to three
- Remember SENSE, ACT, and BATTERY vocabulary words

##### Objectives

##### Assessment

##### Outline

Students draw models of the robots they build. (Available Cubelets include all ACT Cubelets, Distance Cubelet, and Battery Cubelet)

##### Objectives

##### Assessment

- Students drawing with unique properties in mind
- Students use words to explain their drawings
- Note: scaffold modeling with this worksheet

##### Outline

Warm up with a game of Red Light, Green Light

Then, In groups of three, one team builds a robot, the other team acts out the robot

Take turns switching off which team does which

##### Objectives

##### Assessment

##### Outline

Students play with Cubelets naturally (no Think Cubes, but include all action/sense cubes)

- As magnetic blocks
- Turning the battery on and off
- How to work in partners/small groups

##### Objectives

##### Assessment

##### Outline

Read Aloud My Five Senses by Aliki

Students investigate each SENSE Cubelet (each group has only one battery and one ACT Cubelet of their choice. They will trade out the SENSE Cubelets one by one)

- Choose favorites
- Practice naming
- Practice counting to two versus counting to three
- Remember SENSE, ACT, and BATTERY vocabulary words

##### Objectives

##### Assessment

##### Outline

Students draw models of the robots they build. (Available Cubelets include all ACT Cubelets, Distance Cubelet, and Battery Cubelet)

##### Objectives

##### Assessment

- Students drawing with unique properties in mind
- Students use words to explain their drawings
- Note: scaffold modeling with this worksheet
- Note: extend modeling with this robot tracker worksheet

##### Outline

Warm up with a game of Red Light, Green Light

Then, in groups of three, one team builds a robot, the other team acts out the robot. Take turns switching off which team does which.

##### Objectives

##### Assessment

##### Outline

Students play with Cubelets naturally (no Think Cubes, but include all action/sense cubes)

- As magnetic blocks
- Turning the battery on and off
- How to work in partners/small groups

##### Objectives

##### Assessment

##### Outline

Read aloud Rocket Writes a Story by Tad Hills

Students build a 3-Cubelet robot with their group

- Draw a picture of their robot IN a story
- Could be tied to seasons or holidays or special places or imaginations
- Students share what they drew

##### Objectives

##### Assessment

##### Outline

Students build a 3-Cubelet robot with their group

- Draw a picture of their robot IN a story
- Could be tied to seasons or holidays or special places or imaginations
- Students share what they drew

##### Objectives

##### Assessment

##### Outline

Read aloud The Most Magnificent Thing by Ashley Spires

Choose challenges from the robots in this video

- Ask students to make a “Cuddle-Bot”
- Ask students to make a “Dim Bot”
- Ask students to make a “Dizzy Bot”

##### Objectives

##### Assessment

##### Outline

Students play with Cubelets naturally (no Think Cubes, but include all action/sense cubes)

- As magnetic blocks
- Turning the battery on and off
- How to work in partners/small groups

##### Objectives

##### Assessment

##### Outline

Students investigate building 4-Cubelet robots using 2 ACT cubes, 1 battery, and 1 SENSE of their choice

- How many combinations can they come up with?
- Counting to 2 vs. 3 vs. 4
- Students practice naming their robots

##### Objectives

##### Assessment

##### Outline

Warm up with a game of Red Light, Green Light

Then, in groups of **four**, one team builds a robot, the other team acts out the robot. Take turns switching off which team does which

##### Objectives

##### Assessment

##### Outline

Read Aloud The Really Silly Robot by Gordon True

Students build a 3- or 4-Cubelet robot with their group

- Draw a picture of their robot IN a story
- Could be tied to seasons or holidays or special places or imaginations
- Students share what they drew

##### Objectives

##### Assessment

##### Outline

Students build a 3- or 4-Cubelet robot with their group

- Draw a picture of their robot IN a story
- Could be tied to seasons or holidays or special places or imaginations
- Students share what they drew

##### Objectives

##### Assessment

##### Outline

Ask students to make 3- and 4-Cubelet robots by describing their jobs (ie. A robot that has a spinning light)

##### Objectives

##### Assessment

##### Outline

Students draw models of the robots they build. (Available Cubelets include all ACT Cubelets, Distance Cubelet, and Battery Cubelet)

##### Objectives

##### Assessment

- Students drawing with unique properties in mind
- Students use words to explain their drawings
- Note: scaffold modeling with this worksheet

##### Outline

Students play with Cubelets naturally (no Think Cubes, but include all action/sense cubes)

- As magnetic blocks
- Turning the battery on and off
- How to work in partners/small groups

##### Objectives

##### Assessment

##### Outline

Read Aloud The Hueys in What’s the Opposite by Oliver Jeffers

Students investigate what happens when they add the red INVERSE Cubelet to their robots

Students investigate what happens when they add the green PASSIVE Cubelet to their robots

##### Objectives

##### Assessment

##### Outline

Warm up with a game of Red Light, Green Light. Halfway through, switch the meaning so Red Light means Go and Green Light means Stop (like an INVERSE Cubelet)

In groups of four, students act out what the red INVERSE Cubelet does. (Including if the INVERSE is added and removed)

Students act out what the green PASSIVE Cubelet does. (Including if the PASSIVE is added and removed)