Plobot Teaching Guide

Plobot

Teaching Guide

Rodolfo Cossovich | Eliya Lavine | Sona Maharjan | Minki Chang

Graphics by Pablo Piola

Copyright © 2018 Plobot. May be used for educational purposes without permission but with full attribution to
Plobot and the authors. http://plobot.com
Table of Contents
ESTO OBVIAMENTE VA TODO LO QUE ES EN INGLes en la version en ingles, y lo que es chino en la de
chino. Si no te lo hace automatico tu software, lo sacamos y listo. Te lo puedo editar pero no hacer los
numeros de las paginas.
Table of Contents 2
Core concepts 6
Description of activities 6
Description of Plobot Plobot的描述 8
Quick Reference Command Cards 指令卡快速参考 9
How to use Plobot 如何使用Plobot 13
Turning Plobot ON and OFF 开/关 13
Charging the Plobot 帮Plobot充电 13
Types of Smart Cards 智能卡种类 13
How to swipe cards 如何使用智能卡 14
How to use Store + Repeat 如何使用储存+重复 14
How to use Sensor Cards 如何使用感觉卡 15
How to use the Sound Card 如何使用声音智能卡 15
Re‐Programming Plobot with the Arduino IDE 使用Arduino IDE 集成开发环境 16
Workshop 1: Meet Plobot! 21
工作坊1:认识Plobot! 21
Workshop 2: Plobot Around the Town! 25
工作坊2：Plobot逛小镇！ 25
Workshop 3: Plobot Visits the Wild Animal Park! 31
工作坊3：Plobot参观野生动物园！ 31
Workshop 4: Plobot Sing‐a‐long! 38
工作坊4: Plobot会唱歌！ 38
Workshop 5. Map to find treasure chest 42
工作坊5.寻找宝藏的地图 42
Workshop 6: Plobot Surprise Party! 46
工作坊6：Plobot惊喜派对！ 46
Workshop 7: City Planning 51
工作坊7：城市规划 51
Workshop 8: Keep Plobot Safe! 56
工作坊8：保持Plobot安全！ 56
注：本工作坊使用并混合来自https://barefootcas.org.uk/safety‐snakes‐download/ 中的资料 59
Workshop 9: Let’s Recycle 61
工作坊9：让我们一起回收 61
Workshop 10: Learning Binary System with Plobot 66
工作坊10：与Plobot一起学习二进制系统 66
Note: this workshop uses and remixes material from
https://code.org/curriculum/course2/14/Teacher 71
注：本次研讨会使用并混合来自https://code.org/curriculum/course2/14/Teacher的材料 71
Workshop 11: Running errands and doing chores 72
工作坊11：跑腿和做家务 72
Workshop 12: Play the clone game 78
工作坊12：玩克隆游戏 78
Workshop 13: Morse Code 82
工作坊13：摩尔斯电码 82
Workshop 14: Babysitting 90
工作坊14：当保姆 90
Workshop 15: Plobot tells a bedtime story 95
工作坊15：Plobot讲床边故事 95
Workshop 16: Drone Delivery System 99
工作坊16：无人机交付系统 99
Workshop 17: Your name in the computer 105
工作坊17：你的名字在电脑里 105
Workshop 18: Plobot is your secret service agent 111
工作坊18：Plobot是你的特工 111
Workshop 19: Plobot detects sounds@Library 116
工作坊19：Plobot侦测声音@图书馆 116
Workshop 20: Plobot Star Performer! 121
工作坊20：Plobot大明星！ 121
Workshop 22: Plobot Playground! 126
工作坊22：Plobot游乐场！ 127
Workshop 22: Plobot at the Beach! 133
工作坊22：海滩上的Plobot！ 133
Workshop 23: A red Envelope 136
工作坊23：红包 136
Workshop 24: Make your own dance 145
工作坊134：编自己的舞蹈 145
Workshop 25: The trading fair! 150
工作坊25：交易市集！ 150
Workshop 26: Cleaning the city 157
工作坊26：清洁城市 157
Workshop 27: Plobot is a driver 162
工作坊27：Plobot当司机 164
工作坊28：Plobot当主厨师！ 169
Workshop 29: Urban Farming 176
工作坊29：都市菜园 176
Workshop 30: Storing secret messages with binary code 181
工作坊30：用二进制代码存储秘密消息 181
Annex ‐ Additional Materials 187
附件 ‐ 其他材料 187
Sequence Maker 序列制作页面 187
Smart Card Worksheet 智能卡工作表 191
Pablo: esto idealmente es igual que nuestras tarjetas pero sin nada, como para que los chicos
dibujen y coloreen. Sin fondo como para que sea fácil para imprimir. 192
Binary Conversion Chart 二进制转换图 192
ASCII Conversion Chart ASCII转换图 193
Cryptographic Chart 加密表 193
Social Media Mat 社交媒体地垫 196
Note: This matuses and remixes materials from https://barefootcas.org.uk/safety‐snakes‐download/
under OGL license 196
Morse Code Cheat Sheet 莫尔斯电码抄表 198
Stations 198

Core concepts

This curriculum is a first approach to computational thinking. It is an iterative process based on these three stages:
● Identification of the problem
● Solution expression
● Analytical execution

Through playful activities all participants are challenged and encouraged to explore.

本课程为接触计算机思维的第一种途径。这是一个基于三个阶段的迭代过程：
● 识别问题
● 表达解决方案
● 分析执行

通过好玩的活动，所有参与者都受到挑战和鼓励去探索。
Description of activities

Plobots are young robots and need help learning how to do things on their own. Sometimes they get lost,
sometimes they forget things; they don’t even know how to make friends. Will you be their new friends and help
Plobots grow up?

We will play games with Plobots to teach them new things. We will help them learn to “walk”, solve challenges,
make art, and play music. We will also explore how robots work, how they learn, and even how they are made. We
don’t need any computers or phones to have fun!

The classes are designed for children in a group setting. Based on our experience, the ideal student to teacher ratio
is 8 to 1. We had very positive experiences in classes as big as 32 kids as long as the student to teacher ratio is at
least 8 to 1 and the environment is conducive for a group of children that large.

We designed the Plobot curriculum to include to a wide range of interests. We spent a considerable amount of
effort focusing on the experiences that young kids have with technology. We hope you also enjoy working with
kids and Plobot as much as we enjoyed developing it. Both boys and girls have a blast when playing together and
embrace little failures in the path to be successful. That mindset of constant improving and sharing the results with
their peers is what makes the class dynamic special.

Plobots是年轻的机器人，需要帮助来学习如何独立完成任务。有时他们会迷失，有时会忘记事情;他们甚至
不知道如何交朋友。你会不会是Plobots的新朋友，帮助他们长大?

我们将透过游戏教他们新的事情。我们会帮他们学习“走路”、解决难题、创造艺术、和演奏音乐。我们还
将探索机器人如何运作、如何学习、甚至他们是如何被制造出来的。我们不需要任何电脑或手机就可以玩
得很开心！

课程专为儿童小组设计。根据我们的经验，最理想的师生比为8比1。只要师生比不超过8比1，并且环境有
利于一大群小朋友，我们对于一班有32个学生的班级有非常正面的经验。

我们设计Plobots课程来包含广泛的兴趣。我们花很多的精力专注在幼龄儿童与科技互动的经验上。我们希
望您也享受跟孩子一起使用Plobots，就像我们享受开发它一样。在一起玩耍時，男孩和女孩都會受到鼓舞
，並且在成功的道路上接受一點失敗。这种不断改进并与同龄人分享成果的思维使得这个班级气氛变得更
加特别。

Description of Plobot Plobot的描述

Plobot is a programmable robot for children to develop logical thinking. Rather than using computers, we allow
young learners to use Smart Cards, which represent the same building blocks that computer programmers would
use.

Plobot Playground brings fun into learning about technology. Learning through play is at the core of each activity,
empowering kids to use logical thinking as they come up with creative solutions.

There is an ancient Chinese proverb that says, “Interest is the best teacher”. We can see this very clearly in our
workshops, where kids constantly find new ways to interact with Plobots.

Plobot是一个为儿童设计、用来培养逻辑思考的可编程机器人。我们不使用计算机，而是允许年轻的学习者
使用智能卡，它与程序员使用的程序构建块是一样的。

Plobot游乐场为学习科技带来乐趣。每个活动的核心都是从玩中学习，并使学生通过逻辑思考来想出创意解
决方案。

我们在工作坊中经常看到小朋友不断发现与Plobots互动的新方式，这点最能证明中国古语所说的：兴趣是
最好的老师。

Quick Reference Command Cards 指令卡快速参考

ESTO DEBERIA ENTRAR TODO EN una PAGINA

The green card DIBUJO de RESET Resets Plobot to

“Play” is used to erase all the saved
execute commands orders.
stored in memory. 重置Plobot以清除所
绿卡“播放”用于执行有已保存的指令。
存储在内存中的命
令。
Blue Movement DIBUJO DE STORE Store and Reset

Smart Cards are y REPEAT work together. The
used to give the instructions that are
Plobot movement repeated in a loop are
instructions. “sandwiched”
蓝色运动智能卡用于 between the Store
给Plobot运动指示。 Smart Cards; swipe
Store, then a set of
OTROS instructions and close
MOVIMIENTOS by swiping Store
(flecha correcta) again. Swiping
que son atras, Repeat indicates that
izquierda y derecha we want to execute
the set of instructions
between the two
Store Smart Cards.
Repeat will only work
when instructions are
properly placed within
the Store “sandwich”.
存储和重置一起工
作。在循环中重复的
指令被“夹在”储存智能
卡之间;轻扫储存，然
后点击一组指令，然
后再次刷新储存。轻
扫重复代表我们要执
行两个储存智能卡之
间的指令集。只有在
储存“三明治”内妥善放
置指令时，重复才会
起作用。

Grey Color Smart Dark orange Sound
Cards are used to Smart Cards are
change Plobot to a used to let the
specific color. They Plobot sing a
don’t actually specific tone.
program in a 深橙色声音卡用于让
sequence, but they Plobot唱出特定的声
instantaneously 调。
change the glowing
color.
灰色智能卡用于将
Plobot更改为特定颜
色。他们实际上并没
有按顺序编排，但他
们瞬间改变了发光的
颜色。
Record a sound: These are
Swipe Listen conditionals. They
Smart Card don’t do anything
Swipe Sound by themselves but
Smart Card decide upon
Swipe Play to external information
begin whether they
recording. execute or not the
Play a recorded next order. For
sound: example:
Use the Swipe Listen
Sound Smart Smart Card
Card in a Swipe
sequence to Movement
replay the Smart Card
recorded Swipe Play
sound. will make
录制声音： Plobot wait
● 轻扫听智能卡 for a couple
● 轻扫声卡智能 of seconds. It
卡 will only
● 滑动播放开始 move if a
录制。 strong noise
播放录制的声音： is detected.
● 按顺序使用声这些是条件。他们自
卡，重放录制己不做任何事情，但
的声音。决定是否执行下一个
指令的外部信息。例
如：
● 轻扫听智能卡
● 轻扫移动智能
● 轻扫播放会让
Plobot等待几
秒钟。只有在
检测到强噪声
时才会移动。


How to use Plobot 如何使用Plobot

Turning Plobot ON and OFF 开/关
‐ Plobot can be turned on by short pressing the black button located next to the charging socket
on the backside on the Plobot.
‐ When you press the button to turn Plobot ON, a short beep is followed by a short flash of light
and then a white pulsing light will indicate that it is on and ready for commands.
‐ The color that the light flashes during the startup sequence contains information about the
battery status:
i. Green: fully charged
ii. Blue: battery running low; charging recommended
iii. Red: battery critically low; charge battery immediately
‐ To turn Plobot OFF, you press the same button for 2‐3 seconds until the white pulsing light turns
off.

‐ 短按Plobot后方、充电孔旁的黑色按钮，即可开机。
‐ 当您按下按钮开启Plobot时，短暂的哔声会伴随短暂的闪光，然后白色的脉冲灯将指示它
已开启并准备好接受指令。
‐ 开机期间灯闪烁的颜色包含有关电池状态的信息：
‐ 绿灯：电量充足。
‐ 蓝灯：低电量，建议充电。
‐ 红灯：极低电量，请马上充电。
‐ 要关闭Plobot，请按相同的按钮2‐3秒，直到白色脉冲灯熄灭。
Charging the Plobot 帮Plobot充电
‐ Plug the USB connector into a power source and connect the USB‐C connector to the back of
Plobot.
‐ A green light will turn on indicating that the Plobot is charging.
‐ The green light will get brighter as Plobot is charged.

‐ 将USB连接器插入电源并将USB‐C连接器连接到Plobot背面。
‐ 绿灯将亮起，表示Plobot正在充电。
‐ Plobot充电时绿灯会变亮。

Types of Smart Cards 智能卡种类

Si te queda cómodo, podes poner los dibujos de las tarjetas

‐ Movement: Go Ahead, Go Back, Turn Left and Turn Right
‐ Color: Pink, Yellow, Blue, Red, Orange, Purple, Green
‐ Sound: Sound, Do, Re, Mi, Fa, Sol, La and Si
‐ Control: Play, Pause, Store, Repeat, Reset
‐ Sensor: Feel, Listen and See

‐ 运动：前进，后退，左转，右转
‐ 颜色：粉红色，黄色，蓝色，红色，橙色，紫色，绿色
‐ 声音：声音，Do，Re，Mi，Fa，Sol，La和Si
‐ 控制：播放，暂停，存储，重复，重置
‐ 感觉：感受，聆听和看

How to swipe cards 如何使用智能卡

Plobot has an antenna tuned to the frequency of the Smart Cards, 13.4MHz. This is the same frequency
as many transportation and ID cards, commonly known as RFID ( Radio Frequency Identification ).
You can swipe cards by tapping them just above the area of the eyes to the top of its head. If Plobot has
trouble reading the Smart Cards, adjust the location and angle. Repeated commands with the same
Smart Card require you to swipe the card and move it at least 10cm away before swiping again. We will
use the words tap and swipe as synonymous in this handbook.

Plobot有一个调谐到13.4MHz智能卡频率的天线。这与许多交通卡和ID卡（通常称为RFID（射频识
别））的频率相同。
您可以通过用卡片轻敲Plobot眼睛上方到其顶部的区域来刷卡。如果Plobot无法读取智能卡，请调
整位置和角度。使用同一个智能卡重复执行的命令需要您刷卡并将其移动至少10厘米，然后再次
刷卡。在本手册中，我们将使用tap和swipe作为同义词。

How to use Store + Repeat 如何使用储存+重复

We designed Store and Repeat to give the sense of what a loop is to kids. We worked together with several
teachers in order to make it more intuitive for a first experience with coding. This is the reason that use the term
“sandwich” when creating a loop. The instructions that are repeated in a loop are “sandwiched” between the Store
Smart Cards; swipe Store, then a set of instructions and close by swiping Store again. Swiping Repeat indicates that
we want to execute the set of instructions between the two Store Smart Cards. Repeat will only work when
instructions are properly placed within the Store “sandwich”.

The first loop activity is to make a square. We ask children to code a sandwich by swiping Store, Ahead, Ahead,
Right, Store, and then to swipe Repeat 4 times. This would be the equivalent of the syntax For 4 times: {Ahead,
Ahead, Right}

There is an complex behaviour that is a nested Loop. That means that if Store, Ahead, Repeat, Store,
Repeat are swiped, it will go forward forever. This would be similar to program in C language
“while(true){ Ahead }”

我们设计了“存储”和“重复”，以便让孩子了解什么是循环。我们和几位老师一起工作，为了让第
一次编码体验更直观。这是创建循环时使用术语“三明治”的原因。在循环中重复的指令被“夹在”
储存智能卡之间；轻扫储存，然后点击一组指令，然后再次刷新储存。轻扫重复指令表示我们要
执行两个储存智能卡之间的指令集。只有在储存“三明治”内妥善放置指令时，重复才会起作用。

第一个循环练习是让Plobot走一个正方形。我们要求孩子们通过刷一下“储存”，“前进”，“前进”，
“右转”，“储存”来编写三明治，然后刷卡重复4次。这将相当于4次的语法：{前进，前进，右转}

有一个复杂的行为是嵌套的循环。这意味着如果存储，前进，重复，存储，重复被刷掉，它将永
远前进。这与C语言中的程序类似“while（true）{Ahead}”

How to use Sensor Cards 如何使用感觉卡

Sensor Smart Cards such as Feel, See and Listen work as a simple conditional for the immediately following
command. That means that if Reset is tapped (or just switched on) and then the cards Listen and Go Ahead are
tapped, Plobot will not move ahead immediately when Play is swiped. It will wait for 3 seconds to analyze the
sound, and only if a strong noise is sensed in that period of time it will execute the next command.

感觉智能卡，如感受，看见和听功能，作为紧随其后的命令的简单条件。这意味着，如果轻按“重置”（或
刚打开），然后轻敲“听和前进”智能卡，则在播放时，Plobot不会立即向前移动。它将等待3秒钟来分析声
音，并且只有当在该段时间内感测到强烈的噪音时，它才会执行下一个命令。

How to use the Sound Card 如何使用声音智能卡

The Sound Smart Card works together with the Listen card to record several seconds of audio into the SPI internal
memory. By swiping Listen and then Sound, Plobot will record once that the Play sequence is executed.

Once that the memory is recorded, by swiping Sound and then Play you will be able to hear back what you
recorded. Intentionally the audio changes a bit. The microphone is located next to the right rear wheel, so the
sound would be louder if the voice is directed that way.

声音智能卡与听智能卡一起工作，将几秒钟的音频记录到SPI内存中。通过滑动听和声音，一旦播放序列被
执行，Plobot就会记录下来。

记录完内存后，通过滑动声音然后播放，您将能够听到您记录的内容。被记录的音频播放时会有些不同。
麦克风位于右后轮旁边，因此如果语音被记录时靠近麦克风，声音会更响。

Re‐Programming Plobot with the Arduino IDE 使用Arduino IDE 集成开
发环境

We wrote the following instructions for an advanced programmer that wants to pursue programming
Plobot. It is fair to say that the current process is fairly complicated and there’s risk of permanently
damaging the hardware. For example, incorrect configuration of the audio amplifier will burn the
speaker. We mean it, burn and burn, with smoke and everything.
We would love to release a kid‐friendly programming environment so that additional Smart Cards for
new functions or sequences of movements can be added to Plobots. If you want to help please get in
touch with us.

1. Arduino IDE can be downloaded from http://arduino.cc. It should be compatible with the most
current version, 1.8.3 at the time of writing this guide. Beware of using versions earlier than
1.6.5.
2. Board model has to be downloaded from the Board Manager under Tools/boards menu.
3. Set in the Preferences menu this JSON file:
4. https://raw.githubusercontent.com/Lauszus/Sanguino/master/package_lauszus_sanguino_inde
x.json
5. In Tools/boards manager, let it update and use Sanguino version 1.0.2
6. Copy all examples and libraries in the *Arduino* folder defined in the Preferences folder setting
7. Close and reopen Arduino
8. Make sure you select the right model of board and also clock and model of CPU: Sanguino,
8MHz, ATMega644p. (note the “p” at the end of “ATmega644”, this gave us plenty of
headaches)
9. The most updated version of the source code is hosted at http://github.com/todocono/plobot
10. Use an example from the Plobot folder to test that arduino compiles correctly. Do not upload,
just compile. If there are errors, it’s not loading the libraries properly.

If you are using Arduino to just upload code on top of the bootloader, that would do it. Make sure you
install the right drivers. We used this blog article (
https://kig.re/2014/12/31/how‐to‐use‐arduino‐nano‐mini‐pro‐with‐CH340G‐on‐mac‐osx‐yosemite.html
) quite efficiently in our workshops. You should be able to see your Plobot and program it.

To upload with the firmware
11. Connect XSP programmer ( https://www.dfrobot.com/product‐1323.html )
12. Select AVR ISP programmer in Tools. Select the right port in tools.
13. Open Serial Monitor and choose 9600bps and end of line and CR. press enter once. After seeing
*configuration* response, type “help“ and press enter.
14. Set the configuration to:
mode=FTDI
out=3V3
dtr=ENABLE
15. Select from preferences to show verbose when upload
16. if you want to download bootloader, do mode=ISP and burn boot loader from tools
17. Enter again the config mode and select FTDI
18. Select the right port in tools again. Now you can upload any Plobot code.
19. If lights alternate ON and OFF on the XSP, the over voltage protection is ON and it will not work.
Note that there is a bug that sometimes requires to unplug both things, plug first the
programmer and then the Plobot.
20. If you are going to tune up the PID cycle, we found this article absolutely enlightening:
http://brettbeauregard.com/blog/2011/04/improving‐the‐beginners‐pid‐introduction/

我们为想要编程Plobot的高级程序员编写了以下指令。平心而论，目前的过程相当复杂，且存在
永久损坏硬件的风险。例如，音频放大器的错误配置会烧坏扬声器。我们的意思是，真的燃烧和
冒烟。

我们希望发布一款适合儿童的编程环境，以便为Plobots增加新功能或动作序列的智能卡。如果您
想帮忙，请与我们联系。

1. Arduino IDE可以从 http://arduino.cc下载。它应该与编写本指南时的最新版本1.8.3兼容。谨
防使用1.6.5之前的版本。
2. 电路板型号必须从工具/电路板菜单下的电路板管理器下载。
3. 在偏好菜单中设置这个JSON文件：
4. https://raw.githubusercontent.com/Lauszus/Sanguino/master/package_lauszus_sanguino_inde
x.json
5. 在工具/电路板管理器中，让它更新并使用Sanguino版本1.0.2。
6. 复制首选项文件夹设置中定义的* Arduino *文件夹中的所有示例和库文件。
7. 关闭并重新打开Arduino。
8. 确保你选择了正确的电路板型号，以及CPU的时钟和型号：Sanguino，8MHz，ATMega644p
。（注意“ATmega644”末尾的“p”，这让我们的头很痛）
9. 源代码的最新版本托管在 http://github.com/todocono/plobot
10. 使用Plobot文件夹中的示例来测试arduino是否正确编译。不要上传，只需编译。如果有错
误，则不会正确加载库文件。

如果您使用Arduino只是在引导加载程序的顶部上载代
码，那就可以了。确保您安装了正确的驱动
程序。在我们的工作坊中，我们非常有效地使用了这篇博客文章（
https://kig.re/2014/12/31/how‐to‐use‐arduino‐nano‐mini‐pro‐with‐CH340G‐on‐mac‐osx‐yosemite.html
）。您应该能够看到您的Plobot并对其进行编程。

11. 连接XSP程序员（https://www.dfrobot.com/product‐1323.html）
12. 在工具中选择AVR ISP编程器。在工具中选择正确的端口。
13. 打开串行监视器并选择9600bps并结束行和CR按一次输入。看到*配置*响应后，输入“help”
并按回车。
14. 将配置设置为：
model= FTDI
OUT = 3V3
DTR = ENABLE
15. 上传时从偏好设定中选择以显示详细信息。
16. 如果你想下载bootloader，请执行mode = ISP并从工具中刻录启动加载器。
17. 再次输入配置模式并选择FTDI。
18. 再次在工具中选择正确的端口。现在您可以上传任何Plobot代码。
19. 如果XSP上的灯交替开和关，则过压保护将开启Plobot将不运作。请注意，有时候需要拔掉
这两个东西，先插入程序员，然后再插入Plobot。
20. 如果你打算调整PID周期，我们发现这篇文章绝对有启发性：
http://brettbeauregard.com/blog/2011/04/improving‐the‐beginners‐pid‐introduction/



Workshops 工作坊

Workshop 1: Meet Plobot!
工作坊1:认识Plobot!
Lesson Length: about 1 hour
课程长度：约1小时

Objectives: 目标
Students get to know one another and the teacher through fun programming games. Students
learn foundational concepts and vocabulary of robotics/programming, and experiment with
programming Plobots.
学生们通过有趣的编程游戏认识彼此，并认识老师。学生学习机器人/编程的基础概念和
词汇，并尝试编程Plobots。

Learning Objectives:学习目标
• Become familiar with words related to programming
• Understand that they are capable of creating programs
● 熟悉与编程有关的单词
● 了解他们有能力创建程序

Preparation: 准备
Always:常规准备
Check that all Plobots are charged, functioning properly, and have all required pieces and cards
Bring tape, enough sharpened pencils for all students, and extra blank sheets of paper
Bring computer and/or USB flash drive with most‐updated version of workshop content
检查所有Plobots是否充电，功能是否正常，并且配有所有必需的部件和卡片
带上胶带，为所有学生提供足够的磨铅笔，以及额外的空白纸
将计算机和/或USB闪存驱动器带有最新版本的工作坊内容
For this Workshop:此次工作坊准备
Bring enough blank sheets of paper for all students
At least 100 paper cups (for stacking)
为所有学生提供足够的空白纸张
至少100个纸杯（用于堆叠）

Classroom Set‐up: 教室布置
Always:常规布置
Plobots unpacked and ready in a location hidden from view of students (to avoid initial
distraction) with required Smart Cards for this workshop on Plobot's back
Stack of blank paper and pencils at front of the class
将Plobot拆包，并准备好隐藏在学生看不到的位置（以避免学生一开始分心）以及将所需
的智能卡置于Plobot背上。
一叠空白纸和铅笔置于教室前方

For this Workshop此次工作坊布置
Paper cups ready in an easily accessible location
纸杯准备在一个方便的位置

Teacher Background: 老师背景：
In this workshop, students are getting acquainted with basic robotics and programming
concepts and vocabulary. This lesson is intended to be fun, silly and informative, with the goal of
framing robotics and programming as approachable, engaging, applicable, and interesting fields
of work, play and study. First, the class gets to know one another and the idea of programming
by playing a "paper cup stacking" game during which the students program the teacher and then
each other using distinct language‐‐ this helps prepare them for the sequencing they'll be
introduced to in later lessons. Afterwards, students can explore the functionality of Plobots by
experimenting with the Go Ahead, Play and Reset Smart Cards. The first class is very important
for setting up positive healthy dynamics and routines.

在这次工作坊中，学生们正在熟悉基本的机器人技术和编程概念以及词汇。本课有趣、好
笑、内容丰富，旨在将机器人和编程塑造为平易近人、引人入胜、适用性强且有趣的工
作、娱乐和学习活动。首先，课程通过玩一个“纸杯堆叠”游戏相互了解彼此以及编程概念
，在这个游戏中，学生使用不同的语言对教师进行编程，然后彼此进行编程；这有助于让
他们准备好在稍后的课程中将介绍给他们的排序概念。之后，学生可以通过试用前进，播
放和重置智能卡来探索Plobots的功能。第一堂课对于建立正向积极的课堂气氛和日常习惯
非常重要。

Cards: 卡片
Movement: Go Ahead
Control: Play, Reset
运动：前进
控制：播放，重置
_____________________________________________________________________________________

Steps/Timing Details
步骤/时间内容
Introduction Overview of introductory‐level vocabulary/concepts
‐ :
‐Q: What are robots? (A: a machine capable of carrying out a complex series of
20/20 mins actions automatically, especially one
programmable by a computer)
介绍 ‐Q: Who likes robots? (A: we all do! Anyone can!)
‐Q: How do robots know what to do? (A: By programming them)
20/20 分钟 ‐Q: What is a program? (A: A program is a set of specific instructions)
‐ Introduction of "Paper Cup Programming" Activity:
‐Let's play a game to learn how to program!
‐There are 6 possible instructions that can be given in the game (
see
powerpoint )
‐Using these 6 instructions, try to program me (the teacher, as
a robot) to build something with the paper cups
‐
After trying to "program" the teacher (intended to be silly and
funny), the students break into pairs and take turns
programming each other with the goal of designing and,
making different and increasingly complex castle structures.
For reference drawings, refer to the original lesson plan
designed by Thinkersmith in Notes.
‐Introduce second set of vocabulary/concepts :
‐Q: What is a sequence? (A: arrangement in a particular order)
‐Q: What is coding? (A: a system of signals used to represent letters or
numbers in transmitting messages)
‐Q: What is a Plobot?! (A: a play‐robot! Here to play with you!)

‐ 入门级词汇/概念概述：
‐Q：什么是机器人？（A：能够自动执行一系列复杂动作的机器，特别是可以通
过计算机编程的机器）
‐Q：谁喜欢机器人？（A：我们都喜欢！任何人都可以！）
‐Q：机器人如何知道该怎么做？（答：通过编程他们）
‐Q：什么是程序？（答：一个程序就是一组具体的指令）
‐ “纸杯编程”活动介绍：
‐ 让我们玩游戏来学习如何编程！
‐ 游戏中有6种可能的说明（参见powerpoint）
‐ 使用这6条指令，尝试对我（老师，作为一个机器人）进行编程，
以便用纸杯构建一些东西
‐ 在试图“编程”教师（营造愚蠢而有趣的气氛）之后，学生们分成两
组，分别以设计和制作不同且越渐复杂的城堡结构为目标。有关参考图纸，请参
阅Notes中由Thinkersmith设计的原始课程计划。
‐ 介绍第二套词汇/概念：
‐Q：什么是序列？（答：按特定顺序排列）
‐Q：什么是编码？（A：用于表示传送信息中的字母或数字的信号系统）
‐Q：什么是Plobot？（A：一个玩乐机器人！现在就在这里和你一起
玩！）
Demo ‐‐> Take out one Plobot and the Go Ahead, Play and Reset Smart Cards. Ask student

volunteer to help demonstrate programming Plobot by using the Go Ahead, Play, and
5/25 mins Reset Smart Cards to try a different amount of steps
‐ Indicate that the students should try to give themselves challenges (e.g. travel
示范 from designated point A to point B) to help them get a feeling for programming
Plobot.
5/25 分钟 ‐ Make sure they know that more and more cards will be added in upcoming
classes… today is just getting a feel for it

‐ >取出一个Plobot和前进、播放、和重置智能卡。通过请学生志愿者使用前进、
播放、和重置智能卡，来帮助演示编程Plobot，并尝试不同数量的步骤，
‐ 指出学生应该尝试给自己提出挑战（例如从指定的A点到B点），以帮助
他们感受编程Plobot的感觉。
‐ 确保他们知道即将到来的课程中将会添加越来越多的卡片......今天只是
感受它
Activity ‐‐>Direct students to get into pairs
‐‐>Direct each pair, one pair at a time, to get a Plobot and a stack of Smart
20/45 mins Cards (only Go Ahead, Play and Reset) and to experiment giving each other
distance challenges (e.g. go from point A to point B)
活动 ‐‐>if time: set up different pairs to "race" each other or do different challenges

20/45 分钟 ‐ >引导学生俩俩一组
‐ >指导每一组学生，每次一组，拿一个Plobot和一叠智能卡（只有前进，
播放和重置），并开始试验彼此距离的挑战（例如从A点到B点）
‐ >“如果”时间：设置不同组“彼此竞赛”或做不同的挑战
Clean Up + ‐‐>Give students a 5 minute warning to finish up the activity
Review Ask them to check that they have all the Smart Cards and return the cards and Plobot to
a designated space before cleaning up the room and returning supplies.
10/55 mins Gather students together for a time of reflection.
What did you learn today?
收拾 + 回顾 What was your favorite part of the activity?
what different challenges you gave each other and how did they go?
10/55分钟 ‐‐>See you next time, Plobot programmers! ( "
Robot goodbye!" ‐‐wave to the class as if
you are a robot)

‐ >活动结束前5分钟提醒学生完成活动
请他们检查他们是否有所有的智能卡，并在清理房间和返还用品之前将卡和
Plobot归还到指定的地点。
聚集学生一起思考。
你今天学到了什么？
你最喜欢的活动是什么？
你给对方什么不同的挑战，这些挑战进行的如何？
‐ >下次见，Plobot程序员！（“机器人再见！” ‐ 如同机器人一样向同学们挥手）

https://csedweek.org/unplugged/thinkersmith
注：本工作坊使用并混合来自 https://csedweek.org/unplugged/thinkersmith 的教材

Workshop 2: Plobot Around the Town!
工作坊2：Plobot逛小镇！


Objectives: 目标
Students reinforce knowledge of programming basics and learn to use Smart Cards to create
sequences. Students test acquired knowledge by laying out correct sequences, ultimately
programming Plobots to perform a series of daily tasks around the town.
学生强化编程基础知识并学习使用智能卡创建序列。学生通过布置正确的序列来测试获得
的知识，最终编程Plobots在城镇周围执行一系列日常任务。

Learning Objectives:
学习目标
• Understand sequential programming and techniques to write down software
• Become aware of physical dimensions and how to plan a trajectory
● 了解顺序编程和技术来编写软件
● 了解物理尺寸以及如何规划轨迹

Preparation: 准备
Always‐‐> 常规准备

For this Workshop‐‐>
此次工作坊准备
Print and bring enough Sequence Maker for all students (plus a few extra to be safe)
Bring 10 rectangular whiteboard "sign panels" (to write the store name suggestions on)
Bring whiteboard markers
Bring enough blank sheets of paper for all students that might eventually have "HOME" written
on them (or if‐time, students can have a few moments to design their own "Plobot home" to
promote feeling of ownership in the game)
打印并为所有学生带来足够的序列制作页面（安全起见，多带一些）
带上10个矩形白板“招牌”（写上店名建议）
带上白板记号笔
为所有可能最后有“家”的学生提供足够的空白纸张（或者如果有时间，学生可以用一些时
间来设计他们自己的“Plobot家”以促进游戏中的所有权感）

Always‐‐> 常规布置

此次工作坊布置
Sequence Maker ready at the front of the class
Whiteboard "sign panels", markers, and tape at the front of the class
序列制作页面准备在教室的前面
白板“招牌”，记号笔和胶带置于教室前方

Students build on the knowledge from the introduction in the previous workshop to create
longer sequences of code for Plobot. They will first answer some questions to reinforce
information from the first workshop. Then, the students will put their initial information about
programming to use by strategically using the Movement Smart Cards to instruct Plobot to
perform a series of tasks around the town. This activity encourages independence and
confidence in the students' ability to program, allowing them to experiment with different
sequences to find the one that works best and gaining recognition for their success upon
completing a task (at the completion of each task the teacher changes the color of Plobot to
indicate completion). Students will use their creativity to come up with the locations that Plobot
must go to for running daily errands, and they will use their Sequence Maker to strategize the
most efficient way to help Plobot navigate around the town.

学生利用前一次工作坊介绍的知识，为Plobot创建更长的代码序列。他们首先会回答一些
问题以加强第一次工作坊的信息。然后，学生将通过策略性地使用运动智能卡指示Plobot
在城镇周围执行一系列任务，从而将他们关于编程的初始信息放在一起使用。这项活动鼓
励学生独立自信地编程能力，让他们能够尝试不同的顺序，找到最好的方法，并在完成任
务时获得对其成功的认可（在完成每项任务后，老师改变Plobot的颜色表示完成）。学生
将利用他们的创造力想出Plobot必须去运行日常任务的地点，并且他们将使用他们的序列
制作页面制定最有效的方法来帮助Plobot在城镇周围导航。

Cards: 卡片
Movement: Go Ahead, Go Back, Turn Left, Turn Right
运动：前进，后退，左转，右转

_____________________________________________________________________________________

步骤/时间内容
Introduction ‐Hook:
Robots are learning to communicate with human language and facial
expressions. M.I.T. has had Kismet, a robot learning facial recognition, since the 1990’s
10/20 mins and recently a robot has taught itself how to smile using machine learning according to
"Wired"
介绍 ‐‐>that means that maybe eventually Plobot or a robot like Plobot could smile
at neighbors as they cruise around town on a stroll like the one Plobot will go
10/20 分钟 on today!

‐Overview from previous lesson and new concept introduction :
‐Q: Who remembers what robots are? (A: moving, sensing, thinking machines)
‐Q: How do we teach robots? (A: by programming them!)
‐Q: What is a program? (A: A set of instructions that allow the robot to "think".
Some cards are‐‐go ahead, go back, etc.)
‐Q: What should we do if the program doesn't go according to plan? (A: We
conduct "iterations", or repetitions, of what we've done already to find the
pattern. When we make mistakes, in all parts of life including as programmers,
we keep trying until we can get to the root of the problem to understand it and
fix it
‐‐>
remind them of the paper cup stacking game from the first
workshop, how they were "programming" each other to stack the cups
correctly and sometimes had to repeat the sequence and try things
many times before they got it right )
‐ Introduction of "Plobot Around Town" Activity:
‐Today we are going to help Plobot to be just like us, regular kids in the world
having a regular day. It's easy for us to get up, brush our teeth, and do
everything we need to do because we are people and we've had practice. But
Plobot is new to this stuff... new to the world! So we have to help Plobot by
programming Plobot!
‐What does Plobot need to do to start the day? Which errands does Plobot
need to run around town for? What does Plobot need to do and get?
‐‐>
students generate list of activities/places
‐‐>teacher writes list up on the screen as it is compiled and also decides
the location/name of a store at which each of these items would be
gotten/purchased. Teacher writes names of places onto "sign panels"
with whiteboard marker and distributes them to Plobot‐accessible
spots around the classroom, hanging them up with tape. Teacher also
mentions color for each destination
‐‐>indicating that with each destination reached, Plobot attains a
different color level. The goal is to have Plobot get all of the 5 colors:
green, orange, red, purple, blue (accomplish all the tasks of the day!)
‐
Teacher explains that there are only certain Movement Smart Cards students
can use to help Plobot accomplish the given tasks (identify these Movement
Smart Cards on the board and the corresponding symbols to use with Sequence
Maker)
‐Teacher explains that after accomplishing each task, students should raise
their hand to indicate completion (they should not "reset" Plobot until the
teacher has seen Plobot accomplish the task!), the teacher will witness Plobot's
correctly programmed route, and then they can earn a new "color level"
(teacher can use the color‐changing Smart Cards to go around and change the
colors of Plobots‐‐>this helps motivate students)

引言：机器人正在学习与人类语言和面部表情进行交流。麻省理工学院自20世纪
90年代开始，机器人学习面部识别技术Kismet诞生了，根据“Wired”杂志，最近一
个机器人已经通过机器学习自学了如何来微笑。
‐ >这意味着最终Plobot或像Plobot这样的机器人可以对邻居微笑，因为他们
像散步一样漫步在城镇周围，就像Plobot今天要做的一样！

‐ 上一课和新概念介绍的概述：
‐Q：谁记得机器人是什么？（答：会移动，感应，思考的机器）
‐Q：我们如何教机器人？（答：通过编程！）
‐Q：什么是程序？（A：允许机器人“思考”的一组指令。有些卡片 ‐ 前进
，后退等）
‐Q：如果程序没有按计划进行，我们该怎么办？（答：我们进行“迭代”或
重复，我们已经完成了寻找模式的工作。当我们犯错误时，针对生命中所有的事
情，包括身为一个程序员，我们要一直在努力，直到我们能够找到问题的根源，
了解并修复它。
‐ >提醒他们第一次工作坊进行的纸杯堆叠游戏，他们是如何相互“编
程”来正确堆叠杯子，有时必须重复序列并在成功之前尝试多次）
‐ 介绍“Plobot城镇”活动：
今天我们要帮助Plobot和世界上所有一般孩子一样，过日常的一天。我们
很容易站起来，刷牙，做我们需要做的一切，因为我们是人，我们有过练习。但
Plobot是这个新东西......对他来说这是一个新的世界！所以我们必须通过编程
Plobot来帮助他！
‐ Plobot需要做什么来开始新的一天？ Plobot需要在镇上办哪些差事？ Plobot需要
做什么并获得什么呢？
‐ >学生生成活动/地点列表
‐ >老师在编辑屏幕时将清单写在屏幕上，并决定在哪个商店获取/购
买每个商品的位置/名称。教师用白板笔将地点名称写在“标牌”上，并将它们分发
到教室周围Plobot可前往的位置，用胶带挂起这些标牌。老师也提及每个目的地
的颜色
‐ >向学生说明每到达一个目的地，Plobot就会达到不同的色彩级别。
目标是让Plobot获得所有5种颜色：绿色，橙色，红色，紫色，蓝色（完成当天的
所有任务！）
‐ 教师解释说，只有某些移动智能卡学生可以用它来帮助Plobot完成指定的任务
（在板上标识这些移动智能卡以及序列机中使用的相应符号）
‐ 教师解释说，完成每个任务后，学生应举手表示完成（他们不应该“重置”Plobot
，直到老师看到Plobot完成任务！），老师将目睹Plobot的正确编程路线，然后他
们可以获得新的“色彩级别”（教师可以使用变色智能卡进行转换并更改Plobots的
颜色 ‐ >这有助于激励学生）

Demo ‐‐>
Take out one Plobot and the Movement Smart Cards. Explain that we will use the
Movement Smart Cards to program Plobot to get to the correct locations/stores. Use
5/15 mins Sequence Maker to lay out the programming plan.
‐‐>With help of one student volunteer, demonstrate estimating how many "steps"
示范 Plobot will have to take to get from "HOME" (students get blank white paper and pen
and just write "home" on it or, if time, they can draw a picture of a home and have
5/15分钟 more ownership over it) to whichever store Plobot is going to. Demonstrate using
Sequence Maker to plan the programming and help Plobot run his errands!

‐ >取出一个Plobot和运动智能卡。请解释我们将使用移动智能卡对Plobot进行编程
以访问正确的位置/商店。使用序列制作页面来编排编程计划。
‐ >在一位学生志愿者的帮助下，展示如何估算Plobot从“家”到任何一家商店，
Plobot所需的“步数”（学生拿到空白的白纸和笔，并在上面写上“家”），或者如果
有时间，他们可以画一个家庭的照片，并拥有更多的所有权）。演示如何使用序
列制作页面来制定计划并帮助Plobot办他的差事！
Activity ‐‐
>Direct students to get into pairs
‐‐>Direct each pair, one pair at a time, to get a Plobot, a stack of Smart Cards, a
25/50 mins Sequence Maker, and a pencil, and assign each pair to bring their "HOME" to different
areas of the room (teacher tapes down the paper to the floor to make it a fixed station).
活动 Pairs make programming plans using Sequence Maker and send Plobot to do all of the
errands of the day at the different locations!
25/50分钟 ‐‐>Go around and help pairs program; give encouragement!
‐‐>After each location is met, students raise their hand to indicate completion. Teacher
goes over to see Plobot go from HOME to location (according to the students' Sequence
Maker); once the teacher verifies completion, teacher can change Plobot's color to
indicate that Plobot can move to the next level
‐‐>if some pairs have extra time, give them 3 strips of blank paper on which they can
assign themselves 3 new tasks for Plobot to accomplish. Teacher places these 3 tasks in
difficult locations as "bonus challenges"

‐ >引导学生俩俩一组
‐ >指导每一组学生，每次一组，拿一个Plobot和一叠智能卡，一张序列制作页面
和一支铅笔，并分配每一组将他们的“家”带到教室的不同区域（教师将纸张粘贴
固定在地面）。每组使用序列制作页面制作编程计划，并派Plobot到不同位置完
成当天所有差事！
‐ >四处走动，帮助学生编程；适时给予鼓励！
‐ >每个地点都满足后，学生举手表示完成。老师查看Plobot从家到指定位置（根
据学生的序列制作页面）；一旦教师确认完成，教师可以改变Plobot的颜色以表
明Plobot可以移动到下一个级别。
‐ >如果有些组有额外的时间，给他们3张空白纸，他们可以在这些空白纸上分配3
个新任务让Plobot完成。教师将这三项任务放在困难的地点，作为“奖励挑战”。
Clean Up + Give students a 5 minute warning to finish up the activity… It’s about bedtime!
Review Ask them to check that they have all the Smart Cards and return the cards and Plobot to
a designated space before cleaning up the room and returning supplies.
See you next time, Plobot programmers!
10/60分钟
活动结束前5分钟提醒学生完成活动 ......就寝时间要到了！
请他们检查他们是否拥有所有的智能卡，并在清理教室和返还用品之前先将卡片
和Plobot归还到指定的地点。
下次见，Plobot程序员！

Workshop 3: Plobot Visits the Wild Animal Park!
工作坊3：Plobot参观野生动物园！


Objectives: 目标
Students learn to program Plobot to transport things. Students work together with fellow
students to program Plobots to help "feed" the different animals at the Wild Animal Park and
overcome obstacles to make sure every animal gets appropriate care.

学生学习编程Plobot来运输东西。学生与同学一起编程Plobots，以帮助在野生动物园“喂
养”不同的动物并克服障碍，确保每只动物得到适当的照顾。

Learning Objectives:
学习目标
• See how complex problems can be turned into small problems
• Test solutions in a systematic way, analyzing outcomes in an objective manner
● 了解如何将复杂问题转化为小问题。
● 系统化地测试解决方案，以客观的方式分析结果。

Preparation: 准备

Bring enough Sequence Maker for all students
Bring 10 rectangular whiteboard "sign panels" and markers
Building bricks for each student to have at least 5 different colors
Stack of at least 10 other building bricks that are a different color than the others distributed to
students
为所有学生带来足够的序列制作页面
带上10个矩形白板“标志牌”和记号笔
为每个学生提供至少5种不同颜色的积木
除了分配给学生的五个颜色积木，另外准备至少10块其他颜色的积木


Sets of 5 building bricks with different colors per student
Stack of at least 10 building bricks that are a different color than the others distributed to
students to be used as "obstacles"
教室前面准备白板“标志牌”，记号笔和胶带
每个学生一套5个不同颜色的积木
至少10块与其他颜色不同的积木发给学生作为“障碍物”

In workshop 3, students use cards they've learned in order to help Plobot visit the Wild Animal
Park! Each student will be stationed at a different animals' location, and will be responsible for
the care of that animal. It is the job of the animal caretakers/programmers (the students) to
program the visiting Plobots to be able to help with the maintenance of the animals‐‐ helping
bring the appropriate food to the appropriate animal so that everything goes smoothly (the
"food" will be in the form of building bricks, and different colors correspond to different
animals). As obstacles to their task appear, the animal caretakers/programmers (the students)
need to make sure the Plobot helpers can move around them to successfully get to the animals
without any problems (the "obstacles" will be in the form of building bricks that are different
colors than the other building bricks being used for "food"). The purpose of the this workshop is
to promote compassion and teamwork by harnessing the power of imagination and
programming to facilitate the students to work together with their acquired programming skills
to achieve the shared goal of taking care of the Wild Animal Park inhabitants.

在工作坊3中，学生们使用他们学过的卡片来帮助Plobot参观野生动物园！每个学生将驻扎
在不同的动物身边，并负责照顾该动物。动物管理员/程序员（学生）的任务是对前来访
问的Plobots进行编程，以便能够帮助照顾动物 ‐ 帮助将合适的食物带给适当的动物，从而
使一切顺利进行（“食物“将以积木的形式出现，并且不同的颜色对应于不同的动物）。当
他们的任务出现障碍时，动物管理员/程序员（学生）需要确保小帮手Plobot可以顺利绕开
障碍物，以顺利地到达动物身边（“障碍”将与用于“食物”的其他积木不同长得不同）。本
次工作坊的目的是通过利用想象力和编程的力量促进情感和团队合作，让学生通过学得的
编程技能与同伴一起工作，实现照顾野生动物的共同目标。

Cards:卡片
_____________________________________________________________________________________

步骤/时间内容
Introduction ‐Hook Programming Fact : Did you know...? There are stories about robots even in

ancient history, over 2,000 years in fact. The history of robotics stretches back 2,400
5/5 mins years. The first robot was a steam‐powered "pigeon", created around 400 to 350 BCE
by the ancient Greek mathematician Archytas, known as the father of engineering.
介紹 He was using the robot to study birds in flight‐‐>so robots have been used to help
animals from the very beginning!
5/5分钟
‐ Introduction of "Wild Animal Park Programming" Activity:
‐Today we are going to be operating a Wild Animal Park! Each of you will be
responsible for the care of a different animal in the park‐‐making sure your
animal gets the food it needs and that the food stored near your animal gets
to the other animals that need that food. You will have Plobot visitors to
help you get the food from one place to the next, as long as you program
them correctly! There might be obstacles along the way, so beware! Stay
focused and calm and you can do it!
‐Which animal are you taking care of? ( go around in a circle and ask each
student their animal choice)
‐‐>
teacher passes out whiteboards and each student designs their
animal choice on it. Teacher also assigns each animal a building brick
color which will be that animals' "food", and students should write
this color on their sign so that other students know where to deliver
the food!
‐‐>teacher explains that the students will be spread around with their
animals and each will get a stack of building bricks that is part of the
"food storage". It will be their job to make sure that the food for their
animal gets delivered, from other parts of the Wild Animal Park. They
also must send on food for the other animals from the "food storage"
area near them to make sure the other animal caretakers can feed
their animals as well. The Plobots don't "belong" to anyone in
particular for this activity. They are visitors at the Wild Animal Park
who are volunteering to help make the food deliveries. When
someone sends a Plobot with food to you, it is your job to help them
navigate to you, and to send the Plobot on from there with a
different delivery (with a different colored building brick) to another
animal across the Park. The final product should be that each animal
has a stack of the same‐colored building bricks (same "food") at their
area by working together. The students should not get up for any
reason, as they are committed to taking care of their animal and
have to stay at their area, only sending the Plobots to make the other
food deliveries.
‐
Teacher explains that there are only certain Movement Smart Cards
students can use to help Plobot accomplish the given tasks
‐Teacher explains that first there will be some time for the students
to help the Plobots move around the Park, to get to know where each
animal is located. Then the food will arrive and the animals will have
to get fed before they try to break out!

引言关于编程事实：你知道吗？事实上机器人具有古老的历史，超过2000年。
机器人的历史可追溯到2400年前。第一个机器人是蒸汽动力的“鸽子”，由古希
腊数学家，有工程之父之称的Archytas，在约公元前400到350年之间创建。他当
时是使用机器人来研究飞行中的鸟类 ‐ >所以机器人从一开始就被用来帮助动
物！

‐ “野生动物园编程”活动介绍：
今天我们将要经营野生动物园！你们每个人都将负责照顾公园内不同的动物 ‐
确保你的动物获得它需要的食物，并且在你的动物身边的食物可以被送到需要
那个食物其他动物身边。只要你编程正确，你就会有Plobot来帮助你从一个地方
到另一个地方获得食物！一路上可能会有障碍，所以要小心！保持专注和冷静
，你可以做到！
‐ 你在照顾哪个动物？（围着圈子问问每个学生他们选择什么动物）
‐ >老师传下白板，每个学生设计他们选择的动物。老师还会为每只动物分配一
种颜色的积木，该种颜色将成为动物的“食物”，学生应该在自己的标志牌上写
下这种颜色，以便让其他学生知道在哪里提供食物！
‐ >老师说明，学生们将带着他们的动物一起到教室的一个角落，每个学生都会
得到一堆作为“食物”的积木。他们的工作将是确保从野生动物园的其他地方获
得自己照顾的动物的食物。他们还必须从其附近的“食物储粮”区域为其他动物
送食物去，以确保其他动物管理者也可以喂养他们的动物。 Plobots不属于任何
人，特别是对于这项活动。他们是野生动物园的志愿者来帮助分发食物。当有
人派Plobot送一份食物给你时，你的工作是帮助他们找到你，并且让Plobot再穿
过动物园，派送食物（不同颜色的积木）给另一个动物。最终的成果应该是，
通过一起合作，每个动物在他们的区域会有一堆相同颜色的积木（相同的“食
物”）。学生们不应该因为任何原因起身，他们必须致力于照顾他们的动物并且
必须留在他们的地区，只是派Plobots去送其他动物的食物。
‐ 教师解释，学生只能使用某些运动智能卡来帮助Plobot完成特定的任务
‐ 教师解释，首先先给学生一段时间帮助Plobots在动物园周围移动，了解每只
动物的位置。然后再开始派送食物，切记要在动物脱逃前喂食他们！
Demo ‐‐>
Take out one Plobot and stack of Smart Cards. Explain that we will use the
Movement Smart Cards to help Plobot navigate around the Park.
10/10 mins ‐‐>With help of one student volunteer, demonstrate programming Plobot to move
from one animal location to another with the building brick on its' back, and show
示范 what it will look like with the final finished product of a full stack of "building brick
feed" of the same color at one animal's area.
10/10分钟
‐ >取出一个Plobot和一叠牌。解释我们将使用运动智能卡来帮助Plobot在公园周
围导航。
‐ >在一名学生志愿者的帮助下，演示编程Plobot从一个动物的位置移动到另一
个位置，并在其背面放上积木，用一堆完整的”积木食物“展示最终成果应为一
支动物身边会有一叠相同颜色的积木作为他们的食物。
Activity ‐‐
‐‐>Assign each pair one area in different parts of the room with their animal picture.
35/45 mins Give each pair one Plobot, one stack of Movement Smart Cards, and one stack of
"food storage" (a bunch of different‐colored building bricks)
活动 ‐‐>teacher tapes up the animal pictures to the back of a chair next to the student pair
so everyone else can see what to deliver to that area
35/45分钟 ‐‐>teacher reminds students that they will be sending their Plobots all around. They
hold onto their Movement Smart Cards and use the cards to send different Plobots
that come to them to other areas carrying the right food to the right animal, without
getting up. If Plobot they sent doesn't make it all the way to the intended place, the
teachers will return Plobot for the students to try again with a different sequence
(potentially encourage using Sequence Maker here for students to record their
routes‐‐might help them revise their route if their Plobot didn't make it the first time)
‐‐>Teacher first directs pairs to send Plobots without any food for the Plobots to get a
feeling of the Wild Park layout (remind students to take turns in their pairs,
alternating who gets to use the Smart Cards)
‐‐>Plobots go to the animal across from them
‐‐>Plobots go to animal diagonal from them
‐‐>Plobots go to faraway animal (teacher assigns where each Plobot should
go)
‐‐>After series of warm‐ups during which Plobots are "touring" around the Wild Park,
students (each pair with a Plobot) begin to distribute their "food storage" stash to the
different animals around the Wild Park, and collect the "food" coming their way from
other parts of the park, stacking the same‐colored building bricks in their area and
then sending on Plobots they receive to other animals carrying other "food" deliveries
‐‐>teacher should be moving between pairs helping with sequencing and
making sure to bring Plobots back to where they began when Plobots do not
reach their destinations so that students can try again!
‐‐>if time: teacher sets out "obstacles" in the form of different‐colored
building bricks than the ones being used for food. Make up different
descriptions for each obstacle that the Plobots will have to navigate around
(e.g. "A truck delivering wood for construction is passing through the middle
of the Monkeys and the Elephants!, etc.).

‐ >
引导学生俩俩一组
‐ >分配每一组拿着自己的动物图片到教室不同的区域。给每一对组一个Plobot
，一叠运动智能卡和一堆“食物储藏”（一堆不同颜色的积木）
‐ >老师将动物图片粘贴到每组学生旁边的椅子后面，以便其他人可以看到要派
送到该区域的内容
‐ >老师提醒学生，他们将会派出Plobots到公园各处。他们拿着他们的运动智能
卡，并使用卡片将不同的Plobots送到其他地区，不必起身，将正确的食物带给
正确的动物。如果他们发送的Plobot没有完成到达预定位置，教师将帮忙返回
Plobot让学生以不同的顺序再次尝试（可能鼓励在此使用序列制作页面让学生
记录他们的路线 ‐ 如果他们的Plobot第一次没有成功到达目的，可能会对他们修
改他们的路线有所帮助）
‐ >老师首先指示每组不必运送食物的情况下，派送Plobot出去，让他们感受到
野生公园的布局（提醒学生轮流搭配，交替使用智能卡）
‐ > Plobots去到对面的动物
‐ > Plobots走向对角线的动物
‐ > Plobots去遥远的动物那边（老师指定每个Plobot应该去的地方）
‐ >经过一系列的热身活动，Plobots已经绕野生动物园一圈啰，学生（每组都有
一台Plobot）开始将他们的“食物储粮”分发给野生动物园周围的不同动物，并收
集来自公园其他部分的“食物”，将同样颜色的积木堆放在他们的区域，然后将
他们收到的Plobots再派送到其他动物那边交付“食物”。
‐ >老师应该在每组之间移动，以帮助制作序列，并确保在Plobots未到达
目的地时将Plobots带回他们开始的地方，以便学生再次尝试！
‐ >‘如果’时间：教师用不同于‘食物’颜色的积木代表“障碍”，设置在路线
上。对Plobots必须绕过的障碍物进行不同的描述。（例如“一辆运送建筑用木材
的卡车穿过猴子和大象的中间！”等）

Clean Up + Give students a 5 minute warning to finish up the activity
Review Ask them to check that they have all the Smart Cards and return the cards and Plobot
to a designated space before cleaning up the room and returning supplies.

5/50分钟 ‐‐>Amazing work, Wild Animal Park animal‐keepers! You got it all done! Thanks to
you and your programming skills, the Plobots helped deliver all of the food to your
animals!
‐‐>See you next time, Plobot Wild Park programmers!
活动结束前5分钟提醒学生完成活动
请他们检查他们是否拥有所有的智能卡，并在清理教室和返还用品之前先将卡
片和Plobot归还到指定的地点。

‐ >做得好，野生动物园动物饲养员！你完成了所有任务！感谢你和你的编程技
巧，Plobots帮助将所有食物运送到每只动物身边！
‐ >下次见，Plobot 野生动物园程序员！


Workshop 4: Plobot Sing‐a‐long!
工作坊4: Plobot会唱歌！

Objectives: 目标
Students revisit the concept of "what is programming?". Students are introduced to a new set of
Smart Cards: Sound Smart Cards as well as a Pause Smart Card. Students learn how to combine
Movement Smart Cards with these new Smart Cards to ultimately grasp that programming is not
only about movement but can also include an assortment of functions in different categories to
perform more complex tasks.
学生们重新审视“什么是编程？”的概念。介绍给学生一套新的智能卡：声音和暂停智能
卡。学生将学习如何将运动智能卡与这些新的智能卡结合起来，最终掌握编程不仅仅是运
动，还可以包括各种不同类别的功能，以执行更复杂的任务。

Learning Objectives: 学习目标：
• Understand that software can be used to create and express
• Work in pairs solving problems and generating new solutions
● 了解软件可被用于创建和表达。
● 小组解决问题并产生新的解决方案

Preparation: 准备





In this workshop, students are introduced to new Smart Cards that have different musical notes
that can be combined with Movement Smart Cards as a way to express themselves. By using the
Sound Smart Cards, students understand that Plobot can be programmed to perform many
different functions. This workshop also sets the stage for students to program their Plobots to
"perform" at a talent show in the following workshop.
在这个工作坊上，学生们将会看到新的智能卡，这些智能卡有不同的音符，可以和运动智
能卡结合使用来表达自己的想法。通过使用声音卡，学生们明白Plobot可以被编程来执行
许多不同的功能。此次工作坊还为学生设置了舞台，让他们在下次的工作坊中举办Plobots
达人秀。

Cards:卡片
Control: Play, Reset, Pause
Sound: Do, Re, Mi, Fa, Sol, La, Si
Color: Pink, Yellow, Blue, Red, Orange, Purple, Green
‐ 控制：播放，重置，暂停
‐ 声音：Do，Re，Mi，Fa，Sol，La，Si
_____________________________________________________________________________________

步骤/时间内容
Introduction Overview of previous lessons
‐ :
‐Q: Who remembers what robots are? (A: moving, sensing, thinking
10/10 mins machines)
‐Q: What is a sequence? (A: it is the default control structure during which
介绍 instructions are carried out directly one after the other in a row)
‐ Introduction of "Plobot Sing‐a‐long" Activity:
10/10分钟 ‐Today we are going to help teach Plobot how to sing! Plobot needs to build
his musical skills in preparation for the upcoming talent show next week at
school (Yes, we really are going to have a Plobot talent show next week!). Do
you think we can teach Plobot in just 20 minutes?? I bet we can!
‐What kind of music does Plobot like? What would he be good at
performing?
‐‐>
students share ideas to get them excited about doing music with Plobot
‐Teacher explains that there will be 5 levels of music challenges for Plobot to
complete to qualify for the talent show next week. After accomplishing each
challenge, students should raise their hand to indicate completion (they
should not "reset" their sequence until the teacher has seen Plobot
accomplish the task!), the teacher will come witness the Plobot's correct
programmed challenge, and then they can earn a new "color level" (Tip: the
teacher can use the Color Smart Cards to go around and change the colors of
the Plobots because this helps motivate students)

‐ 前几课的复习：
‐Q：谁记得机器人是什么？（答：移动，感应，思考机器）
‐Q：什么是序列？（答：这是默认的控制结构，在这种结构中，指令是
一个接一个地直接执行的）
‐ 介绍“Plobot会唱歌”活动：
今天我们要教Plobot如何唱歌！ Plobot需要建立自己的音乐技巧，为下周
即将到来在学校举办的才艺表演做好准备（是的，我们下周将会举办一场Plobot
才艺表演！）。你认为我们可以在20分钟内教会Plobot吗？我敢打赌我们可以！
Plobot喜欢哪种音乐？他擅长表演什么？
‐ >学生分享想法，让他们对与Plobot一起做音乐感到兴奋
‐ 教师解释说，Plobot将完成5个级别的音乐挑战，以便有资格参加下周
的才艺表演。完成每个挑战后，学生应举手表示完成（他们不应该“重置”他们
的序列，直到老师看到Plobot完成任务！），老师会见证Plobot的正确编程挑战
，然后他们可以赚取一个新的“颜色水平”（提示：老师可以使用颜色智能卡来
改变Plobots的颜色，这有助于激励学生）
Demo ‐‐>Take out one Plobot and stack of Smart Cards. Explain that we will use the
movement Smart Cards and the new Sound Smart Cards to program the Plobot. Use
5/15 mins Sequence Maker to lay out the programming plan.
‐‐>With help of one student volunteer, demonstrate using the new Sound cards.
示范 Demonstrate using Sequence Maker to plan the programming as well. The teacher
can decide at this point how to use the musical notes as they learned them in other
5/15分钟 related courses at school.

‐ >取出一台Plobot和一叠智能卡。解释我们将使用移动智能卡和新的声音卡来
编程Plobot。使用序列制作页面来编制编程计划。
‐ >在一位学生志愿者的帮助下，演示使用新的声音卡。演示如何使用序列制作
页面来规划编程。学生在学校的其他相关课程中学习过音符，教师可以在这决
定如何使用音符。
Activity ‐‐
25/40 mins Sequence Maker, and a pencil. Assign each pair to a specific location in the classroom
‐‐>Go through each challenge level, working with the group step by step
活动 ‐‐>Go around and help pairs program; give encouragement!
‐‐>After each challenge is completed, students raise their hand to indicate
25/40分钟 completion. Teacher goes over to see their Plobot perform (according to the
students' Sequence Maker); once the teacher verifies completion, teacher can change
the Plobot's color to indicate that the Plobot can move to the next level (see slides to
know which color corresponds to which level)

‐ >引导学生俩俩一组
‐ >指导每一组学生，每次一组，拿一个Plobot和一叠智能卡，一张序列制作页
面和一支铅笔，并分配每一组到教室的特定位置。
‐ >通过每个挑战级别，一步一步与团队一起完成工作
‐ >四处走动，帮助每组编程；给予鼓励！
‐ >每次挑战完成后，学生举手表示完成。老师去看他们的Plobot表演（根据学
生的序列制作页面）;一旦教师验证完成，教师可以更改Plobot的颜色以表明
Plobot可以移动到下一个级别（请参见幻灯片以了解哪个颜色对应于哪个级别）

Clean Up Give students a 5 minute warning to finish up the activity
5/45 mins Ask them to check that they have all the Smart Cards and return the cards and Plobot
收拾 Gather students together for a time of reflection.

5/45分钟 ‐‐>It's about to be talent‐show evaluation time!
‐once students are seated again, use "announcer" voice to make a silly
announcement about how, from witnessing their rehearsals and practice today, they
have all qualified for performing in the talent show next week


‐ >才艺表演评估时间到啰！
一会儿学生再次坐下，用“播音员”的声音做一个愚蠢的声明，从目睹他们今天
的排练和练习，他们都有资格在下周的才艺表演中表演
Review ‐‐‐>
if time: ask students what their favorite part of the activity was. Ask students
about the unique songs and dances they created, how they did it
5/50 mins ‐‐>See you next time for the big show, Plobot programmers!

回顾 ‐‐‐>“如果”时间：问学生他们最喜欢的部分是什么。向学生询问他们创作的独特
歌曲和舞蹈，以及他们是如何做到的
5/50分钟 ‐ >下次粉墨登场见，Plobot程序员！

Workshop 5. Map to find treasure chest
工作坊5.寻找宝藏的地图

Objectives: 目标
Students work on creating their own treasure map. This activity allows students to program their Plobot
using the concept of decomposition and debugging.
学生创建自己的宝藏地图。此活动允许学生使用分解和程序除错的概念对他们的Plobot进行编
程。

● Students use the concepts of decomposition and debugging
● Find that through careful planning on their “treasure map”, they are able to plan what will
happen in the real world
● Use concepts as role playing and physical play with analytical thoughts as planning a trajectory to
find the treasure
● 学生使用分解和程序除错的概念
● 通过仔细规划他们的“宝藏地图”，他们能够计划在现实世界中发生的事情
● 运用角色扮演和实际游戏的概念，以分析性思维做寻找宝藏的计划

Preparation:准备
Always ‐> Check that all Plobots are charged, functioning properly, and have all required pieces and
cards
常规准备‐> 检查并确保所有Plobots功能正常并且配有所有必需的部件和卡片；带上额外的空白纸
；为所有学生提供足够削好的铅笔（如果工作坊场地没有铅笔）;将计算机和/或USB闪存驱动器带
有最新版本的工作坊内容；胶带

For this Workshop ‐> Bring enough blank sheets of paper for all students
Building bricks to use as markers
此次工作坊准备‐ >为所有学生带上足够的空白纸（以防万一，总是要有额外的草稿纸！）；积木

Classroom Set‐up:教室布置
Always ‐> Plobots unpacked and ready in a location hidden from view of students (to avoid initial
常规布置‐> 将Plobot拆包，并准备好隐藏在学生看不到的位置（以避免学生一开始分心）以及将本
次课程所需的智能卡置于Plobot背上。一叠空白纸和铅笔置于教室前方。

For this Workshop ‐> Sequence Maker ready at the front of the class
此次工作坊布置‐ >在教室前面准备好一叠序列制作页面;准备使用的“标志牌”，胶带和白板记号笔

Teacher Background:老师背景
In this workshop, students design a treasure map to help a friend find a hidden chest. Students use
building bricks as markers and measure the steps taken by Plobot. By doing so they come up with an
outline of a map that has markers at several points. Students program their Plobot by breaking down the
sequence into different parts and record them indicated by some building bricks. One way to make it
more engaging, is that they hide clues under each of the markers. Clues could be riddles or vocabulary
words recently learned in other courses, connecting them to the number of steps that Plobot should do
in that given direction. Later, they test out their codes and keep adding more to the sequence.
在这个工作坊上，学生设计一张藏宝图，帮助朋友寻找宝藏。学生使用积木作为尺，衡量Plobot
需采取的步数。通过这样做，他们制作了一个地图的轮廓，该地图在几个点上有停止/标记。学生
们将他们的Plobot序列分段编程，并通过一些积木标示下来。之后，他们测试他们的代码，并继
续增加更多的序列。

Cards:卡片
运动智能卡

步骤/时间内容
Introduction Introduce the activity to the students
“
You and your friend are on a secret mission to get to the hidden chest.
5/5 mins You know the way to the chest. However, you can’t go there because
there are enemies in the city who recognize you. And if they see you
介绍 making your way through the city, they’ll capture you. But the good
news is that they don’t recognize your friend, Plobot. So, now you’ll
5/5分钟 have to help your friend find the treasure. Today, that’s what you will be
working on. You will have to make a treasure map to help your friend
find the hidden chest.”
Ask students these questions
Have you ever made a map?
What are the things need to be taken into account while making a
map? (A: scale, direction)
Talk about different approaches used while drawing a map
Aerial Photography (A: the process of taking photographs from high
altitude using airborne vehicles such as drones, satellites, aircraft, etc.)
Photogrammetry (A: how can we use the aerial photographs to
construct the map? The science of making measurements from aerial
photographs is photogrammetry.)
UAV (A: Unmanned Aerial Vehicle, usually known as drone, to take
pictures of the land without using a human pilot)
Talk about the concepts above and relate it to the process of making a
map
向学生介绍活动
“你和你的朋友正在进行秘密任务寻找藏宝箱。你知道通往藏宝箱
的路。然而，你不能去那里，因为城市里有敌人会认出你。如果他
们看到你穿过城市，就会抓住你。但好消息是他们不认识你的朋友
Plobot。所以，现在你必须帮助你的朋友接近宝藏。今天，这就是
你们将要开展的工作。你们都必须制作宝藏地图来帮助你的朋友找
到藏宝箱。“
向学生提出这些问题
你有没有制作过地图？
制作地图时需要考虑哪些事项？（A：比例，方向）
谈论绘制地图时使用的不同方法
航空摄影（A：使用无人机，卫星，飞机等机载车辆从高空拍摄照
片的过程）
摄影测量（A：我们如何使用航空照片来构建地图？从航空照片进
行测量的科学叫作摄影测量。）
无人机（A：无人驾驶飞行器，通常称为无人机，可以在不使用人
类飞行员的情况下拍摄地面照片）
谈论上述概念，并将其与制作地图的过程联系起来
Demo Take out a Plobot and stack of Smart Cards. Demonstrate the method
to make a map
10/15 mins Program Plobot to move a certain number of steps counting the steps
to measure the distance
示范 Place a block as a marker on the map after moving Plobot for certain
number of steps which indicates a certain stop
10/15分钟 Explain the importance of taking measurement while making a map
拿出一个Plobot和一叠智能卡。演示制作地图的方法
让Plobot移动某些步伐并计算每一步以测量距离
移动Plobot后，在某些定点放置积木，表示停留点
解释制作地图时进行测量的重要性
Activity I Students work in groups of 2
Students make a treasure map in their team
15/30 mins Students use building bricks as markers on the map
Students measure the number of steps taken by Plobot
活动一
Students trace lines, if needed, to pave the path
15/30分钟学生以2人为一组工作
学生在他们的团队中制作宝藏地图
学生使用积木来当作尺
学生测量Plobot采取的步骤数
学生添加积木来代表停留点
如果需要的话，学生可以追踪线路铺平道路
Activity II Students now check each other’s map by programming their Plobot to
follow the map
15/45 mins Does the map lead the Plobot to the hidden chest or not?
Is the map easy to understand?
活动二 How accurate is the map?
学生们现在通过编程他们的Plobot照着地图走，来检查彼此的地图
15/45分钟地图是否将Plobot带到藏宝箱？
地图容易理解吗？
地图的准确度如何？
Clean Up + Review Give students a 5 minute warning to finish up the activity
Ask them to check that they have all the Smart Cards and return the
5/50 mins cards and Plobot to a designated space before cleaning up the room
and returning supplies.
收拾+回顾 Gather students together for a time of reflection.
5/50分钟 What was your favorite part of the activity?
学生将所有的智能卡和Plobots归还到指定的地点。
向学生提出以下问题以反思他们今天的活动。
这项活动你最喜欢的部分是什么？

Workshop 6: Plobot Surprise Party!
工作坊6：Plobot惊喜派对！

Objectives: 目标
Students reinforce knowledge of code, bugs, and "de‐bugging" as well as learn how to program
with the Sound Smart Cards in a new way. Utilize and develop student organizational,
teamwork, and math skills.
学生加强对代码，错误和“程序除错”的了解，并学习如何以新的方式编程声音智能卡。利
用和培养学生的组织，团队合作和数学能力。

• Students learn the concept of debugging as a natural part of testing a solution.
• Master skills of writing down code in an ordered way.
● 学生们将程序除错的概念作为测试解决方案的一个部分。
● 掌握有序编写代码的技巧。

Preparation: 准备

Print and bring enough Smart Card Worksheets for all students (plus a few extra to be safe)
Papers that have "HOME" written on them (enough for every pair in class)
打印并带上足够的智能卡工作表（加上一些额外的安全数量）
写着“家”的纸（足够全班每组的数量）


For this Workshop→ 此次工作坊布置
Smart Cart Worksheets ready at the front of the class
智能卡工作表准备在教室前面
教室前面放置白板“标志牌”，记号笔和胶带

Teacher Background: 老师背景
In this workshop, students review and build on the knowledge they've acquire over the past
several lessons about coding, culminating with using the Sound Smart Cards in a new way. The
students will use teamwork, organization, and math skills to make their Plobots "shop" for
supplies they need to buy to throw a surprise party for a special guest’s birthday. Students will
use their creativity to come up with a shopping list, and they will use their Sequence Maker to
strategize the most efficient way to help their Plobots shop til' they drop.
在这个工作坊，学生们回顾并巩固他们在过去几个关于编码的课程中获得的知识，最终以
新的方式使用声音卡。学生们将通过团队合作，组织和数学能力，让他们的Plobots去“购
物”，购买他们需要的物品，以便为特别的客人举办生日惊喜派对。学生们将利用他们的
创造力提出一份购物清单，他们将使用序列制作页面来制定最有效的方法来帮助他们的
Plobots疯狂购物。

Cards:卡片
Control: Play, Reset, Store, Repeat
‐ 控制：播放，重置，储存，重复
_____________________________________________________________________________________

步骤/时间内容
Introduction Overview of previous lessons
‐ :
‐Q: Who remembers what code is? (A: computer language/program
10/10 mins instructions)
‐Q: What is programming? (A: the action or process of writing
介绍 code/computer instructions)
‐Q: What is hardware/software? (A: hardware is the machines, wiring, and
10/10分钟 other physical components of a computer or other electronic system .
Software is the programs and other operating information used by a
computer.)
‐Q: What 3 things make a robot a robot? (A: moving, sensing, thinking)
‐Q: Who programs the robots? Which cards have you used to program
Plobot with so far? (A: we/programmers program Plobot! Some cards are:
Go Ahead, Go Back, etc.)
‐Q: If you were in charge, which cards would you invent for programming
Plobot?
‐
Smart Card Creation:
‐‐>Explain that students get to invent/create their own set of Plobot Smart
Cards, give some examples of possible kinds (e.g. flying, cooking). Encourage
creativity and working together! Warn the students they will only have 5
minutes for this!
‐‐>Design 8 of your own Smart Cards (Example: hovering)! What do you wish
Plobot could do? This is your chance to think about the Plobot of the future!
‐‐>Pass out one pencil and one Smart Card Worksheet to each student.
Students can use colors if available.
‐‐>Count down at the end of 5 minutes for clean‐up and collect papers
‐"Bug" Review and Introduction of Plobot Party Activity:
‐Q: What is a bug? (A: error, flaw, failure or fault in a computer program or
system that causes it to produce an incorrect or unexpected result, or to
behave in unintended ways. )
‐Q: What is "de‐bugging"? (A: process of locating and fixing or bypassing
bugs (errors) in computer program code or the engineering of a hardware
device. To debug a program or hardware device is to start with a problem,
isolate the source of the problem, and then fix it. )
‐Today we are going to throw a surprise birthday party for ______ ( name
someone in the room or a fun fictional character )!
‐If we could use the Smart Cards you just created, throwing this party might
be a lot easier! BUT we only have the cards that Plobot comes with, so we
will have to go buy all the things we need! What supplies do we need for the
party??
‐‐>
students generate list of items and teacher assigns cost to each
one (prices should be no more than 20 yuan)
‐‐>teacher writes the list up on the board as it is compiled and also
decides a name of a store at which each of these items would be
purchased. Teacher writes names of stores onto "sign panels" with
whiteboard marker and distributes them to Plobot‐accessible spots
around the classroom
‐ 前几课的概述：
‐Q：谁记得什么代码？（答：电脑语言/程序说明书）
‐Q：什么是编程？（A：编写代码/计算机指令的动作或过程）
‐Q：什么是硬件/软件？（A：硬件是计算机或其他电子系统的机器，布
线和其他物理组件，软件是计算机使用的程序和其他操作信息。）
‐Q：机器人组成有哪三件事？（答：移动，感应，思考）
‐Q：谁对机器人进行编程？到目前为止，你有用过哪些卡编程Plobot？
（答：我们/程序员可以编程Plobot！用过的卡片是：前进，后退等）
‐Q：如果由你设计，你会发明哪些卡来编程Plobot？
‐ 智能卡创作：
‐ >解释学生们可以发明/创建他们自己的一套Plobot智能卡，举例说明
可能的种类（例如飞行，烹饪）。鼓励创造力，共同努力！提醒学生，他们只
有5分钟的时间！
‐ >设计自己的8张智能卡（例如：徘徊）！你希望Plobot能做什么？这
是您思考未来的Plobot的机会！
‐ >向每个学生传递一支铅笔和一张智能卡工作表。如果有的话，学生可
以使用有颜色的笔
‐ >在结束前5分钟倒数，时间到清理并收集工作表
‐ “错误”回顾和介绍Plobot派对活动：
‐Q：什么是错误？（A：计算机程序或系统中的错误，缺陷，失效或故障，导
致错误或意外结果，或以非预期方式行事。）
‐Q：什么是“ ”？（A：在计算机程序代码或硬件设备的工程中定位和固
程序除错
定或绕过错误（errors）的过程。调试程序或硬件设备是从问题开始，隔离问题
的根源，然后修复它）。）
‐ 今天我们要为______举办一个惊喜的生日派对（在房间里说出某人或者一个
有趣的虚构角色）！
‐ 如果我们可以使用刚刚创建的智能卡，则举办这个派对可能会轻松很多！但
我们只有Plobot自带的卡片，所以我们必须去购买我们需要的所有东西！我们需
要什么用品？
‐ >学生列出物品清单和教师分配费用（价格不应超过20元）
‐ >老师在将购物清单单写在白板上，并决定每个商品可在什么商店购
得。教师用白板笔将商店名称写在白板“标志牌”，并将其分发到教室周围的
Plobot可访问的地点
Demo ‐‐>Take out one Plobot and stack of Smart Cards. Explain that we will use the
Movement Smart Cards to program Plobot to get to the correct stores, and we will
5/15 mins use the Sound Smart Cards as MONEY to buy the things we need. List of how much
each Sound Smart Card is worth. Use Sequence Maker to lay out the programming
示范 plan.
‐‐>With help of one student volunteer, demonstrate estimating how many "steps"
5/15分钟 Plobot will have to take to get from "HOME" to whichever store he is going to, and
how many musical notes he will need to buy whatever it is he is buying. Demonstrate
using Sequence Maker to plan the programming and help Plobot shop!

‐ >取出一个Plobot和一叠智能卡。解释我们将使用运动智能卡对Plobot进行编程
以前往正确的商店，我们将使用声卡作为货币购买我们需要的东西。列出每个
声卡的价值。使用序列制作页面来编制编程计划。
‐ >在一位学生志愿者的帮助下，演示估计Plobot从“家”到他要去的任何店铺需
要多少“步骤”，以及他需要多少声音卡片来购买他需要购买的东西。演示使用S
序列制作页面来规划编程并帮助Plobot购物！
Activity ‐‐

25/40 mins ‐‐>Direct each pair, one pair at a time, to get a Plobot, a stack of Smart Cards, a
Sequence Maker, and a pencil, and assign each pair to a "HOME" paper that is in
活动 different areas of the room. Pairs make programming plans using Sequence Maker
and send their Plobot to do all the party shopping at the different stores!
25/40分钟 ‐‐>Go around and help pairs program; give encouragement!
‐‐>Add more items that cost different amounts if some pairs finish quickly

‐ >指导学生俩俩一组
和一支铅笔，并分配每一组到教室不同”家”的位置。每组使用序列制作页面制
作编程计划并派他们的Plobot在不同的商店购物。
‐ >如果一些组提早完成，添加更多不同价格的物品
Clean Up + ‐Give students a 5 minute warning to finish up the activity
Review ‐Ask them to check that they have all the Smart Cards and return the cards and
Plobot to a designated space before cleaning up the room and returning supplies.
10/50 mins ‐Gather students together for a time of reflection.
‐When all students have cleaned up and returned their supplies, pretend that the
收拾+回顾 special guest arrives and have everyone say: " Suprise!"
‐if time: ask students what their favorite part of the activity was. Ask students how
10/50分钟 they made their Plobot shop and if they were successful
‐See you next time, Plobot party programmers!

‐
‐ 请他们检查他们是否拥有所有的智能卡，并在清理教室和返还用品之前先将卡
‐ 聚集学生一起思考一段时间。
‐ 当所有学生清理完毕并送回他们的用品时，假装特别的客人到达并让每个人
都说：“惊喜！”
“如果”时间：问学生他们最喜欢的活动是什么。询问学生他们如何让他们的
Plobot购物，以及他们是否成功
‐ 下次见，Plobot派对程序员！

Workshop 7: City Planning
工作坊7：城市规划

Objectives: 目标
Students follow the concept of decomposition and gain more experience storing and repeating
instructions.
学生遵循分解的概念，并在存储和重复指令上下更多功夫。

● Students follow the concept of decomposition
● Students gain more experience storing and repeating the instructions
● 学生遵循分解的概念
● 学生更多地学习存储和重复指令

Preparation:准备
cards
有最新版本的工作坊内容；纸胶带

For this Workshop ‐> Bring enough Sequence Maker for all students
Bring enough cardboard, scissors, sketch pens and stations (included in the Annex)
此次工作坊准备‐ > 为所有学生提供足够的空白纸（以防万一，总是要有额外的草稿纸！）;纸板;
剪刀;素描笔;工作站卡片


Place the materials required to build the city map at the front
此次工作坊布置‐ > 序列制作页面准备在教室的前面
白板“标志牌”，记号笔和胶带在教室前面
将制作城市地图所需的材料放在前面

In this workshop, students help Plobot plan the construction of the city. They do so by building a
planned city map using color coding. Students are also introduced to the seven station cards to indicate
different points and areas on their map. The students recall the idea of decomposition and start the city
planning by breaking down into different sequences. They dive deeper into testing, storing and
repeating the instructions.
在这个工作坊上，学生们帮助Plobot计划城市的建设。他们通过使用颜色编码来构建计划城市地
图。还将介绍给学生七张工作站卡片，以代表他们地图中的不同点和区域。学生们回忆起分解的
概念，并通过分解成不同的序列来开始他们的城市规划。他们更深入地测试，存储和重复指令。

Cards:卡片
颜色：粉红色，黄色，蓝色，红色，橙色，紫色，绿色

步骤/时间内容
Story Story of Plobot
“Plobot is bored of routine activities. Everyday, Plobot has to wake up
5/5 mins early in the morning. Its school, which is the only school in the
hometown, starts at 9 am and takes an hour to reach from Plobot’s
故事 home. The school lies across the river. So, Plobot commute for about an
hour on the road and then has to take the ferry every day to get to
5/5分钟 school. During its commute everyday, Plobot notices some downsides of
technology and science: the busy and polluted city, improper garbage
collection, unplanned urbanization, increased robbery and theft. It
notices there is less nature to see everyday. The other thing that
bothers Plobot is how all the places that it wants to go to are far from
the living area of its hometown. Be it going out in the square or
shopping in the market, it has to travel quite a long distance. Plobot is
tired of all of these, and wants to help the city council in building a
better city. However, it cannot do that alone. It needs your help.”
Plobot的故事
“Plobot厌倦了日常活动。每天早上，Plobot都需要早起。它的学校
是家乡唯一的学校，早上9点开始上课，而离Plobot的家需要一个小
时。学校位在河对面。所以，Plobot在路上通勤大约一个小时，然
后每天必须乘渡轮去学校。 Plobot在每天通勤期间注意到科技和科
学的一些弊端：繁忙和污染的城市，垃圾收集不当，无计划的城市
化，抢劫和盗窃增加。它注意到每天都离大自然越来越远。另一件
让Plobot烦恼的事情是，它想要去的所有地方都远离家乡的居民区
很远。无论是去广场上还是在市场上购物，它都必须经过相当长的
路程。 Plobot厌倦了所有这些，并希望帮助市议会建设一座更美好
的城市。但是，它不能单独做到这一点。它需要你的帮助。“
Discussion Discuss with students on what can be done to solve those problems
Can you imagine the city without those problems?
10/15 mins What if Plobot does not need to commute a long distance to go to
school and/or the places it likes?
讨论 Introduce the activity
“Today, you’ll help Plobot make a city map such that it can help the city
10‐15分钟 council build a better city. Later, you’ll also test if the city map you made
works or not.”
Ask students these questions and jot down their answers in the
whiteboard
What are the things you want to add/keep in the city? Eg: ice cream
parlour, school, home, etc.
How are you going to represent them in your map?
Introduce the seven station cards. The students can use the station
cards in their map to indicate different points/stops/stations (eg:
school, home, etc.).
与学生讨论如何解决这些问题
你能想象没有这些问题的城市吗？
如果Plobot不需要长途跋涉去上学和/或去喜欢的地方呢？
介绍活动
“今天，你会帮助Plobot制作一张城市地图，这样它可以帮助市议会
建设一座更美好的城市。之后，你还会测试你制作的城市地图是否
可行。“
向学生提出这些问题并在白板上记下他们的答案
你想在城市添加/保留什么？例如：冰淇淋店，学校，家等。
你打算如何在地图中表示它们？
介绍七个工作站卡。学生可以在他们的地图上使用站卡来代表不同
的站点（例如：学校，家等）。
Demo Take out a Plobot and the stack of Smart Cards. Explain that we’ll use
the Movement and Color Smart Cards for the activity.
5/20 mins With the help of one student volunteer, demonstrate how the planned
trajectory depends on the color select for destination. Students will
示范 have cards of colors according to the station they are moving towards
to. Plobot flashes light depending on the color code on the city.
5/20分钟 Eg: if the city has a stop with a green color, then Plobot flashes the
same color indicating that it is moving towards to that station.
拿出一个Plobot和一叠智能卡。解释我们将使用“运动”和“颜色”卡片
进行活动。
在一名学生志愿者的帮助下，演示如何到达某个站点，Plobot根据
城市的颜色代码闪烁灯光。
例如：如果城市有一个绿色的站点，那么Plobot会以相同的颜色闪
烁，表示它已经到达该站点
Team Work Ask students to form groups of 2
Distribute the materials to each team (Plobot, stack of Smart Cards,
10/30 mins paper, Sequence Maker, pencil, sketch pen, tape, seven station cards)
Ask students to start making a city map using the materials provided.
团队合作 Encourage students to plan first on how their map will look like and
what stations they’ll add to their map
10/30分钟 In case the students want to add new stations which are not included in
the 7 station cards, then they can freely do so by making their own
station cards
Tell students to color code their map (eg: use different colors to indicate
different points along with the station cards)
Students can add obstacles in the city using building bricks if they want
to
Constantly remind them of the remaining time
请学生2人一组
将材料分发给每组（Plobot，一叠卡片，纸张，序列制作页面，铅
笔，草图笔，胶带，七个工作站卡片）
要求学生使用所提供的材料开始制作城市地图。
鼓励学生首先计划他们的地图蓝图以及他们将添加哪些站点到地图
上
如果学生想要添加不包括在7个工作站卡中的新工作站，那么他们
可以制作他们自己的工作站卡
告诉学生对他们的地图进行颜色编码（例如：使用不同的颜色来代
表不同的点以及站牌）
如果学生愿意，可以使用积木在城市中添加障碍物
不断提醒他们剩余的时间
Test Now students test their city map by programming Plobot to navigate
through it. Explain that after accomplishing the activity, students should
15/45 mins raise their hand to indicate completion (they should not Reset until the
teacher has seen their Plobot accomplish the task!)
测试 Go around and help pairs program; give encouragement! Encourage
students to use Sequence Maker
15/45分钟 After each challenge is completed, students raise their hand to indicate
completion. Go over to see the Plobot perform (according to the
students' Sequence Maker)
On completion, ask students to observe the city maps of their
neighbouring teams
现在学生们通过让Plobot游览来测试他们的城市地图。向学生解释
完成活动后，学生应举手表示完成（他们不应该“重置”，直到老师
看到他们的Plobot完成任务！）
到处去帮忙每组编程;给予鼓励！鼓励学生使用序列制作页面
每次挑战结束后，学生们举手表示完成。老师查看Plobot表演（根
据学生的序列制作页面）
完成后，让学生观察邻居的城市地图

Workshop 8: Keep Plobot Safe!
工作坊8：保持Plobot安全！

Objectives: 目标
Students analyze problems and risks that are online. They play a game using Plobot that
recreates surfing the internet. Students interact with each other to understand that there are
always choices to make and that these choices have consequences.
学生分析上网时的问题和风险。他们使用Plobot重现使用互联网。学生们互动以了解总是
有选择要做，而且这些选择都有后果。

Learning Objectives: 学习目标
• Become aware of safe ways to use technology and understanding the potential benefits.
• Understand the risks involved in using technology and become familiar with the concept of digital
privacy.
•留意安全使用科技和理解潜在利益。
•了解使用科技所涉及的风险并熟悉数位隐私的概念。

Preparation:
准备

For this Workshop→
Bring Social Media Mat with social media logos and dice
带上有社交媒体LOGO的地图以及骰子

Plobots unpacked anqd ready in a location hidden from view of students (to avoid initial

For this Workshop‐‐> 此次工作坊布置
Social Media Map in the center of the classroom
社交媒体地图在教室中心

Teacher Background:
老师背景
Safety Snakes provides an excellent way for young students to learn the difference between good
and unwise online behaviours. As they make their way around the game board, they land on squares
describing different types of online scenarios. Good scenarios are placed at the bottom of ladders, so
students are rewarded with a lift onto a higher square when they land there. Squares with details of
unwise scenarios sit at the top of the snakes, so students learn that they literally go backwards if
they land on these squares. This “carrot and stick” methodology helps students understand what
they should and should not do when they are using the internet.
安全蛇提供了一个很好的方式让年轻学生了解好的和不明智的在线行为之间的区别。当他们在
游戏地图上游走时，他们会经过描述不同线上场景的方块。良好的场景放置在梯子的底部，因
此学生停在这些场景时会被抬升到更高的方块。带有不明智情节场景的方块坐落在蛇的上面，
所以学生们知道，如果他们停在这些方格上，他们就会倒退。这种“胡萝卜加大棒”的方法可以
帮助学生理解他们在使用互联网时应该做什么和不应该做什么。

Cards:卡片
Control: Play, Reset, Repeat
‐ 控制：播放，重置，重复
_____________________________________________________________________________________

步骤/时间内容
Introduction Today, Plobot will learn how to use the internet. The internet gives access to the
online world where almost anything is possible. You have access to information, can
5/5 mins communicate with the world, and so much more. Just like in “real’ life, we need to
make smart decision on where we go, who we talk to, and what we say and do. Let’s
介绍 learn with Plobot how we can safely navigate the internet.

5/5分钟今天，Plobot将学习如何使用互联网。互联网提供了几乎任何事都有可能的在线
世界的入口。您可以访问信息，可以与世界交流等等。就像在“真实”的生活中
一样，我们需要对自己去哪，与谁交谈以及我们的言行做出明智的决定。让我
们与Plobot一起学习如何安全地浏览互联网。
Demo Arrange students to sit in a circle around the Social Media Map. Assign or ask for two
volunteers to play the game, using the dice if the group is already familiar with
5/10 mins planning a trajectory. Take as many turns as required until students are confident in
how the game is played
示范
安排学生围绕社交媒体地图围坐一圈。指定或徵求两名志愿者参加游戏，如果
5/10分钟小组已熟悉计划轨迹，则使用骰子。根据需要进行多次转动，直到学生对游戏
的玩法有信心
Activity Direct students to get into pairs and get a Plobot, a stack of Smart Cards, a Sequence
Maker, and have them sit around the Social Media Map.
25/35 mins Game Directions:
‐ Each student pair will be a team.
活动 ‐ Teams take turns to roll the dice to find where their Plobot will land
(including travelling up or down snakes and ladders)
25/35分钟 ‐ Write the sequence on their Sequence Maker, to make sure that they go to
the correct square.
‐ Test the sequence first without programming Plobot. Working in pairs they
can pretend to be Plobot or they can use a small model of Plobot (or arrow)
to run through the sequence. Testing is important, as they can debug their
algorithm if required!
‐ Code their Plobot. If it lands on the correct square they stay there but if it
doesn’t they go back to the square they started! If they land on a snake, they
move their Plobot to the end of the snake!
‐ If they land on a square with an Online Safety tip they share this with their
partner and give one reason it is a good/bad idea. E.g. Using a digital device
just before bed isn’t a good idea as it can make it harder to fall asleep!
‐ Note ‐ An ‘Online Safety Dos and Don’ts Teaching Points’ resource has been
provided to support students’ discussion around the online safety tips they
might land on. This includes information on how to approach this topic.
指引导学生配对，并获得一个Plobot，一叠智能卡，一个序列制作页面，并让
他们坐在社交媒体地图周围。
游戏玩法：
● 每组学生都是一个团队。
● 团队轮流掷骰子，找到他们的Plobot将前往的位置（包括遇到蛇和梯子
时的上下）
● 在序列制作页面上写下序列，以确保它们进入正确的方块。
● 首先测试序列，而不编程Plobot。分组工作时，他们可以假装成Plobot，
或者他们可以使用Plobot的小模型（或箭头）来测试序列。测试很重要
，因为他们可以根据需要调试他们的演算法！
● 编码他们的Plobot。如果它停在正确的方块上，他们会留在那里，但如
果停在错误的方块，它们将回到他们开始的方块！如果他们降落在蛇身
上，他们将会移动到蛇尾！
● 如果他们停在网上安全提示的方块，他们需与合作伙伴分享这一点，并
给出他是属于一个好/坏主意的理由。例如。在睡觉前使用数码设备并
不是一个好主意，因为它可能会让人难以入睡！
● 注 ‐ 提供了“在线安全注意事项和教学要点”资源，以支持学生围绕他们
可能登陆的在线安全提示进行讨论。这包括有关如何处理此主题的信
息。

收拾+回顾活动结束前5分钟提醒学生完成活动
5/40分钟片和Plobot归还到指定的地点。
Discussion / Ask students to define online safety.
Reflection Ask students to share the ‘Online Safety Dos and Don’ts’ they have landed on and
why these are or are not a good idea.
10/55 mins Ask students to explain what they found challenging and why? What bugs did they
find in their algorithm or code? How did they fix these?
讨论/反馈
要求学生定义互联网安全。
10/55分钟要求学生分享他们登陆的“在线安全注意事项”和为什么这些是或不是一个好主
意。
要求学生解释他们觉得具有挑战性的地方，为什么？他们在算法或代码中发现
了哪些错误？他们如何解决这些问题？
Note: This class uses and remixes materials from
https://barefootcas.org.uk/safety‐snakes‐download/
under
OGL license
注：本工作坊使用并混合来自中的资料

Workshop 9: Let’s Recycle
工作坊9：让我们一起回收

Objectives: 目标
Students learn about reverse engineering and apply that concept in finding out the possible codes for
Plobot. They do so by decomposition and debugging. Connect the thought of what they do right now
can have an impact in the future of the place they live later on.
学生学习逆向工程，并将其应用于找出Plobot可能的代码。他们通过分解和程序除错来做到这一
点。将他们现在所做的事情可以对他们未来生活的地方产生影响的概念联系起来。

● Students learn the concept of decomposition to solve complex problems in smaller ones
● Students learn the concept of debugging, analyzing step by step where iteration is a way to success
● Become familiar with concepts regarding sustainability and be able to relate it to daily life
● 学生们学习分解的概念来解决复杂问题中的小问题
● 学生学习程序除错的概念，逐步分析迭代是取得成功的途径
● 熟悉有关可持续性的概念，并将其与日常生活联接起来

Preparation:准备
cards

For this Workshop ‐> Bring enough Sequence Maker pages for all students
Bring building bricks and city map
此次工作坊准备‐ > 为所有学生带上足够的空白纸（以防万一，总是要有额外的草稿纸！）；积木
；城市地图


For this Workshop ‐> Sequence Maker pages ready at the front of the class
Building bricks at the front of the class
此次工作坊布置‐ > 在教室前面准备好一叠序列制作页面;准备使用的“标志牌”，胶带和白板记号笔

In this workshop, students learn to program Plobot using the ideas of decomposition and debugging.
Students work with different teams for this activity. All the teams place their Plobot in a certain place.
Then they observe the position and actions of Plobot from their neighbouring team. Students now write
the possible codes in their Sequence Maker to have their Plobot follow the pattern used by their
neighbouring team. They do so by breaking down the sequences and trying to solve each sequence one
at a time.
As an extra challenge activity, introduce the concept of recycling. Some color of the building bricks can
represent biodegradable materials that are sent to the compost processing plant. Other color can
represent metal or glass. If the group is already fluent using all colors and planning trajectory, the
instructor can choose to add obstacles such as trees and rocks. Those don’t move and make the
planning more complicated.
在这个工作坊上，学生们学习如何按照分解和程序除错的概念来编程Plobot。学生与不同的团队
合作进行这项活动。所有的队伍都将他们的Plobot放到某个位置。然后他们观察邻居队伍的Plobot
的位置和行动。学生现在编写邻居队伍的Plobot可能的代码，并编程他们的Plobot遵循邻居队伍的
Plobot的序列模式。他们通过分解序列并试图一次一个地解决每个序列来做到这一点。
随着复杂性的增加，将回收作为主要议题，积木的某些颜色可以代表可生物降解的材料并进入堆
肥处理工厂。其他颜色可以用于金属或玻璃。如果团队已经流利地使用所有颜色和规划轨迹，则
教师可以选择添加树木和岩石等障碍物。那些东西不会动，且会使计划更加复杂。

Cards:卡片

运动卡

步骤/时间内容
Introduction Start the workshop by asking these questions to the students
Have you ever opened any device/object(like clock, car, doll, etc) at
5/5 mins home?
If yes, what did you do after opening the device? Did you take out its
介绍 elements? Did you try to analyse the way the device functions with all
the elements inside?
5/5分钟 Did you, later, try to put back all the elements in the device? Did the
device function as much as it did previously?
How was the experience of taking apart the device and later joining all
the parts together to bring it back to its original state?
Listen to what students have to say. Encourage students to share their
experience with the whole class. Reflect on what students say.
Now introduce the concept of reverse engineering
“Think about the process of opening and re‐making the device. It
includes trying to take apart different parts of the device, analyzing its
working in detail and later, remaking the whole device based on your
analysis. This process is called reverse engineering. Just like tinkering
with the device, you can also use this concept while solving any problem.
For eg: You break down the problem into pieces. Then try to think of
strategies to deal with each of the pieces, often further breaking the
piece into smaller parts. Then finally, you solve the problem by putting
its pieces and parts together.”
Introduce the activity
“Today we’ll use the concept of reverse engineering with our Plobots.
What you will do is‐ you’ll move Plobot and/or make it do certain
actions manually. Based on what you do with your Plobot, your fellow
student will try to write down the code for the Plobot’s
action/movement with Sequence Maker. That way we’ll see if we can
actually figure out the code by only observing the movement and action
of Plobot.”
Another approach could be to focus the class in the use of the 3‐R of
sustainability “Reduce, Reuse and Recycle”.

通过向学生提问这些问题开始工作坊
你有没有在家里打开任何设备/物体（如时钟，汽车，娃娃等）？
如果有的话，打开设备后你做了什么？你拿出它的零件了吗？你是
否试图分析设备与内部所有零件的功能？
之后，你是否试图将设备中的所有零件都放回去？设备的功能是否
与以前一样？
如何拆解设备并将所有部件连接在一起使其恢复到原始状态？
听听学生说什么。鼓励学生与全班分享他们的经验。反思学生说什
么。
现在介绍逆向工程的概念
“想想打开和重新制作设备的过程。它包括试图拆分设备的不同部
分，分析其工作的细节，和之后根据你的分析重新制作整个设备。
这个过程被称为逆向工程。就像修改设备一样，你也可以在解决任
何问题时使用这个概念。例如：你把问题分解成片段。然后尝试考
虑处理每个片段的策略，通常会进一步将片段分成更小的部分。最
后，通过将零件和零件放在一起来解决问题。“
介绍活动
“今天我们将用我们的Plobots来进行逆向工程。你会做的是 ‐ 你会移
动Plobot和/或手动做某些动作。根据你对你的Plobot做什么，你的
同学会试着在序列制作页面中写下Plobot动作/行动的代码。通过这
种方式，我们将看看我们是否只能通过观察Plobot的动作和行动来
真正弄清楚代码。“
另一种方法可以是将课程重点放在使用可持续发展的3‐R上；“减少
，重用和回收”。
Demo Take out a Plobot. Move the Plobot on the city map. Note the starting
point. Take the Plobot to any point manually i.e. without using any
10/15 mins Smart Card
Now ask students what Smart Cards they would use and in what
示范 sequence if they had to make the Plobot follow the same pattern
Write the answers of the students in the whiteboard and reflect on
10/15分钟 those answers
Now take out a Sequence Maker and write the correct sequence of
codes (Smart Cards)

拿出一个Plobot。在城市地图上移动Plobot。注意起点。手动将
Plobot移至任意位置，即不使用任何智能卡
现在问学生他们会使用什么智能卡，以及如果他们必须让Plobot遵
循相同的模式，他们将采用什么序列
在白板上写下学生的答案并反思这些答案
现在拿出一张序列制作页面并写出正确的代码序列（智能卡）
Activity I Ask students to form groups of 2
Distribute Sequence Maker, pencil, Plobot and stack of Smart Cards to
15/30 mins every team in the class
Ask each group to mark a starting position and place their Plobot to a
活动一 certain position on the city map manually i.e. without using Smart Cards
Now students from each team observe the position of the Plobot of
15/30分钟 their neighbouring team.
After observation, students guess the sequence of their neighbouring
Plobot. Then they write the programs with Sequence Maker.
On completion, ask students to test out their program by making the
Plobot move on the city map using Smart Cards

请学生2人组成一组
将序列制作页面，铅笔，Plobot和一叠卡片分发给班级中的每组
要求每个小组标记一个起始位置并手动将他们的Plobot放置在城市
地图上的某个位置，即不使用智能卡
现在每个小组的学生观察他们邻居队伍的Plobot的位置。
观察后，学生猜测邻居的Plobot的序列。然后他们在序列制作页面
中写下程序。
完成后，让学生通过使用智能卡使Plobot在城市地图上移动来测试
他们的计划
Activity II Students continue working on finding out the sequence of their
neighbouring Plobot
15/45 mins Only this time, each team adds more challenges for the Plobot to reach
to a fixed position
活动二 Eg: add different building bricks as obstacles that Plobot has to avoid;
make the Plobot do physical movements like turn around,etc
15/45分钟 Encourage students to make their Plobot movement more challenging
As before, the students observe the obstacles added by their
neighbouring team. Then they work on writing the programs with
Sequence Maker. And finally they test their programs.

学生们继续努力寻找邻居Plobot的序列
只有这一次，每个团队都为Plobot添加更多挑战，以到达一个固定
位置
例如：添加不同的障碍物作为Plobot必须避开的障碍；让Plobot做转
身等身体动作
鼓励学生让他们的Plobot运动更具挑战性
和以前一样，学生们观察邻近队伍添加的障碍。然后他们开始编写
序列制作页面的程序。最后他们测试他们的程序。

根据介绍，对于回收意味着什么以及可持续的生活方式将有一系列
反思。

Workshop 10: Learning Binary System with Plobot
工作坊10：与Plobot一起学习二进制系统

Objectives: 目标
Students learn about the binary number system and become familiarized with the way computers store
information. They get an understanding of how machines can be used to encode, transmit and decode a
number.
学生了解二进制数字系统并熟悉计算机存储信息的方式。他们了解机器如何用于编码，传输和解
码数字。

Preparation:准备
cards

Print enough of Binary Cards for all the students
此次工作坊准备‐ > 为所有学生带来足够的序列制作页面
为所有学生打印足够的二进制卡片


此次工作坊布置‐ > 序列制作页面准备在教室前面
教室前面的白板“标志牌”，记号笔和胶带

In this workshop, students are introduced to the binary number system. They learn about the use of
zeros and ones as binary digits in computer to store and transmit data. First, the students learn to
change the decimal number system to the binary number system. Then, later they program their Plobot
to encode a binary number and send it to their fellow students. The students program Plobot to indicate
0 and 1.
在这个工作坊上，介绍给学生二进制数字系统。他们了解在计算机中使用零和一的二进制数字来
存储和传输数据。首先，学生学习将十进制数系统更改为二进制数系统。然后，他们稍后编程他
们的Plobot编码一个二进制数并将其发送给他们的同学。学生编程Plobot以表示0和1。

Cards:卡片
控制：播放，重置，暂停
声音：声音，Do，Re，Mi，Fa，Sol，La和Si

步骤/时间内容
Discussion Start with a discussion
What are numbers?
5/5 mins How did the Romans represent numbers? (A: Roman numerals)
How do computers represent numbers? (A: using 0s and 1s i.e. binary
讨论 number system; binary is the language computers use to communicate)
How do computers understand the decimal number system with just 0s
5/5分钟 and 1s? (A: combination of 0s and 1s)
从讨论开始
什么是数字？
罗马人如何表示数字？（A：罗马数字）
计算机如何表示数字？（A：使用0和1即二进制数字系统;二进制是
计算机用于通信的语言）
计算机如何理解只有0和1的十进制数字系统？（A：0和1的组合）
Introduction Explain to the students that we’ll be learning about binary number
system today
10/15 mins Show the 5 Binary Cards and ask 5 student volunteers to come forward
and hold each of the Binary Cards
介绍向学生解释我们今天将学习二进制数字系统
显示5张二进制卡，并要求5名学生志愿者出来并每人拿一张二进制
10/15分钟卡

The Binary Cards look like this
二进制卡看起来像这样

Give each student a position:
1 dot = 1st position (rightmost)
2 dots = 2nd position
4 dots = 3rd position
8 dots = 4th position
16 dots = 5th position (leftmost position)
Ask these questions to students
Do you notice anything about the number of dots on the cards? (A: Each
card has twice as many as the card to its right.)
How many dots would the next card have if we carried on to the left?
(32) The next…? (A: 64)
Explain that each Binary Card is a bit. If the Binary Card shows dots then
it is written as 1 at that position and if the blank part is shown it
represents 0
Watch this video
for reference
Ask students to represent digits from 0‐ 10 by showing and not showing
the dots
Encourage other students to instruct the volunteers to flip the cards to
get the number right
Write down the binary digits (0s and 1s) based on the students answers
on the board

‐‐ Additionally, the teacher might want to contrast the predictability and
determinism of numbers stored in the computer with randomness and
other factors:

After the game, start a discussion on random. Relate the discussion to
the previous game. We get random numbers when we roll the dice
What is random? (A: without a systematic pattern that cannot be
explained or predicted except by chance or in a probabilistic or statistical
manner)
What is the use of random numbers in computer? (A: video games: for
creating unpredictable results; cryptography: cryptography requires
numbers that hackers can’t guess. We can’t just use the same numbers
over and over. We want to generate these numbers in a very
unpredictable way so the hackers can’t guess them)
How can a computer generate randomness? (A: pseudo random:
generating a random number using algorithm and seed. However, they
are not strictly random like the ‘true’ random numbers. True random
numbers totally unpredictable that can be generated by flipping coins,
rolling dice and/or other physical processes)
Introduction to the activity
“Today’s activity is going to be more like a game. We’ll make some chits
using different colored paper. Each chit will contain an activity. The
activities should be simple ones such as ‘turn around’, ‘ jump’ ,etc. The
person should then perform the activity written on the chit.
分配每个学生一个位置：
1点=第1个位置（最右边）
2个点=第2个位置
16点=第5个位置（最左边的位置）
向学生提问这些问题
你有没有注意到卡上的点数？（答：每张卡的点数是卡右侧的两
倍）。
如果我们继续向左走，下一张牌会有多少点？（32）下一个......？
（A：64）
解释每张二进制卡片是否有点。如果二进制卡显示点，则在该位置
写入1，如果显示空白部分，则表示为0
观看此视频以供参考
要求学生通过显示和不显示点来表示0‐10的数字
鼓励其他学生指导志愿者翻牌以获得正确的号码
根据学生在电路板上的答案记下二进制数字（0和1）

‐ 此外，老师可能希望将存储在计算机中的数字的可预测性和确定
性与随机性和其他因素进行对比：

比赛结束后，开始随机讨论。将讨论与前面的游戏相关联。当我们
掷骰子时，我们得到随机数字
什么是随机的？（答：没有系统的模式，除非偶然或以概率或统计
方式解释或预测）
计算机中随机数的用途是什么？（答：视频游戏：创造不可预知的
结果;密码学：密码学需要黑客无法猜测的数字，我们不能一次又一
次地使用相同的数字，我们希望以非常不可预知的方式产生这些数
字，以便黑客无法猜测他们）
计算机如何产生随机性？（A：伪随机：使用算法和种子生成一个
随机数然而，它们不像“真正的”随机数那样是严格随机的，真正的
随机数是完全不可预知的，可以通过掷硬币，滚动骰子和/或其他物
理流程）
活动介绍
“今天的活动将更像一场比赛。我们将使用不同的彩色纸张制作一些
小图案。每个小组将包含一个活动。这些活动应该是简单的活动，
如“转身”，“跳跃”等。然后该人员应该执行写在短信上的活动。
Activity I Distribute the Binary Cards to every students
Ask every student to represent their birthdate in binary number system
10/25 mins Go around to see if any student is struggling
Students use the Binary Cards to find out the binary number of their
活动一 birthdate
They represent dot with 1 and blank side with 0
10/25分钟 After the students are done, they share their binary code with everyone
Students guess each others’ birthdays
将二进制卡分发给每个学生
要求每个学生用二进制数字表示他们的生日
去看看有没有学生不太理解
学生使用二进制卡片找出他们的出生日期的二进制数字
它们用1表示点，用0表示空白边
学生完成后，他们与每个人分享他们的二进制代码
学生猜对方的生日
Demo Gather everyone around and explain that now we’ll encode binary
numbers with Plobot
5/30 mins Take out one Plobot and stack of Smart Cards. Explain that we’ll use the
Sound Smart Cards.
示范 First, use Binary Cards to change a decimal number to binary number
Use the Sol Smart Card to indicate 1 and the Do Smart Card to indicate 0.
5/30分钟集结所有人并解释现在我们将用Plobot编码二进制数
拿出一个Plobot和一叠智能卡。解释我们将使用声音智能卡。
首先，使用二进制卡将十进制数字更改为二进制数字
使用Sol智能卡指示1，并使用Do智能卡指示0。
Activity II Ask students to make groups of 2
Explain the task
15/45 mins The students will now encode a binary digit with the help of Plobot
which their neighbouring team tries to guess
活动二 Each team works on encoding a binary digit with Plobot
First the students use Binary Cards to change the decimal number of
15/45分钟 binary number
Then by using the combination the Sol and Do Smart Cards, students
encode the binary digit with Plobot
After the students are done encoding their binary number, they pass
their Plobot to the neighbouring team.
The neighbouring team observes the Plobot’s sounds and guesses the
encoded binary number
On guessing correct, the respective team gets a point
要求学生2人组一组
解释任务
现在学生们将在Plobot的帮助下编码一个二进制数字，让他们的邻居
团队试图猜测
每个团队都使用Plobot编码二进制数字
首先，学生使用二进制卡来更改二进制数的十进制数
然后通过使用Sol和Do智能卡的组合，学生用Plobot编码二进制数字
学生完成二进制编码编码后，他们将Plobot传递给邻居队伍。
邻居团队观察Plobot的声音并猜测编码的二进制数
在猜测正确的时候，各自的团队得到一个点数
5/50 mins cards and Plobot to a designated space before cleaning up the room and
returning supplies.

https://code.org/curriculum/course2/14/Teacher
注：本次研讨会使用并混合来自https://code.org/curriculum/course2/14/Teacher的材料

Workshop 11: Running errands and doing chores
工作坊11：跑腿和做家务

Objectives: 目标
Students learn about sensors in this activity. They acquaint themselves with Smart Cards such as See and
Repeat. Finally, they program their Plobot to make it work like a vacuum cleaner by using the See Smart
Card.
学生在此活动中了解传感器。他们还将熟悉智能卡，例如看和重复。最后，他们通过使用看智能
卡来编程他们的Plobot，使其像吸尘器一样工作。

● Students practice using conditional statements
● Students are introduced to sensors
● 学生练习使用条件语句
● 向学生介绍传感器

Preparation:准备
cards

For this Workshop ‐>Bring enough Sequence Maker for all students
Building bricks



In this workshop, students imagine their Plobot act as a vacuum cleaner. Students are introduced to
sensors. They learn to activate the sensor in Plobot by using the See Smart Card. Later, they program
Plobot to move around the room and detect any object that lies ahead of it. On seeing the object, Plobot
moves towards it, alerts the user and moves away from the object. That way, students make a prototype
of Roomba vacuum cleaner. This activity allows students to dive deeper in practicing the basic
conditional statements‐ yes/no action.
Optionally, they can develop a program to do other chores, like taking out the trash at the right time or
mopping the floor. The key of the exercise is to generate empathy from the students with the task to
perform and find new and creative ways to solve it.
在这次工作坊上，学生们将他们的Plobot作为吸尘器。介绍给学生传感器。他们学习使用看智能
卡激活Plobot中的传感器。之后，他们编程Plobot在房间中移动并检测位于其前面的任何物体。在
看到物体时，Plobot向它移动，提醒用户并远离物体。这样，学生制作了Roomba吸尘器的原型。
这项活动让学生可以更深入地练习基本条件陈述 ‐ 是/否行动。
另外，他们可以开发一个程序来完成其他的家务事，比如在正确的时间拿出垃圾或者擦地板。活
动的关键是从学生的任务表现中产生同理心，并找到解决问题的新方法。

Cards:卡片
Control: Play, Reset, Pause, Store, Repeat
Sensor: See
运动智能卡
看智能卡
重复&存储智能卡

步骤/时间内容
Introduction Review of the activity: ‘Red envelopes’
Does anyone remember the activity named ‘Red Envelopes’?
5/5 mins What did we do in the activity?
What type of robot was introduced in the activity? (A: Social robots)
介绍 Does anybody remember what social robots mean? (A: robots that
interact socially with human beings)
5/5分钟 Introduce the concept of service robotics
“Like social robots, there are other kinds of robots too. For eg: Service
robots. Service robots are made to help and support humans. They
assist human beings in performing different kinds of jobs such as
household chores, cleaning, etc. A very popular example of service robot
is Roomba vacuum. It is powered by smart sensors that guide the robot
to navigate around the home and thoroughly clean the floors.”
“Today, you’ll be working on creating your version of Roomba vacuum
cleaner using Plobot. You’ll work with sensors in Plobot and make the
Plobot clean the room.”
活动回顾：'红包'
有人记得名为'红包'的活动吗？
我们在活动中做了什么？
活动中介绍了什么类型的机器人？（答：社交机器人）
有人记得社交机器人是什么意思吗？（答：与人类社会交往的机器
人）
介绍服务机器人的概念
“像社交机器人一样，还有其他类型的机器人。例如：服务机器
人。服务机器人可以帮助和支持人类。他们协助人类执行各种工作
，如家务，清洁等。服务机器人非常受欢迎的一个例子是Roomba
vacuum。它由智能传感器驱动，引导机器人在家中导航并彻底清洁
地板。“
介绍活动
“今天，你将使用Plobot创建你的版本的Roomba吸尘器。你将在
Plobot中使用传感器，并让Plobot清理房间。“
Demo Take out one Plobot and stack of Smart Cards. Explain that we’ll use the
See Smart Card to program Plobot to see trash on the floor.
5/10 mins With the help of one student volunteer, demonstrate operating the
sensor in Plobot using See card
示范拿出一个Plobot和一叠智能卡。解释我们将使用看智能卡让Plobot在
地板上看到任何垃圾
5/10分钟在一名学生志愿者的帮助下，演示使用看智能卡在Plobot中操作传
感器
Test Students form groups of 2‐3
Students work in their team to follow the program shown in the demo
5/15 mins Students discuss with their team members what happened after using
the See card
测试学生2‐3人一组
学生在他们的团队中工作，遵循演示中显示的程序
5/15分钟学生与他们的团队成员讨论使用看智能卡后发生的事情
Discussion/Reflection Ask some teams to share their insights
Introduce sensors
5/20 mins Why did the Plobot behave in a certain way after using the See Smart
Card?
讨论/反思 What is sensor? (A: a device that detects/ senses a signal)
How does it work? (A: on receiving the instruction for operation from
5/20分钟 the user)
What is the use of it? (A: to make a robot smarter and more interactive
to human beings)
Introduce ultrasonic sensor in the Plobot
What does the ultrasonic sensor do? (A: a sensor that measures
distance of an object by using sound waves)
What is the use of it in Plobot? (A: it detects the nearby objects from
Plobot such that the user can work with it as a conditional statement)
Show a quick demo of operating ultrasonic sensor in Plobot using See
card
请一些团队分享他们的见解
介绍传感器
为什么Plobot在使用看智能卡后表现出某种行为？
什么是传感器？（A：检测/感测信号的装置）
它是如何工作的？（答：在收到来自用户的操作指令时）
它有什么用处？（答：让机器人更智能，更人性化）
在Plobot中引入超声波传感器
超声波传感器有什么作用？（A：通过使用声波测量物体的距离的
传感器）
它在Plobot中的用途是什么？（答：它检测来自Plobot的附近物体
，以便用户可以将其作为条件语句使用）
快速演示使用看智能卡，超声波传感器显示在Plobot的反应
Activity I Students use the See Smart Card to program their Plobot to use its
sensor
10/30 mins Introduce Repeat Smart Card to the students
Repeat Smart Card allows students to store their program in bulk and
活动一 use it again. On using this card, the students won’t have to program the
same set of codes time and again
10/30分钟 Students program their Plobot to move around the floor and stop if
Plobot sees an obstacle in its way. Similarly, they acquaint themselves
with the Repeat Smart Card.
学生使用看智能卡，并让他们的Plobot操作其传感器
向学生介绍重复智能卡
重复智能卡
允许学生批量存储他们的程序并再次使用。在使用这张
卡片时，学生不必一次又一次编程同一组代码
学生让他们的Plobot在地板上移动，如果Plobot看到障碍物，就停下
来。同样，他们熟悉重复卡片。
Activity II Students program Plobot to act like a vacuum cleaner
Students use Movement Smart Cards to move Plobot
15/45 mins Students use the See Smart Card along with the Repeat Smart Card to
program Plobot to sense any object that’s ahead of it
活动二 Go around and help pairs program; give encouragement! Remember,
they will be using See and Repeat Smart Cards for the first time. Hence,
15/45分钟 some might struggle and might seek for constant hints.
Encourage students to use Sequence Maker
After each challenge is completed, ask students to raise their hand to
indicate completion. Go over to see Plobot perform (according to the
学生使Plobot像吸尘器一样行动
学生使用移动和移动卡来移动Plobot
学生一起使用看智能卡和重复智能卡，使Plobot感觉到它前面的任
何物体
四处帮忙每组编程；给予鼓励！请记住，他们将首次使用看和重复
卡片。因此，有些人可能会遇到困难，并可能不断寻求提示。
鼓励学生使用序列制作页面
每次挑战结束后，学生们举手表示完成。前往查看Plobot演示（根
据学生的序列制作页面）
What is the importance of technology?
Where can technology be used in our day to day lives?
科技的重要性是什么？
科技在日常生活中可以运用在哪里？

Workshop 12: Play the clone game
工作坊12：玩克隆游戏

Objectives: 目标
In this activity, students learn to program their Plobot follow the same pattern demonstrated by their
peers. Students are expected to work with most of the Smart Cards introduced to them so far. They
program the Plobot using the concept of reverse engineering gaining further experience with
decomposition and debugging.
在这项活动中，学生们学习如何遵循同伴们展示的模式，对他们的Plobot进行编程。预计学生可
以使用迄今为止介绍给他们的几乎所有的智能卡。他们使用逆向工程的概念对Plobot进行编程。
学生学习分解和程序除错。

● Students learn the concept of decomposition
● Students learn the concept of debugging
● 学生学习分解的概念
● 学生学习程序除错的概念

Preparation:准备
cards

此次工作坊准备‐ > 为所有学生提供足够的空白纸（以防万一，总是要有额外的草稿纸！）


For this Workshop ‐>
此次工作坊布置 ‐ > 在课堂前面准备好一叠序列制作页面;准备使用的“标志牌”，胶带和白板记号笔

Students work in teams in this workshop. One student from each team shows a demo of certain
movements. The other student observes the demo very carefully and programs their Plobot to follow
the same pattern. Later, the students exchange their roles such that all the students get to program
Plobot. This workshop allows students to make the use of all the Smart Cards they have used so far.
They dive deeper into the topic of decomposition and debugging.
学生们在这个工作坊中一起工作。每组派一名学生演示某些动作。另一名学生非常仔细地观察演
示，并将Plobot编程来遵循相同的模式。之后，学生们交换角色，让所有学生都能够编程Plobot。
本次工作坊允许学生使用迄今为止使用的所有智能卡。他们深入分解和程序除错的主题。

Cards 卡片
All Smart Cards 所有智能卡

步骤/时间内容
Introduction Overview of the previous lesson
Who remembers what it means by Reverse Engineering?
5/5 mins Introduction to the activity
“In the previous activity, we wrote the possible programs for Plobot with
介绍 Sequence Maker after our fellow students made their Plobot carry out a
certain action. Today’s activity is going to be almost the same. But you
5/5分钟 won’t be moving your Plobot manually then guessing the correct
programs for i. Instead, you’ll make your own movement and then try to
make your Plobot duplicate the same movement.”
前一课的概述
谁记得逆向工程是什么意思？
活动介绍
“在之前的活动中，我们在同学们让他们的Plobot执行某个动作之后
，在序列制作页面上编写了可能的程序。今天的活动会几乎相同。
但是你不会手动移动你的Plobot，然后猜测我的正确程序。相反，
你会做出自己的动作，然后尝试让你的Plobot复制相同的动作。“
Demo Take out one Plobot and stack of Smart Cards. Explain that we’ll use as
many cards as we want to program Plobot to repeat our movements.
10/15 mins With the help of one student volunteer, make some movements.
Eg: move one step forward, turn left, makes some sounds.
示范 Now make program Plobot do the same thing by tapping the necessary
Smart Cards on its head
10/15分钟 Smart Cards used are: Go Ahead, Turn Left, DO, and RE Sound Smart
Cards
拿出一个Plobot和一叠智能卡。解释我们将尽量使用卡片，让Plobot
重复我们所展示的内容
在一名学生志愿者的帮助下，做一些动作。
例如：向前移动一步，向左转，现在播放一些声音。
现在让Plobot通过点击必要的智能卡来做同样的事情
使用的智能卡有：'运动'卡'左转'和DO‐RE声卡
Activity I Students work in groups of 2
Distribute Sequence Maker, Plobot and stack of Smart Cards to each
15/30 mins group
Team Work:
活动一 One student from the team creates some movements
Other student from the same team programs Plobot to follow the same
15/30分钟 sequence
Students exchange their roles
学生以2人为一组工作
将序列制作页面，Plobot和一叠卡片分配给每个组
团队合作：
团队中的一名学生创造了一些动作
来自同一团队的另一个学生对Plobot进行编程以遵循相同的顺序
学生交换角色
Activity II After the 1st activity, ask students to gather around
Ask students (random students) to come forward and perform a certain
15/45 mins action
Only 1 student comes at a time
活动二 Since students might be quite hesitant about performing in the front,
make your own movement and dance around to encourage students
15/45分钟 The other students observe the action and program their Plobot to
follow the same sequence. Encourage students to use Sequence Maker
to write the programs.
To make it more challenging, Encourage students to perform actions
other than just moving around
Give points to whoever writes the programs correctly
第一次活动后，请学生聚集在一起
要求学生（随机学生）上前并表演一些动作
一次只有一名学生上前
由于学生可能对上台表演颇为犹豫，因此请老师自己动作并加一点
舞蹈动作，以鼓励学生
其他学生观察动作并编程Plobot以遵循相同的序列。鼓励学生使用
序列制作页面编写程序。
为了让它更具挑战性，鼓励学生除了四处走动外，也加上肢体动作
例如：眨眼睛（在Plobot的情况下可能是闪光灯），
写出正确程序的学生可以加分
returning supplies.

Workshop 13:
Morse Code
工作坊13：摩尔斯电码

Objectives: 目标
Students understand the concept of symbols and learn about Morse code. They work with Sound Smart
Cards to encode message using Morse code.
学生理解符号的概念并了解摩尔斯电码。他们使用声音智能卡来进行莫尔斯电码的讯息编码。

● Students learn about the concept of symbols
● Students work with different Sound Smart Cards
● Students learn to encode and decode a message
● 学生学习符号的概念
● 学生使用不同的声音智能卡
● 学生学习编码和解码信息

Preparation:准备
Always ‐> Check to ensure all Plobots are functioning properly and have all pieces and cards; bring a
stack of extra blank pages; bring enough sharpened pencils for all students (if do not have pencils at the
workshop location); bring thumb drive with most‐updated version of workshop powerpoint computer;
tape

For this Workshop ‐> 此次工作坊准备
Bring Morse Code Chart for each student
为每个学生带上摩尔斯代码表

Always ‐> Plobots all unpacked and ready in location hidden from view of students (to avoid initial
distraction) with selected Smart Cards being used for this workshop on Plobot's back; stack of blank
paper ready at front of the class; pencils ready to distribute

For this Workshop ‐> 此次工作坊布置

In this workshop, students will use Plobot as a Morse Code device. They will learn the concept of “dit”
and “dah” in Morse Code. First, they will encode and decode a word using the Morse Code chart on
paper. Later, they will program Plobot to encode a word using different Sound Smart Cards to replace dit
and dah from the Morse Code chart. Students then decode the word encoded by their fellow students.
在这个工作坊上，学生将使用Plobot作为摩尔斯电码设备。他们将在摩尔斯电码中学习“dit”和
“dah”的概念。首先，他们将使用纸上的摩尔斯码图对一个词进行编码和解码。之后，他们将编程
Plobot使用不同的声卡来编码一个单词，以替代摩尔斯电码表中的dit和dah。学生然后针对同学编
码的单词进行解码。

Cards:卡片
Movement: Go Ahead, Go Back, Turn Left and Turn Right
Sound: Sound, Do, Re, Mi, Fa, Sol, La, Si
‐ 控制：播放，重置，暂停
‐ 声音：声音，Do，Re，Mi，Fa，Sol，La和Si

步骤/时间内容
Introduction Introduce the concept of symbols
“Can anybody describe what symbols are? Why do we use them? Any
5/5 mins examples of symbols that you have seen/used?”
Listen to what students have to say and reflect on their answers
介绍 “
Symbols have come into existence a long time ago. We use symbols in
place of words to represent something. Have you ever thought about
5/5分钟 how symbols can be used to create codes? Or, even create your own
symbol and use it as a code word? Example: spies and detectives mostly
communicating in the form of codes. One such example is Morse Code.”
Introduce the story of NYU Fine Arts Professor Morse
“
Before electric telegraphy, most messages were handwritten and
entrusted to messengers, who traveled long distances to transfer them.
These messages could be delivered no faster than the fastest horse.
Samuel Morse, a Fine Arts Professor at NYU, was away from home
when he received a message that his wife was gravely ill. He received
the news long after the event occurred. By the time he arrived his home,
his wife had already been buried. Unhappy with the communication
system, he began to think of ways to transfer messages from one place
to the other instantly. Thus, he invented the first ever telegraph that
transmitted electrical signal from one place to the other and translated
the signal into a coded message. It was quite difficult to decode the
coded message. Later, he formed a partnership with Alfred Vail, who
helped him develop the system of dots and dashes to send messages
that is today known as Morse Code.”

介绍符号的概念
“谁可以描述什么是符号？我们为什么要使用它们？你看过/使用过
任何符号吗？“
倾听学生并对他们的答案的评论和反思
“很久以前，符号就已经存在。我们用符号代替文字来表示某些事
物。你有没有想过如何使用符号来创建代码？或者，甚至创建自己
的符号并将其用作代码字？例如：间谍和侦探主要以代码的形式进
行交流。摩尔斯电码就是一个例子。“
介绍纽约大学美术教授摩尔斯的故事
“在电报之前，大多数信息都是手写的，并委托给信使长途跋涉传
送。这些消息可不会比最快的马快。纽约大学艺术教授塞缪尔摩尔
斯收到妻子患有严重疾病的消息时正出远门。事件发生很久以后，
他收到了这个消息。到他家时，他的妻子已经被埋葬了。对通信系
统不满意，他开始想办法将消息从一个地方传送到另一个地方。因
此，他发明了有史以来第一台将电信号从一个地方传输到另一个地
方的电报机，并将信号转换为编码信息。解码编码信息非常困难。
后来，他与阿尔弗雷德韦尔一起合作，阿尔弗雷德韦尔帮助他开发
了点和破折号的系统来发送今天被称为摩尔斯码的消息。“

Introduce Morse Code
Show the Morse Code chart to the students
Explain what “dit” (dot) and “dah” (dash) in the Morse Code chart
refers to
“‘
Dit’ and ‘dah’ are the sounds that you hear in a Morse code device. In
written form, ‘dit’ is represented by a dot (.) and ‘dah’ by a dash (‐). “

To encode messages, use the chart to represent each letter in the
message.

介绍摩尔斯电码
向学生展示摩尔斯电码表
解释摩尔斯电码表中的“嘀”（点）和“哒”（破折号）是指什么
“'嘀'和'哒'是你在摩尔斯电码设备中听到的声音。在书面形式中，'
嘀'由点（。）和'哒‘由短划线（ ‐ ）表示。 “

要编码消息，使用图表来表示消息中的每个字母。

To decode a message, begin at START. Every time you hear a “dit” move
down and to the right and every time you hear a “dah” move down and
to the left. The letter you land on when the sequence stops is the letter
for that code.
要解码消息，请从START开始。每当您听到“嘀”时，向下并向右移
动时，每当您听到“哒”时，向下并向左移动。当序列停止时你停在
的那个字母就是该代码的字母。
HELLO:
H= . . . .
E= .
L= . ‐ . .
L= . ‐ . .
O= ‐ ‐ ‐
Link “
Demo Take out a piece of paper and the Morse Code Chart and show a quick
demo of how to encode a letter in paper
10/15 mins Use symbol dot (.) for dit and dash (‐) for dah to encode a letter in
paper
示范 Explain how to decode the encoded letter
Take out one Plobot and stack of Smart Cards. Explain that we’ll use the
10/15分钟 Sound Smart Cards to represent the dit and dash from the Morse Code
chart.
* Example: “Do” Sound Smart Card = dit from Morse Code chart; “Re”
Sound Smart Card = dah from Morse Code chart

拿出一张纸和摩尔斯代码图，并快速展示如何在纸上编码字母
使用符号点（。）作为嘀和破折号（ ‐ ）作为哒在纸上编码一个字
母
解释如何解码编码的字母
拿出一个Plobot和一叠牌。解释我们将使用声卡作为摩尔斯电码表
中的嘀和哒。
*例子：“Do”声音智能卡=莫尔斯电码表的嘀; “Re”声音智能卡=摩尔
斯电码表中的哒
Activity I Distribute a Morse Code Chart, Plobot and the stack of Smart Cards to
every student
10/25 mins Ask students to think of a 3 letter word
First, students encode the 3 letters on paper using the symbols (.) and
活动一 (‐) for dit and dah taking the reference of the Morse Code Chart
Second, students encode the same letter in Plobot replacing dit and
10/25分钟 dah by different Sound Smart Cards.
Students discuss among themselves and decide which two Sound Smart
Cards to use in order to represent dit and dah
Students use Pause card to distinguish between 2 letters
Check if the students are using correct sequence of sounds to encode
the word

向每个学生分发摩尔斯代码表，Plobot和一叠智能卡
要求学生想一个3个字母的单词
首先，学生使用符号（。）和（ ‐ ）对纸上的3个字母进行编码，
参考摩尔斯代码图，以获得嘀和哒
接着，学生在Plobot中编码相同的字母，用不同的声卡替代嘀和
哒。
学生们彼此讨论，并决定使用哪两个声卡来代表嘀和哒
学生使用暂停卡来区分2个字母
检查学生是否使用正确的声音顺序来编码单词
Activity II Students split themselves into 2 groups
Each group think of a word and encode Plobot by using Sound Smart
20/45 mins Cards as “dits” and “dahs”
* The word cannot have more than 5 letters.
活动二 Each group will transmit their word to the other group
Students from the other group have to decode the transmitted word
20/45分钟 Each team gets some points on guessing the right answer

所有学生分成两组
每个组都会想一个词，并使用声卡作为“嘀”和“哒”来编码Plobot
*单词不能超过5个字母。
每个小组都会将他们的单词传送给另一个小组
来自另一组的学生必须对传过来的单词进行解码
每个团队都会在猜到正确的答案时获得一些分数

请他们检查他们是否拥有所有的智能卡，并在清理教室和返还用品
之前先将卡片和Plobot归还到指定的地点。
Note: you will find in the Annex some materials to use in this class. Note that a similar game can be
played with Binary Code, ASCII code or Roman numbers.

注：你会在附件中找到一些本课中使用的材料。请注意，类似的游戏可以使用二进制代码，ASCII
码或罗马数字来玩。



Workshop 14: Babysitting
工作坊14：当保姆

Objectives: 目标
Students work with sensors by finding something they are familiar in a new approach. Operating
different sensors in a way for students to experience babysitting with Plobot.
学生通过使用新方法找到他们熟悉的东西来使用传感器。使用不同的智能卡操作不同的传感器，
学生与Plobot一起体验当保姆。

● Students learn to work with more sensors ‐ Listen, See and Feel Smart Cards
● Practice empathy with others and use it to analyze problems and come up with solutions
● 学生通过使用听，看和感觉智能卡学习更多的传感器
● 与他人一起行动，并用它来分析问题并提出解决方案

Preparation:准备
cards

此次工作坊准备‐ > 为所有学生带上足够的空白纸（以防万一，总是要有额外的草稿纸！）



In this workshop, Plobot acts as a baby‐sitting assistant. Students are introduced to personal robotics
and domotics. This activity allows students to dive deeper into using different sensors to program Plobot
perform different activities. First, the students come up with drawings of using sensors to program
Plobot to babysit.
Later, they program their Plobot based on their drawings and to act as a baby sitting assistant that
performs activities like changing the diapers, feeding the baby, etc.
The key to this activity is to have students relate to the responsibilities of their parents or older siblings.
They can use Plobot to help them think of all the tasks involved in taking care of something as delicate as
a baby.
在这个工作坊上，Plobot担任保姆助理。介绍给学生个人机器人和智能家庭。这项活动使学生能
够深入探索使用不同的传感器，使Plobot执行不同的活动。首先，学生提出使用传感器制作Plobot
保姆的图纸。
之后，他们根据自己的图纸对他们的Plobot进行编程，并扮演一名保姆助理的角色，执行诸如更
换尿布，喂养宝宝等活动。
这项活动的关键是要让学生关注他们的父母或兄弟姐妹的责任。他们可以使用Plobot帮助他们思
考所有涉及到像婴儿一样娇嫩的事情的任务。

Cards:卡片
Sensor: Feel, Listen, See
感觉：聆听和看

步骤/时间内容
Introduction Review of social and service robots
Social robots (A. robots that interact socially with human beings)
5/5 mins Service robots (A. robots that assist and support human beings)
Introduction to personal robots
介绍 What is personal robotics? (A. Robots that are designed to make them
useful to human beings; enable an individual to automate the repetitive
5/5分钟 part of home or work life making them more productive)
“Today, you will experience the process of babysitting. Yes, you will
program your Plobot to babysit for a day. First, you will list all the things
that are a part of babysitting, and then using sensors, program Plobot
to follow the process.”
回顾社交和服务机器人
社交机器人（答：与人类社交互动的机器人）
服务机器人（答：协助和支持人类的机器人）
个人机器人简介
什么是个人机器人？（答：设计旨在使它们对人类有用的机器人;
让个体家庭或工作生活中的重复部分能够自动化，使他们更有生产
力）
活动介绍
“今天，你会体验到作保姆的过程。是的，你会把你的Plobot编程做
为一日保姆。首先，你将列出所有保姆服务的内容，然后使用传感
器对Plobot进行编程以遵循这一流程。“
Review Review of sensors
Does anybody remember what sensors are?
5/10 mins What are the functions of sensors?
How many sensors are there inside Plobot? How many have we used so
回顾 far?
回顾传感器
5/10分钟有人记得传感器是什么？
传感器的功能是什么？
Plobot内部有多少个传感器？到目前为止我们使用了多少？
Draw Ask students whether they have experience with babysitting
Ask students to imagine that they are babysitting and list of activities
5/15 mins they might have to do while babysitting
Write down the activities stated by students on the whiteboard and
绘制蓝图 reflect on them
Hand paper and pencil to each student
5/15分钟 Ask the students to draw how Plobot could use its sensors to monitor
babies
Have students refer to the list of activities on the whiteboard
询问学生是否有保姆经验
让学生想象他们是保姆，并列出他们在照顾孩子时可能要做的活动
写下学生在白板上陈述的活动并对其进行反馈
把纸和铅笔交给每个学生
请学生画出Plobot如何使用其传感器监测婴儿
让学生参考白板上的活动列表
Share Students share their drawings to the whole class
Based on the students’ drawings, draw conclusions of the kind of
5/20 mins activities that the Plobot might do while babysitting with the use of
different sensors
分享学生将他们的图画分享给全班学生
根据学生的图纸，得出Plobot在使用不同传感器进行保姆时可能做
5/20分钟的活动的结论
Activity I Students form groups of 2/3
They work in team to make their Plobot a babysitting assistant
5/25 mins Students work with different Smart Cards to operate different sensors
in Plobot
活动一 In reference to the drawings the students made earlier, they program
Plobot do different kinds of activities such as changing the diapers,
5/25分钟 feeding the baby, etc.
Students test their program and see whether their Plobot functions
properly or not
学生2‐3人组成一组
他们与团队工作，让他们的Plobot成为一名保姆助理
学生使用不同的智能卡在Plobot中操作不同的传感器
参考学生们早些时候提出的图纸，他们让Plobot做了各种各样的活
动，例如换尿布，喂宝宝等等。
学生们测试他们的程序，看他们的Plobot功能是否正常
Test Students exchange their babysitting assistant with their neighbouring
team
10/35 mins Students test their neighbouring team’s Plobot
Students observe the similarities and differences between the codes
测试 used to program their Plobot and the neighbouring team’s Plobot
学生们将他们的保姆助理与他们的邻居交换
10/35分钟学生测试邻居队伍的Plobots
学生观察自己的Plobot和邻居团队的Plobot的代码之间的相似之处和
不同之处
Compare Students share their observation (similarities and differences) to the
whole class
10/45 mins Students give feedback to the neighbouring teams
学生与全班同学分享他们的观察（异同）
比较学生给邻居队伍提供反馈

10/45分钟
What are the uses of different sensors in Plobots?
Where can robots be used in our day to day lives?
Plobots中不同传感器的用途是什么？
机器人在我们日常生活中的用途在哪里？

Workshop 15: Plobot tells a bedtime story
工作坊15：Plobot讲床边故事

Objectives: 目标
Students understand more about the concept of planning and embrace the technique to program and
debug an algorithm with Plobot.
学生更深入地了解计划的概念，并接受用Plobot编程和程序除错算法的技术。

● Students work with Movement and Control Smart Cards
● Students program Plobot using the concept of decomposition
● 学生使用移动和控制智能卡
● 学生使用分解概念编程Plobot

Preparation:准备
cards



此次工作坊布置‐ > 序列制作页面准备在课堂的前面

Students use the concept of abstraction when defining problems to identify the most important
information, such as the significant steps involved in navigating a robot. They begin to develop their
design skills by conceptualising algorithms as a sequence of steps to carry out instructions, such as
identifying steps in a process or controlling robotic devices. Students are able to use data as an input for
their robotic device. This activity allows students to understand the concept of free play and test the
progress they have made so far with programming Plobots.
学生在定义问题时使用抽象概念来识别最重要的信息，例如导航机器人的重要步骤。他们开始发
展他们的设计技能，将算法概念化为执行指令的一系列步骤，例如识别过程中的步骤或控制机器
人设备。学生能够使用数据作为机器人设备的输入。这项活动让学生了解自由游戏的概念，并测
试他们迄今为止用Plobots编程所取得的进展。

Cards:卡片
All set of Smart Cards 所有智能卡

步骤/时间内容
Introduction The teacher has un‐organised images of Goldilocks story sequences stuck
on the whiteboard. The class is asked to recall what story these images
5/5 mins are from, and are asked to recall the key stages in the story. The teacher
facilitates the organisation of these into the correct order.
介绍 Introduce the activity
“Today, we’ll be playing a storytelling activity with our Plobots. Plobot is
5/5分钟 going to enact a bedtime story for us.”
老师将没有组织过的金凤花姑娘与三只熊的故事序列图像粘在白板
上。要求学生回顾这些图像来自哪些故事，并要求回忆故事中的关
键阶段。老师按照正确的顺序排列这些图像。
介绍活动
“今天，我们将与我们的Plobots进行讲故事活动。 Plobot将为我们定
制一个睡前故事。“
Different versions of the The teacher models how to construct the algorithm for Plobot to get to
game one location, using the arrows. The teacher invites students to help
construct the algorithm by calling out responses. If the algorithm is not
10/15 mins correct, that is okay, as the teacher can model debugging. The teacher
introduces (or re‐introduces) and uses the language: “algorithm” and
不同版本的游戏 “debugging/debug”.
教师模拟如何使用箭头为Plobot构建算法以到达一个位置。教师邀请
10/15分钟学生通过响应来帮助构建算法。如果算法不正确，没关系，因为老
师可以对程序纠错进行建模。老师介绍（或重新介绍）并使用语言
：“算法”和“程序纠错”。
Discussion Place Goldilocks (or other story event) cards randomly on the
whiteboard. Students recall the story and work with the teacher to put
10/25 mins the events into the correct sequence. The teacher reveals the mat with
Goldilocks story cards. The teacher introduces Plobot as helping us to
讨论 retell the events in the story in the correct order. The teacher works with
the students to identify which Smart Cards to use with Plobot. The
10/25分钟 teacher demonstrates how to create a simple algorithm and reset.

The teacher works with the students to model how to design an
algorithm with the Smart Cards that will provide instructions for Plobot
to get to the first story card on the mat. Model debugging, as it arises!.
在白板上随机放置金凤花姑娘与三只熊的故事（或其他故事）卡
片。学生回忆这个故事，并与老师合作，
将事件按照正确的顺序排
列。老师用金凤花姑娘故事卡片引出垫子。老师介绍Plobot帮助我们
以正确的顺序复述故事中的事件。教师与学生一起确定要给plover使
用哪种智能卡。老师演示如何创建一个简单的算法并重置。

老师与学生一起工作，模拟如何使用智能卡设计算法，该算法将为
Plobot提供指令以获取垫子上的第一张故事卡片。程序纠错模型，随
之出现！
Activity I The entire class picks one idea first and decides on how they’ll program
their Plobot
10/35 mins Now students form groups of 2
Each team works on programming their Plobot
活动一 Go around and help pairs program; give encouragement!
10/35分钟 After all the teams have completed programming their Plobot, gather
everyone around to test whether their idea works or not
Students test their idea
Encourage students to test other versions and ideas too
整个班级首先选择一个想法，并决定他们如何编程他们的Plobot
现在学生2人组成一组
每个团队都致力于编程他们的Plobot
到处去帮忙每组编程;给予鼓励！
在所有团队完成对Plobot的编程之后，集合所有人来测试他们的想法
是否有效
学生测试他们的想法
鼓励学生测试其他版本和想
Reflection Recall as a group what were the highlights of the session. As a reference,
for this lesson, the students describe the sequence of events in a
10/45 mins narrative, they work in teams to design their algorithm using a sequence
of arrows, that navigate the robot to key events in the story. They also
反思 work in teams to implement their algorithm by inputting instructions
into the robot and students can debug their algorithms.
10/45分钟回想一下，本次工作坊的重点是什么。作为参考，在本课中，学生
描述故事的顺序，他们通过团队合作，使用一系列箭头设计算法，
将机器人导航到故事中的关键事件。他们还通过向机器人输入指令
来实现他们的算法，学生们可以纠错他们的算法。
returning supplies.

Workshop 16: Drone Delivery System
工作坊16：无人机交付系统

Objectives: 目标
Students work with the Sound Smart Cards and Movement Smart Cards. They are introduced to the
process of inventory management in warehouses and how high technology is impacting in our lives.
学生使用声音智能卡和移动智能卡。介绍给学生仓库的库存管理过程以及技术如何影响我们的生
活。

● Students work with sequential programming concepts.
● Gain understanding of warehouses and inventory management
● Analyze problems how logistics affects city planning
● 学生使用顺序编程概念。
● 了解仓库和库存管理
● 分析物流如何影响城市规划的问题

Preparation:准备
cards

Bring enough cardboard, scissors, and building building bricks (long building bricks and short building
bricks)
带上足够的纸板，剪刀和积木（长积木和短积木）


Separate out the long building bricks for wings and place them at one place at the front
Place the materials like cardboard, scissors, tape at a separate place
此次工作坊布置‐ > 序列制作页面准备在课堂前面
将用来做翅膀的长形积木分开放置在教室前面的一个地方
将纸板，剪刀，胶带等材料放置在不同的地方

In this workshop, students are introduced to warehouse inventory management. They understand how
logistics work today and how it will work in the future. Students work in teams to collect different
colored building bricks from different places in the city. Each team has a set of “drones” that are their
Plobot with a couple of wings made out of long building bricks. Cargo should go from shops to
customers. For more advanced students, cargo is to be distributed from factories to shops.
在这个工作坊上，介绍给学生仓库库存管理。他们将了解今天物流如何运作，以及未来将如何运
作。学生们通过团队合作从城市不同地点收集不同颜色的积木。每个团队都有一套“无人机”，就
是他们的Plobot加上长形的积木制成的一对翅膀。货物应该从商店到顾客。对于更高级的学生，
货物将从工厂分发到商店。

Cards:卡片

步骤/时间内容
Hook Programming fact Did you know…? There are robots named kiva that help large

warehouses like Amazon in the picking and packing process. In fact,
介绍编程事实 Amazon is using over 30,000 of these robots in their facilities for almost
all of their production internally.
你知道吗…？有一些名为Kiva的机器人在检货和包装过程中帮助像亚
马逊这样的大型仓库。事实上，亚马逊在他们的设施中使用了超过3
万台这样的机器人，几乎可以包办其内部所有产品。
Introduction Start a discussion on how are warehouses today? Hear what students
have to say on the following questions and reflect on their answers
5/5 mins What is a warehouse? What are warehouses for? (A: a large building
where raw materials or manufactured goods are stored prior to their
介绍 distribution for sale)
How are warehouses used today? (Eg: Amazon‐ we purchase something
5/5分钟 online which gets delivered within 2‐3 days. Inside the warehouse, the
goods are packed and stored at different places. Then, these goods go
out in the market or are handed over to the respective dealers/people
on their demand. There is a loading dock where the trucks/vehicles
carrying goods are loaded or unloaded. These trucks help transfer goods
to different places.)
Show this video to the students
How will warehouses change in the future? (A: highly efficient robots
instead of trucks; less time of delivery i.e. around an hour or so.)
Show this video to the students
Give an introduction to the activity
“
You are in the future, where the warehouses have been developed and
progressed just like what you mentioned earlier. There are drones used in
the loading process instead of the trucks. Let’s assume you are a
manufacturer of different children’s products. It is now your duty to
deliver those products in the market, to different stores. You will do so
with the help of Plobot. Hence, in today’s activity you’ll collect the goods
from the warehouse and distribute them to the different places in the
city.”
一开始先讨论今日的仓库如何？听听学生们对以下问题的评价，并
反馈他们的答案
什么是仓库？仓库是做什么用的？（答：一个大型建筑物，用作原
材料或制成品在分销出售之前储存）
今天仓库如何使用？（例如：亚马逊 ‐ 我们在网上购买的东西在2‐3
天内交付，在仓库内，货物被包装并存放在不同的地方，然后这些
货物在市场上出售或交给相应的经销商/有需求的人们，有一个装载
货物的卡车/车辆装载或卸载货物，这些卡车帮助将货物运送到不同
的地方。）
向学生展示此视频
仓库将来如何变化？（A：高效的机器人而不是卡车;交货时间较短
，大约一个小时左右。）
向学生展示此视频
介绍活动
“你将来的仓库的开发和进步就像你之前提到的那样。装载过程中使
用的是无人机，而不是卡车。假设您是不同儿童产品的制造商。现
在你有责任将这些产品在市场上交付到不同的商店。你会在Plobot的
帮助下做到这一点。因此，在今天的活动中，你将从仓库收集货物
并将它们分发到城市的不同地方。“
Movement and Sound Smart Cards to help Plobot collect and deliver
5/10 mins different goods
With the help of one student volunteer, put a block on the floor and
示范 program Plobot go to the block to collect it. Then program Plobot to
deliver the block to a person (a random student). This can be done by
5/10分钟 moving Plobot towards the person and handing over the block to the
person . On delivering every block, program Plobot to make a sound.
Ask students to form groups of 2
Ask each team to fetch the long building bricks kept at the front and put
them on Plobot like wings to give a sense that their Plobot is a drone
拿出一个Plobot和一叠智能卡。解释我们将使用移动和声音智能卡来
帮助Plobot收集和交付不同的商品
在一名学生志愿者的帮助下，在地板上放上一块积木，并将Plobot编
程移到该积木以收集它。然后编程Plobot将积木传递给一个人（一个
随机的学生）。这可以通过将Plobot移向人并将该积木移交给该人来
完成。在传递每个积木时，编程Plobot发出声音。
请学生2人一组
要求每个团队把前面长形积木拿起来放在Plobot上，让它们看起来像
是一个无人机
Discussion + Activity Explain students that they’ll have to make a warehouse to collect the
goods and also a city to distribute the goods
15/25 mins Ask students to discuss in their teams how they could set a challenge and
create a game of cargo delivery
讨论+活动 Ask students to also plan on the following things while they are
discussing
15/25分钟 What is the setup of the warehouse going to look like?
What is the city going to look like?
What will the goods look like? There are different colored building
bricks. Suggest students to use different colored building bricks as an
indication to different kinds of goods
How do they create a fun game without changing the idea of delivering
the goods from one place to the other?
How will Plobot know when and whom to deliver?
How will Plobot confirm that the goods has been delivered?
After the students finish their discussion, gather everyone around to
share their ideas
Use whiteboard to write down the students’ ideas and reflect on them
向学生解释他们将需要建立一个仓库来收集货物，并且还需要一个
城市来分配货物
要求学生以团队为单位讨论他们如何设定挑战并创建一个货运交付
的游戏
要求学生在讨论时也计划以下事情
仓库的设置是什么样子？
这个城市会变成什么样子？
这些商品会是什么样子？有不同颜色的积木。建议学生使用不同颜
色的积木代表不同种类商品的
他们如何在不改变将货物从一个地方运送到另一个地方的基础上，
设计出有趣的游戏？
Plobot如何知道什么时候交付将货物交付给谁？
Plobot如何确认货物已交付？
学生完成讨论后，聚集在一起分享他们的想法
使用白板写下学生的想法并反馈他们
Reflection + Feedback Students now program their Plobot and test their ideas
Ask students to raise their hands once they have finished their task
10/35 mins Ask students to create a setup of the warehouse and city. They could
either use the floor and add signs to differentiate warehouse and city.
反思+反馈 Or, they could design the warehouse and city using the materials like
cardboard, paper, scissors, tape, sketch pens.
10/35分钟 Students use different colored building bricks to represent different
kinds of goods
Go around and help pairs program; give encouragement!
After each challenge is completed, students raise their hand to indicate
学生现在编程他们的Plobot并测试他们的想法
要求学生在完成任务后举手
要求学生创建仓库和城市的设置。他们可以在地板上添加标志来区
分仓库和城市。或者，他们可以使用纸板，纸张，剪刀，胶带，草
图笔等材料设计仓库和城市。
学生使用不同颜色的积木代表不同种类的商品
每次挑战结束后，学生们举手表示完成。去看看Plobot表演（根据学
生的序列制作页面）
Feedback Each team shares their program and the way their Plobot functions to
the entire class
10/45 mins Discuss with the students their ideas and provide them with suggestions
on how they could have improved
反馈 Encourage students to give feedback to their fellow students
Students then work on improving their program and idea based on the
10/45分钟 feedback from the teacher as well as their fellow students
Students keep testing their idea
每个团队将他们的程序和他们的Plobot的功能分享给整个班级
与学生讨论他们的想法，并向他们提供如何改进的建议
鼓励学生向同学反馈意见
然后学生根据老师和同学的反馈意见改进他们的计划和想法
学生不断测试他们的想法
returning supplies.

Workshop 17: Your name in the computer
工作坊17：你的名字在电脑里


Objectives: 目标
Students use their knowledge about the binary number system and coding in order to develop the idea
of how human language gets codified in the computers. They will become familiarized with the way
computers store information using the American Standard Code for Information Interchange . They get
an understanding of how machines can be used to encode, transmit and decode letters. By the end of
the workshop they will have the tools to code and decode simple words.
学生使用他们的二进制数字系统和编码知识，延伸出人类语言如何在计算机中编码的概念想法。
他们将熟悉计算机使用美国信息交换标准码存储信息的方式。他们了解机器如何用于编码，传输
和解码字母。在工作坊结束时，他们将拥有编码和解码简单单词的工具。

● Students are introduced to the binary number system.
● Become familiarized with the way that computers store information.
● Get an understanding of how machines can be used to encode, transmit and decode.
● 介绍给学生二进制数字系统。
● 熟悉计算机存储信息的方式。
● 了解机器如何用于编码，传输和解码。

Preparation:准备
cards

Bring ASCII Conversion Chart and Binary Cards for all the students
Bring beads and pipecleaners for students to make bracelets
为所有学生提供ASCII转换图和二进制卡片
带上珠子和毛根扭扭棒让学生做手镯

Always‐‐>
Plobots unpacked and ready in a location hidden from view of students (to avoid initial distraction) with
required Smart Cards for this workshop on Plobot's back

Whiteboard "sign panels", markers, colored paper, and tape at the front of the class
Stack of ASCII Conversion Chart ready at the front of the class
Beads and Pipecleaners for students to make bracelets ready for distribution
教室前面的白板“标志牌”，记号笔，彩色纸和胶带
准备在课堂前面的一叠ASCII转换图表
珠子和毛根扭扭棒让学生准备分发手镯

In this workshop, students are introduced to the American Standard Code for Information Interchange
table and the use it has in computers. We will use zeros and ones as binary digits in computer to store
and transmit data. First, the students learn to change a letter to the binary number system. Optionally,
the teacher can decide to use Plobot to encode a letter in binary system and send it to their fellow
students.
在这个工作坊上，介绍给学生美国信息交换标准代码表及其在计算机中的使用。我们将在计算机
中使用零和一的二进制数字来存储和传输数据。首先，学生学习将一封信改为二进制数字系统。
或者，教师可以决定使用Plobot以二进制方式对信件进行编码并将其发送给他们的同学。

Cards:卡片

控制：播放，重置，暂停，存储，重复
声音：Do，Re，Mi，Fa，Sol，La和Si

步骤/时间内容
Discussion Start with a discussion
Who remembers what Roman numbers are? (A: see previous lesson)
5/5 mins Who remembers what binary numbers are? (A: see previous lesson)
If a computer has to store many binary numbers, how does it store
讨论 them? (A: bytes)
How do computers understand the decimal number system with just 0s
5/5分钟 and 1s? (A: combination of 0s and 1s)
Who can give some ideas about how would we store letters in the
computer? They only store numbers! (A: introduction to ASCII)
从讨论开始
谁记得罗马数字是什么？（答：参见上一课）
谁记得什么是二进制数字？（答：参见上一课）
如果一台计算机必须存储很多二进制数字，它如何存储它们？（A
：字节）
计算机如何理解只有0和1的十进制数字系统？（A：0和1的组合）
谁可以提供一些关于我们如何将字母存储在计算机中的想法？他们
只存储数字！（A：ASCII简介）
Introduction Distribute the ASCII Conversion Chart, pencils, stacks of paper and
pencils.
10/15 mins With the example of your own name, decode letter by letter the binary
code. As one way of introducing the concept of binary and
介绍 representations, you can ask four students to volunteer and act as if they
were bits. For example, by sitting on the floor they are in 0 state and by
10/15分钟 standing with the arms raised they are in 1 state. You can ask them to
change the positions and the class has to guess which letter these “bits”
are coding.
将ASCII转换图，铅笔，一叠纸和铅笔发下出。
以您自己的名字为例，请逐字解码二进制代码。作为引入二进制和
表示的概念的一种方式，你可以让四个学生自愿，并假装他们是位
元。例如，通过坐在地板上，他们处于0状态，通过举起双臂站立，
他们是1状态。你可以让他们改变位置，班级必须猜测这些“位元”正
在编码哪个字母。
Activity I Ask every student to write their name in capital letters. With the aid of
the ASCII Conversion Chart, ask the students to then write their names in
10/25 mins ASCII.
Go around to see if any student is struggling
活动一 Students use the Binary Cards to find out the binary number
representation of the ASCII code of their own name.
10/25分钟 They represent dot with 1 and blank side with 0 .
After the students are done, they share their binary code with everyone,
so students guess each others’ names initials.
要求每个学生用大写字母写下他们的名字。借助ASCII转换图，请学
生用ASCII码写出他们的名字。
去看看有没有学生不理解的
学生使用二进制卡来找出他们自己名字的ASCII码的二进制数字表
示。
它们用点表示1，用空白边表示0。
学生完成后，他们与每个人分享他们的二进制代码，学生彼此猜对
方的名字首字母缩写。
Demo By using again your name as an example, use the beads and pipe cleaner
to represent the binary code in bracelets.
5/30 mins First introduce one letter and show clearly how by using two colors you
can code that letter with beads.
示范再次使用你的名字作为示例，使用珠子和毛根扭扭棒来表示二进制
代码的手p。
5/30分钟首先介绍一个字母，并通过使用两种颜色清楚地表明如何使用珠子
编码该字母。
Activity II Distribute beads and pipe cleaners.
Let all kids make their own bracelets, containing the letters of their
15/45 mins name. In case that any student has a very long name, suggest that they
use a nickname.
活动二
Optionally, as a third activity, you can use the Sound Smart Cards to
15/45分钟 encode Plobot in the same way that you used them for binary coding,
but this time for letters.
分配珠子和毛根扭扭棒。
让所有的孩子制作自己的手镯，包含他们名字的字母。如果任何学
生名字很长，建议他们使用昵称。

选择性地，作为第三个活动，您可以使用声音卡创建Plobot，其方式
与您使用二进制编码时相同，但这次是用于字母。
returning supplies.
‐‐‐‐
If your students are interested in how images (or even music) can
be represented as binary, you can find more details in
Thinkersmith's
Binary Baubles .
如果你的学生对如何将图像（甚至音乐）表现为二进制感兴趣，你
可以在Thinkersmith的二进制中间件中找到更多细节。
Note: this workshop uses and remixes material from https://code.org/curriculum/course2/14/Teacher
注：本次研讨会使用并混合来自https://code.org/curriculum/course2/14/Teacher的材料

Workshop 18
: Plobot is your secret service agent
工作坊18：Plobot是你的特工

Objectives: 目标
Students learn about cryptography and use this concept to encode a message that their fellow students
decipher/decode. Later, they work with different Sound Smart Cards to develop their own secret code
and different ways to encode and decode a message with Plobot
学生学习密码学，并使用这个概念来编码他们的同学解密/解码的消息。晚点，他们使用不同的声
卡来开发自己的密码和不同的方式来编码和解码Plobot的消息

Learning objective:学习目标
● Students learn about cryptography and that messages can be put in a set of symbols
● Students use the Sound Smart Cards along with the Movement Smart Cards in order to transfer secret
encoded messages
● 学生学习密码学，并且可以将信息放在一组符号中
● 学生使用声卡和移动智能卡传输秘密编码的信息

Preparation:准备
Always ‐>


Bring enough Cryptographic Charts
此次工作坊准备 ‐ > 为所有学生带上足够的空白文件（为了以防万一，总是要有额外的草稿
纸！）;带上足够的网格 ‐ 字母方格




In this workshop, students imagine their Plobot as a secret service agent. They program Plobot to follow
certain patterns on the Letter Map using the Movement Smart Cards. By doing so, they encode a
message. Students also use Sound Smart Cards, Movement Smart Cards, and the Pause Smart Card to
separate letters and words. Then they work create their own secret code. This workshop helps students
understand the concept of cryptography and how it can be used to encode a secret message.
在这个工作坊上，学生们努力使他们的Plobot像一个特务一样行事。他们使用运动智能卡对Plobot
进行编程以遵循字母方格上的某些模式。通过这样做，他们编码一条消息。学生还使用声卡，移
动智能卡和暂停智能卡分隔字母和单词。之后，他们致力于创建自己的密码。本次工作坊帮助学
生理解密码学的概念以及如何用它来编码秘密信息。

Cards:卡片

步骤/时间内容
Introduction Introduce the concept of Cryptography

“In the ancient times, people communicated over long distances by
5/5 mins exchanging letters and messages in the hand of others. It was difficult
to maintain secrecy to communicate private information. Therefore,
介绍 people would embrace the technique called secret writing /
cryptography. They would encrypt the letters and send them to their
5/5分钟 allies. This helped to protect the secrecy of the message as the people
who did not have the key to the secret code would see the text as
useless. Cryptography is still used in today's world. While the concept
remains the same, the methods used to encrypt messages and data
today are more advanced and complicated. Example: A spy. When spies
needs to share private information,they use the concept of
cryptography. The spy encrypts the messages in such a way that only
the concerned person can understand the meaning of the code”
“Today, Plobot is a secret service agent. We will learn how to encode
secret messages that only your friends or the people who has the secret
code can understand.”
Introduce the following grid to the students
介绍密码学的概念
“在古代，人们通过交换其他人手中的信件和信息进行长距离交
流。沟通私人信息很难保密。因此，人们会接受这种称为秘密书写
/密码术的技术。他们会加密这些字母并将它们发送给他们的盟
友。这有助于保护消息的保密性，因为没有秘密密钥的人会对看到
的文本感到无用。当今世界仍然使用密码术。尽管概念保持不变，
但今天用于加密消息和数据的方法更加先进和复杂。例如：间谍。
当间谍需要共享私人信息时，他们使用密码学的概念。间谍以这样
一种方式对消息进行加密，只有相关人员能够理解代码的含义“
介绍活动
“今天，Plobot是一名特务。我们将学习如何编码，只有你的朋友或
拥有密码的人才能理解的秘密消息。“
向学生介绍以下网格

Plobot moves through the Letter Map. Every time it reaches the
intended letter, program it to Pause.
Plobot在字母方格中移动。每次达到预期的字母时，将其编程为暂
停。
Demo Take out one Plobot, grid and stack of Smart Cards. Explain that we will
use the Movement Smart Cards along with the Pause and Sound Smart
10/15 mins Cards to help Plobot move around the Letter Map and encode each
letter.
示范 Encode the word 'CAT' as a demo.
With the help of one student volunteer, demonstrate programming
10/15分钟 Plobot to move to the boxes containing letters 'C', 'A', and 'T'. Every
time the Plobot lands on the respective box, use the Pause Smart Card
to signify that the letter containing in the box is the one to be encoded.
Example: To encode letter A, the Plobot has to move one step forward
and Pause; To encode letter F, the Plobot has to move one step, turn
left and move 5 steps and Pause.
拿出一个Plobot，网格和一叠智能卡。解释我们将使用运动智能卡
以及暂停和声音智能卡来帮助Plobot在字母方格周围移动并对每个
字母进行编码。
演示将单词'CAT'编码。
在一位学生志愿者的帮助下，演示编程Plobot移动到包含字母'C'，
'A'和'T'的框。每次Plobot停在相应的格子时，使用暂停智能卡表示
方格中的字母是要编码的字母。
例如：要编码字母A，Plobot必须向前移动一步并暂停;要编码字母F
，Plobot必须移动一步，左转并移动5步并暂停。
Activity I Distribute the Letter Map, a pencil and a piece of paper to every
student in the class
15/30 mins Ask students to think of a message(containing no more than 5 letters
and can include numbers too) that they want to encode
活动一 Each student encodes their message by using Movement and Pause
Smart Cards
15/30分钟 The encoded message is deciphered by the rest of the students or by
the neighbouring 2/3 students
Ask students to write down each letter Plobot Pauses on to make it
easier for them to decode
给班级中的每个学生分发字母地图，铅笔和一张纸
要求学生思考他们想要编码的消息（包含不超过5个字母+可以包含
数字）
每个学生通过使用移动和暂停智能卡来编码他们的信息
编码的信息由其他学生或邻近的2/3学生解密
要求学生写下每个Plobot暂停的字母，让他们更容易解码
Activity II Students form smaller groups (groups of 2‐3 students)
Each team develops their own Letter Map as their secret code to use to
15/45 mins encode their message.
Eg: the letters in the horizontal and vertical are swapped.
活动二学生组成小组（2‐3名学生一组）
每个团队开发他们自己的字母地图作为他们的秘密代码，用来编码
15/45分钟他们的信息。
例如：水平和垂直的字母被交换。

A G M S Y 4
B H N T Z 5
C I O U 0 6
D J P V 1 7
E K Q W 2 8
F L R X 3 9

Each team tests out whether their code works or not
每个团队测试他们的代码是否有效

Workshop 19: Plobot detects sounds@Library
工作坊19：Plobot侦测声音@图书馆

Objectives: 目标
Students learn to work with the Listen Smart Card that allows Plobot to detect noises. This lesson also
introduces the concept of conditional statements. By combining the Listen with Movement Smart Cards
into conditional statements, students broaden their understanding of programming to include an
assortment of functions in different categories.
学生学习如何使用聆听智能卡让Plobot侦测噪音。本课也介绍了条件陈述的概念。通过将聆听和
运动智能卡结合到条件陈述中，学生们扩大了对编程的理解，将同样的功能包括到不同的功能项
目内。

● Students are introduced to the basic conditional statements‐ yes/no statements.
● Become familiar with sensors and how to use them
● Understand that robots and technology can be leveraged to create their own solutions.
● 介绍学生基本的条件陈述 ‐ 是/否陈述。
● 熟悉传感器以及如何使用它们
● 了解可以利用机器人和科技创建自己的解决方案。

Preparation:准备
workshop location) ;bring thumb drive with most‐updated version of workshop powerpoint computer;
tape

For this Workshop ‐> Bring enough blank sheets of paper for all students
此次工作坊准备 ‐ > 为所有学生提供足够的空白纸张


For this Workshop ‐>此次工作坊布置

In this workshop students create a noise controlling device for a library. They are introduced to
microphones and the Listen Smart Card. Students program their Plobot using the Listen Smart Card
along with the Movement Smart Cards. By doing so, Plobot can react to the sound. This workshop helps
students to get a sense that Plobot can be programmed to perform many different functions. Students
also understand the concept of basic conditional statements.
在这个工作坊上，学生为图书馆创建一个噪音控制设备。介绍麦克风和聆听智能卡给他们。学生
使用聆听智能卡和运动智能卡对他们的Plobot进行编程。通过这样做，Plobot可以对声音做出反
应。本次工作坊帮助学生认识到Plobot可以被编程来执行许多不同的功能。学生还了解基本条件
陈述的概念。

Cards:卡片

步骤/时间内容
Introduction Give an introduction to the activity
“There’s a new library in the school. Ever since the library was built, the
5/5 mins new hobby for a lot of kids has been to spend their time reading books in
library. The school administration is extremely pleased by the growing
介绍 interests among students for reading. However, there’s a huge problem
that the librarian is facing. The kids tend to make a lot of noise inside
5/5分钟 library, and it is often very difficult for the librarian to control the noise.
The school administration is looking for all the possible measures to solve
this problem. The school administration has come to you for help. You,
with the help of your Plobot, have to help the librarian control the noise
inside library. You do so by programming your Plobot in such a way that
it detects the noise and warns the source by blinking LEDs.“
Introduce microphone to the students
What is a microphone? (A: a device used for transmitting or recording
sound)
What does a microphone do? (A: records or transmits sound)
How would Plobot use a microphone? (A: by using Listen Smart Card)
What is the use of Plobot’s Listen Smart Card? (A: allows Plobot to detect
any audio volume)
Introduce the concept of conditionals‐ yes/no statements

介绍活动
“学校里有一个新图书馆。自图书馆建成以来，许多孩子的新爱好是
花时间在图书馆读书。学校管理人员对学生阅读兴趣日益增长感到
非常高兴。然而，图书管理员面临着一个巨大的问题。孩子们在图
书馆里往往会制造很多噪音，图书管理员通常很难控制噪音。学校
行政部门正在寻找所有可能的措施来解决这个问题。学校管理部门
已经找到你寻求帮助。你在你的Plobot的帮助下，必须帮助图书管理
员控制图书馆的噪音。您可以通过编程您的Plobot来侦测噪音并通过
闪烁LED灯来警告来源。“

向学生介绍麦克风
什么是麦克风？（A：用于发送或录制声音的设备）
麦克风是做什么的？（A：记录或传送声音）
Plobot如何使用麦克风？（答：通过使用聆听智能卡）
Plobot的聆听智能卡有什么用？（答：允许Plobot检测任何音量）
引入条件的概念 ‐ 是/否陈述
Movement Smart Cards along with the Listen Smart Card to help Plobot
5/10 mins detect the sound and warn the source.
With the help of one student volunteer, demonstrate making Plobot
示范 move from one kid to another and respond to a sound.

5/10分钟拿出一个Plobot和一叠智能卡片。解释我们将使用运动智能卡和聆听
智能卡来帮助Plobot侦测声音并警告声源。
在一名学生志愿者的帮助下，演示如何让Plobot从一个孩子移到另一
个孩子并对声音做出回应。
Plan Ask students to form into groups of 2‐3
Ask students to plan on the following things:
5/15 mins What is the setup of library going to look like?
What would be the best programming?
计划 What will the Plobot do if it detects the noise?
How will the Plobot warn the student to stop making noise in the
5/15分钟 library?

要求学生组成2‐3个小组
要求学生计划以下事情：
图书馆的设置会是什么样子？
最好的编程是什么？
如果检测到噪音，Plobot会做什么？
Plobot如何警告学生停止在图书馆发出噪音？
Activity Students program Plobot to detect sound for their team
Students implement the usage of conditionals while programming Plobot
10/25 mins
学生为他们的团队编程Plobot侦测声音
活动学生在编程Plobot时实现条件的使用

10/25分钟
Feedback Each team shares their program and the way their Plobot functions to
the entire class
10/35 mins Students give feedback on each other’s work
Students work on improving their program after receiving feedback from
反馈 the peers

10/35分钟每个团队将他们的程序和他们的Plobot的功能分享给整个班级
学生们对彼此的工作提供反馈
学生在收到同学的反馈后，努力改进他们的计划
Activity Ask everyone to line up their Plobots and play them at the same time
Students work in this activity as one team
10/45 mins Students clap and see if the Plobots come to their direction and warn
them or not

While some students are clapping, the others keep observing and
活动 remaining silent
The process goes turnwise
Students analyse if the Plobots that they have programmed can actually
10/45分钟 be used in a library or not

请大家排列他们的Plobots并同时播放它们
学生以一个团队为单位完成这项活动
学生们鼓掌，看看Plobots是否会朝他们的方向发出警告
当一些学生在鼓掌时，其他学生观察并保持沉默
这个过程是轮流的
学生分析他们编程的Plobots是否可以真正用于图书馆
returning supplies.


Workshop 20: Plobot Star Performer!
工作坊20：Plobot大明星！

Objectives: 目标
Students learn how to use the Listen Smart Card. Students then combine accumulated
programming knowledge to create their own unique "performance". It shows a blend of
strategic sequencing with creative expression.
学生将学习如何使用听智能卡。学生们将积累的编程知识结合起来，创造出自己独特的
“表演”。它展示了战略排序与创意表达的融合。

Learning Objectives: 学习目标
• Combine accumulated programming knowledge to create their own unique “performance”.
• Embrace diversity of solutions and practice constructive critique with each other.
● 结合累积的编程知识来创建自己独特的“表演”。
● 拥抱多样化的解决方案，并相互进行建设性的批判。

Preparation: 准备




白板“标志牌”，记号笔和胶带放在教室前面

In this workshop, students combine new New Smart Cards with Smart Cards they used
previously to create their own unique piece to "perform" at the Plobot talent show! Plobots are
assigned a series of challenges along the way to their performance to make sure the Plobots are
ready for the big show. These challenges help reinforce the students' understanding of the new
Smart Cards giving them a chance to experiment with different combinations before creating
their own extensive routine. The goal is for everyone to feel ownership and pride in the quality
of their performance. They can accomplish this by utilizing Sequence Maker to plan out their
routines with intentionality, "practice‐makes‐perfect", and "hard work has rewards" to fruition.
At the end, the students watch each others' performances and the teacher, as the "judge", gives
feedback to all...and everyone wins!
在这次工作坊中，学生们将新的智能卡与先前使用过的智能卡结合起来，创造出自己独特
的作品，在Plobot才艺表演中“表演”！ Plobots在演出过程中被分配了一系列挑战，以确保
Plobots为大型演出做好准备了。这些挑战有助于加强学生对新智能卡的理解，让他们有机
会在创建自己的延伸动作之前尝试不同的组合。我们的目标是让每个人都感受到自己的成
绩并为其表现感到自豪。他们可以通过利用序列制作页面来规划他们的一套动作，“练习
带来完美”以及“努力工作就有奖励”以实现目标。最后，学生观看对方的表演，老师作为
“评委”向所有人提供反馈......每个人都赢了！

Cards:卡片
Control: Play, Reset, Pause, Listen
‐ 控制：播放，重置，暂停，听
_____________________________________________________________________________________
步骤/时间内容
Introduction Hook Programming Fact
‐ : Did you know...? Where did the term “robot” come
from? The word “robot” was first used in 1921 by Czech playwright Karel Capek in his
5/5 mins play RUR, Rossum’s Universal Robots (1921)‐‐>so robots have been in the performing
arts from the start! We're just continuing the trend with the Plobot talent show!
介绍 ‐ Introduction of "Plobot Star Performer" Activity:
‐Today we are going to have a Plobot Talent Show! And each of your talented
5/5分钟 Plobots will be performing, but only with your skilled programming help! Just as with
any performance, Plobots need some warm‐up and preparation to make sure they
are ready for the big stage! First, you will have the chance to decide on your Plobots'
special talent that they are going to share, design your own "set", and then we'll
introduce some new cards for your Plobot to help them with their fancy tricks!
‐What talent does your Plobot have? ( go around in circle and each student tells the
class their Plobots' special talent)
‐‐>teacher passes out the whiteboard "sign panels" and each student designs their
background set for their Plobot’s performance (based on the theme of their Plobot's
special talent)
‐‐>teacher explains that Plobots will be spread out during warm‐ups/practice
backstage. For each successful practice, Plobot will attain a different color level to
show that the Plobot is increasing in confidence and skills to be able to perform the
final routine in front of the crowd.
‐Teacher explains that there are only certain Movement Smart Cards students can
use to help their Plobot accomplish the given tasks (identify these Movement Smart
Cards on the board and the affiliated symbols to use with Sequence Maker)
‐Teacher explains that after accomplishing each warm‐up, students should raise
their hand to indicate completion (they should not Reset until the teacher has seen
their Plobot accomplish the task!), the teacher will come witness the Plobot's
correctly‐programmed sequence, and then they can earn a new "color level"
(teacher can use the Color Smart Cards to go around and change the colors of their
Plobot‐‐>this helps motivate students)

引言关于编程事实：你知道吗？ “机器人”一词来自哪里？ 1921年，捷克剧作
家卡雷尔∙卡佩克在他的剧作“鲁尔，罗索姆的通用机器人”（1921）中首次使用
了“机器人”这个词 ‐ 所以机器人从一开始就一直在表演艺术中！我们只是继续
Plobot才艺秀的潮流！
‐ 介绍“Plobot大明星”活动：
今天我们将会有一个Plobot才艺秀！而且你们每一位才华洋溢的Plobots都会表
演，但只有在你熟练的编程帮助下！就像任何表演一样，Plobots需要一些热身
和准备，以确保他们已经准备好登上大舞台！首先，你将有机会决定Plobot将
要分享什么特殊才能，设计你自己的“舞步”，然后我们将为你的Plobot介绍一
些新的卡片，以帮助他们表演他们的花哨技巧！
‐ 你的Plobot有什么才能？（围个圈子坐，每个学生分享他们的Plobots的特殊
才能）
‐ >教师传递白板“标志牌”，每个学生为他们的Plobot表演设计舞台背景（基于
他们Plobot特殊天赋的主题）
‐ >老师解释说，Plobots将分散开在后台热身/练习。对于每一次成功的练习，
Plobot都将升等到不同的颜色水平，以显示Plobot的信心和技能正在增加，以
便能够在人群面前执行最后排练的程序。
‐ 教师解释说，只有某些运动智能卡学生可以用它来帮助他们的Plobot完成指
定的任务（识别黑板上的这些运动智能卡以及用于序列制作页面的代
符号）
‐ 教师解释说，完成每次热身动作后，学生应举手表示完成（他们不应该重制
直到老师看到他们的Plobot完成任务！），老师将会见证Plobot的正确编程序
列，那么他们将可以获得新的“颜色级别”（教师可以使用彩色智能卡进行转换
并更改Plobot的颜色 ‐ >这有助于激励学生）
Demo ‐‐> Take out one Plobot and stack of Smart Cards. Explain that we will use the
Movement Smart Cards as well as a few new Smart Cards in order to help Plobot
5/10 mins perform an excellent routine. Remind students that when they are performing the
warm‐ups and creating their final routine, they should take advantage of Sequence
示范 Maker to plan out their programming sequence.
‐‐>With help of one student volunteer, demonstrate using the Pause and Listen Smart
5/10分钟 Cards.
‐‐>Note: Pause functions similarly to the other cards in how they are used,
but for Listen: show students that Plobot will not move when in Play mode if
a Listen card has been programmed unless there is a clap very close to the
Plobot.
‐ >取出一个Plobot和一叠智能卡。解释我们将使用移动智能卡以及一些新的智能
卡，以帮助Plobot执行一项出色的工作。提醒学生，当他们正在进行热身活动并
创建他们的最终表演舞步时，他们应该利用序列制作页面来规划他们的编程序
列。
‐ >在一名学生志愿者的帮助下，演示使用暂停和听的智能卡。
‐ >注意：暂停功能与其他卡片的使用方式类似，但对于听：演示给学生
看，如果已经编程了听卡片，学生在播放模式下Plobot不会移动，除非有非常接
近Plobot的拍手声。
Activity ‐‐
>Direct students to get into pairs (they can do the warm‐ups together, alternating
which stage they use, and then they can collaborate to make 2 separate final
35/45 mins performances at the end)
活动 Sequence Maker, and a pencil. Assign each pair to bring their stages to different
areas of the room (teacher tapes down the stages to the floor to make it a fixed
35/45分钟 station).
‐‐>Teacher (using funny/silly "announcer voice" as if the host of the big talent show
event) helps walk students through series of different "warm‐ups", describing the
warm‐up and then going around to check that their Plobots have done it correctly,
and changing Plobot's color according to the warm‐up they've completed (as shown
on the slides)
‐‐>Go around and help pairs program; give encouragement! They will be getting
acquainted with the new cards so they might need reminders/hints
‐‐>After series of warm‐ups, students get about 5 minutes to come up with their own
original routine for Plobot to perform at the grand finale of the Plobot Talent show.
Students will be asked to present their routine and to demonstrate it in front of the
class.
‐Remind students not to "reset" their Plobots once they've finished programming the
routine. Their Plobot should be ready when they go up for their turn. Also remind
them that they should be using their Sequence Maker to record their Plobot’s
masterpiece so that the judge can review it.
‐‐>When time is up, direct students to clean everything up and bring it to the teacher
neatly (except for their stage, Sequence Maker, their Plobot, and the Play card)
‐‐>It's showtime! Arrange chairs in "audience" formation around the "grand stage" at
the front. Teacher should be using the "announcer voice" very intensely to make it
feel like a real show!
‐Each student goes up, gives their Sequence Maker to the judge, sets up their stage,
presents their Plobot Performer with a brief description of their talent, then scans
Play for the show!
‐‐>encourage only positive feedback‐ kids should cheer each other on!

‐ >指导学生俩俩一组（他们可以一起做热身，交替使用他们的舞台，然后他们
可以合作在最后做出两个单独的表演）
‐ >指导每一组学生，每次一组，拿一个Plobot和一叠智能卡，一张序列制作页
面和一支铅笔，并分配每一组到教室的不同区域。（教师将舞台用胶带粘在地
板上）。
‐ >老师（使用有趣/愚蠢的“播音员声音”，就好像大型才艺表演活动的主持人一
样）描述热身活动，帮助学生走过一系列不同的“热身”，然后检查他们的
Plobots已经做得正确，并根据他们完成的热身活动来改变Plobot的颜色（如幻灯
片所示）
‐ >四处走动，帮助每组编程；给予鼓励！他们将熟悉新卡，他们可能需要提醒/
提示
‐ >经过一系列的热身活动后，给学生们大约5分钟的时间制作自己的原创节目
，在后面的Plobot才艺表演演出。学生将被要求呈现他们编程的舞步，并在课堂
上展示。
‐ 提醒学生在完成程序编程后不要“重置”他们的Plobots。当轮到他们时，他们的
Plobot应该准备好。同时提醒他们，他们应该使用序列制作页面记录他们的
Plobot的杰作，以便评审可以查看它。
‐ >当时间到了时，指导学生将所有东西都清理干净并整齐地带给老师（除了他
们的舞台，序列制作页面，他们的Plobot和播放卡）
‐ >表演时间到啦！在前台“大舞台”周围将椅子排成观众席。老师用非常强烈地
使用“播音员的声音”，使其感觉像真正的节目！
‐ 每个学生都上前，将他们的序列制作页面交给评审，设置他们的舞台，简要
介绍他们的Plobot大明星的才能，然后使用‘播放’开始演出！
‐ >鼓励正面的反馈 ‐ 孩子们应该互相鼓励！
5/50 mins
‐‐>
if time: Do a silly, but positive feedback critique of each performance,
收拾 + 回顾 assigning different titles to each performer (e.g. Most Colorful, Most Elegant,
Most Movement, etc). If not enough time, just do a brief description of the
5/50分钟 whole show, how much talent and creativity and skill it displayed, and how
everyone is a winner!

‐‐>
See you next time, Plobot programmers!


‐ >“如果”时间：对每个表演做一个愚蠢但正面的反馈，为每个表演者取
不同的头衔（例如最炫彩，最优雅，最活跃等等）。如果时间不够，只对整个
演出做一个简短的描述，活动中大家展现了才能、创造力和技巧，以及每个人
都是赢家！

‐ >下次见，Plobot程序员！

Workshop 22: Plobot Playground!
工作坊22：Plobot游乐场！

Objectives: 目标
Students dive deeper with the Pause and Listen Smart Cards they were introduced to in the
Plobot Star Performer workshop. Students become proficient users of these cards and use them
interactively with peers.
学生们更深入了解Plobot大明星工作坊中介绍的暂停和听智能卡。学生精通使用这些卡片
，并与同伴互动使用它们。

• Start understanding the flow of software by the introduction of conditionals
• Become fluent with the inputs that a machine can have
● 通过介绍条件开始了解软件的流程
● 深入了解机器可以拥有的输入

Preparation: 准备




In this workshop, students reinforce programming knowledge by spiraling back to the talent
show lesson during which students were introduced to Pause and Listen Smart Cards. This
lesson pulls on the memory of students to use these cards again to help Plobot learn games at
the park instead of singing and dancing in a performance. Students see that the same cards can
have many purposes according to different scenarios. Ultimately, students get to engage more
deeply with the Smart Cards, incorporating teamwork and collaboration into the use of the
cards and using them with more fluency.
在工作坊8中，学生们通过回顾才艺表演那堂工作坊中使用到的暂停和听智能卡，来加强
编程知识。本课将唤起学生记忆，再次使用这些卡，帮助Plobot在公园学习游戏，而不是
在表演中唱歌跳舞。学生们会看到，根据不同的场景，相同的卡片可以有很多目的。最终
，学生们可以更深入地参与智能卡，将团队合作和作融入到卡片的使用中，并以更流畅的
方式使用它们。

Cards:卡片
Sensor: Listen
‐ 控制：播放，重置
‐ 感觉：聆听
_____________________________________________________________________________________

步骤/时间内容
Introduction ➢ Overview of previous lessons :
○ Q: Who remembers how to use the Pause Smart Card?
10/10 mins ○ Q: Who remembers how to use the Listen Smart Card?
➢ ‐Introduction of "Plobot Playground" Activity:
介绍 ○ Today Plobot is going to the park with his friends. Plobot loves the
park, but he doesn't know how to play any games. We're going to
10/10分钟 help program Plobot to use the park to the fullest to play a fun
game!
○ Q: what are some games you play at the park? Why might we need
“Pause” and “Listen” to play these kinds of games?
➢ 前几课概述：
○ 问：谁记得如何使用暂停智能卡？
○ 问：谁会记得如何使用聆听智能卡？
➢ ‐ “Plobot游乐场”活动简介：
○ 今天Plobot将和他的朋友一起去公园。 Plobot喜欢公园，但他不
知道如何玩任何游戏。我们将帮助编程Plobot，充分利用这个公
园来玩一个有趣的游戏！
○ 问：你在公园玩什么游戏？为什么我们需要“暂停”和“听”来玩这
些类型的游戏？
Activity: Simon ➢ We’re going to play Simon Says and then we will teach Plobot how to play.
Says without Does everyone know how to play Simon Says?
Plobot Simon Says Game
➢ Set‐Up: Direct kids to form a circle around the teacher, no Plobots involved
活动：西蒙说没 ➢ Game Directions:
有Plobot ➢ The teacher first plays the role of "Simon". Simon stands in the middle of the
circle of players and gives instructions (usually physical actions such as "jump
in the air" or "stick out your tongue") to the other players.
○ Players should follow only if Simon first says the phrase "Simon
says". For example, if Simon calls out, “Simon says jump in the air”
then all players must jump in the air. Anyone that does not follow
the instructions or gets the instructions wrong is out of the game
○ If Simon does not first say, “Simon says…”, players should not follow
the instructions and instead remain still. Players that follow the
instructions are out of the game. For example, if Simon calls out,
“Jump in the air” without first saying “Simon says”, any player that
jumps in the air is out.
○ The last remaining player in the game is the winner. The teacher can
play another round of the game and choose to have the winner of
the last round to be Simon giving instructions from the center of the
circle to the rest of the players.
○ This games invites to two reflections: one is that these instructions
are given as code and we can follow instructions as machines; the
other one is that when orders are transmitted they might be
misunderstood or executed incorrectly.
➢ 我们要玩“西蒙说”，然后我们要教Plobot怎么玩。每个人都知道如何玩
“西蒙说”吗？
西蒙说游戏
➢ 设置：指导孩子围绕老师形成一个圈子，先不加入Plobots
➢ 游戏路线：
➢ 老师首先扮演“西蒙”的角色。西蒙站在学生圈圈的中间，并给出指示
（通常是“跳到空中”或“伸出舌头”等身体动作）。
○ 只有西蒙首先说“西蒙说”这个短语时，玩家才应该遵循。例如，
如果西蒙喊出来，“西蒙说跳到空中”，那么所有的玩家都必须跳
起来。任何不遵循指示或做错指示的人都将被淘汰
○ 如果西蒙没有先说，“西蒙说......”，玩家不应该按照指示，而是
保持不动。遵循指示的玩家将被淘汰。例如，如果西蒙在没有先
说“西蒙说”的情况下喊出“跳到空中”，那么任何跳到空中的玩家
都将被淘汰。
○ 游戏中最后剩下的玩家是赢家。老师可以再玩一次，并选择让最
后一轮的获胜者当西蒙，从圈子中心向其他玩家发出指示。
○ 这个游戏引导两种思考：一种是这些指令就像是代码，我们可以
像机器一样执行指令；另一个是当指令被传送时，它们可能会被
误解或被错误地执行。
Demo ➢ Take out one Plobot and stack of Smart Cards. Explain that we will review
how to use the Pause and Listen Smart Cards
5/15 mins ➢ With help of one student volunteer, demonstrate using these cards.
Demonstrate using Sequence Maker to plan the programming as well.
示范 ➢ 拿出一个Plobot和一叠智能卡。解释我们将回顾如何使用暂停和收听智
能卡
5/16分钟 ➢ 在一名学生志愿者的帮助下，展示使用这些卡片。演示如何使用序列制
作页面来规划编程。
Activity: Simon
Says with Plobot ➢ Direct them to get a Plobot, a stack of Smart Cards, a Sequence Maker, and a
pencil, and assign each pair to a specific location in the classroom
25/40 mins ➢ Here we describe a Plobot version of “Simon says”, but it can be easily
adapted to other games.
活动：西蒙对 ➢ First describe the goal of the game and directions for the game
Plobot说 ➢ Then go around and help pairs program; give encouragement until game is
complete
25/40分钟 Simon Says with Plobot
➢ Set‐Up: Plobots form a circle around the teacher with Plobot
➢ Game Directions:
○ Similar to how we just played the game, the teacher or a volunteer is
in the middle of the circle, this time with a Plobot.
○ Simon will program Plobot using the Movement Smart Cards, and
then execute the instructions with the Play Smart Card.
○ If Simon says, “Simon says” before swiping the Play Smart Card, then
the players should follow the instructions, otherwise their Plobot
should not move.
○ If any Plobots around the circle do not follow the same movements
of Simon’s Plobot or if any Plobots move when Simon does not say
“Simon says”, then that Plobot is out of the game and does not
continue play.
○ The last remaining remaining Plobot is the winner.
➢ Programming Rules:
○ Simon begins the game with 1 Movement Smart Card, and with each
turn, adds one more Movement instruction. For example, the first
time Simon begins with Go Ahead and then Play. The second time,
Simon does not Reset Plobot and instead scans the Left Movement
Smart Card. Then when Simon scans Play, Plobot moves ahead 1
space and then turns left. The third time, Simon scans Plobot with
another Movement Smart Card so Plobot will perform 3 instructions.
Simon continues to scan 1 more movement card until the game is
over.
○ The players around the circle will watch Simon’s Plobot. First they
will program Plobot to “Listen” by scanning the Listen Smart Card.
■ If Simon says “Simon Says” before scanning Play, then the
players around the circle must program their Plobot to copy
Simon’s movements. If they fail to follow each movement,
then they are out of the game.
■ If Simon does not say “Simon Says”, the each player will
keep their Plobot still by scanning the Pause Smart Card for
each movement Simon’s Plobot performs. So if Simon’s
Plobot moves 3 times, then the player should scan Pause 3
times.
■ Each player then resets their Plobot after each turn. Unlike
Simon, each player will reprogram the entire sequence each
turn.
➢ 指示学生拿一个Plobot和一叠智能卡，一张序列制作页面和一支铅笔，
并分配每一组到教室的特定位置。
➢ 这里我们描述一个Plobot版本的“西蒙说”，但它可以很容易地适配其他
游戏。
➢ 首先描述游戏的目标和游戏的方向
➢ 然后来回帮助每组编程；给予鼓励，直到游戏结束
西蒙与Plobot说
➢ 布置：用Plobot在老师周围围成一个圆圈
➢ 游戏路线：
○ 与我们刚刚玩游戏的方式类似，老师或志愿者在圈子中间，这次
是跟着一个Plobot。
○ 西蒙将使用运动智能卡对Plobot进行编程，然后使用播放智能卡
执行指令。
○ 如果西蒙在刷智能卡之前说“西蒙说”，那么玩家应该遵循指示，
否则他们的Plobot不应该移动。
○
如果圈子中的任何Plobot不遵循西蒙的Plobot的相同动作，或者
如果任何Plobot在西蒙没说“西蒙说”时移动，那么Plobot就会退
出游戏并且不继续游戏。
○ 最后剩余的Plobot是赢家。
➢ 编程规则：
○ 西蒙以1张移动智能卡开始比赛，每完成一轮，再增加一条移动
指令。例如，西蒙首次以前进和播放开始。第二次，西蒙不重置
Plobot，而是扫描左移动智能卡。然后当西蒙扫描Play时，Plobot
将前进1个空格然后左转。第三次，西蒙用另一个运动智能卡扫
描Plobot，所以Plobot将执行3条指令。西蒙继续扫描另外1张运
动卡，直到比赛结束。
○ 圈圈里的玩家将先观看西蒙的Plobot。首先，他们将通过扫描聆
听智能卡来编程Plobot以“收听”。
■ 如果西蒙在扫描播放之前说“西蒙说”，那么圈子周围的
玩家必须编程他们的Plobot来复制西蒙的动作。如果他们
没有遵循每一个动作，那么他们就被淘汰。
■ 如果西蒙没有说“西蒙说”，每个玩家将在西蒙的Plobot执
行的每个动作的时候，扫描暂停智能卡来保持他们的
Plobot不动。所以如果西蒙的Plobot移动3次，那么玩家应
该扫描3次暂停。
■ 每个玩家在每次回合后重置其Plobot。与Simon不同，每
个玩家都会在每一回合重新编程整个序列。

Clean Up + ➢ Give students a 5 minute warning to finish up the activity
Review ➢ Ask them to check that they have all the Smart Cards and return the cards
and Plobot to a designated space before cleaning up the room and returning
10/50 mins supplies.
➢ Gather students together for a time of reflection.
收拾+回顾 ➢ What did you learn today?
➢ What was your favorite part of the activity?
10/50分钟 ➢ Have fun in the park, Plobots! And see you next time, Plobot programmers!
➢ 活动结束前5分钟提醒学生完成活动
➢ 请他们检查他们是否拥有所有的智能卡，并在清理教室和返还用品之前
先将卡片和Plobot归还到指定的地点。
➢ 聚集学生一起思考。
➢ 你今天学到了什么？
➢ 你最喜欢的活动是什么？
➢ 在公园玩得开心，Plobots！下次见，Plobot程序员！

Workshop 22: Plobot at the Beach!
工作坊22：海滩上的Plobot！

Objectives: 目标
Students learn the basics of "looping" and the use of sensors and apply this knowledge to
program Plobot to "repeat". Students practice teaching Plobot to "think" for itself by using the
Store and Repeat Smart Cards.
学生学习“循环”和使用传感器的基础知识，并将这些知识应用于编程Plobot以“重复”。学
生通过使用储存和重复智能卡实践让Plobot“自我思考”。

• Students learn the basics of using loops as a programming structure
• Understand the iterative nature of computational thinking
● 学生学习使用循环作为编程结构的基础知识
● 理解计算思维的迭代本质

Preparation: 准备



白板“标志牌”，记号笔和胶带准备在教室前面

In this workshop, students learn how and why to use the new Store and Repeat Smart Cards in
the context of teaching Plobot how to swim at the beach. Students will incorporate their
knowledge of how to use previously‐used Smart Cards “sandwiched” inside of the Store Smart
Card, and see how they can repeat programmed functions. With the Plobot having to practice
each swimming stroke many times ("repeating" them, so to speak), the workshop also reinforces
the idea of practicing and trying until you get it right, and that there is no such thing as failure,
only learning lessons and trying again.
在这个工作坊，学员将学习如何以及为什么在教Plobot如何在沙滩游泳时，需要使用新的
储存和重复智能卡。学生将融入他们关于如何将前面用过的智能卡“夹在”储存智能卡内的
知识，并了解他们如何使用重复编程功能。由于Plobot不得不多次练习游泳划水动作（可
以这么说，“重复”），工作坊还强化了练习和尝试，直到你做对的概念，并且没有失败的
事情，只有学习经验教训并再次尝试。

Cards:卡片
‐ 控制：播放，重置，储存，重复
_____________________________________________________________________________________

步骤/时间内容
Introduction New concepts
‐ :
‐Q: What is a loop? (A: a repetition of a sequence again and again)
5/5 mins ‐‐>show unplugged video for Looping and practice the dance in the video:
https://studio.code.org/s/course1/stage/12/puzzle/1
介绍 ‐Q: What is a sensor? (A: detecting something and reacting to it)
‐ Introduction of "Plobot at the Beach" Activity:
5/5分钟 ‐Today Plobot is visiting the beach for the first time! Have you been to the
beach before? What do you think is one of the main activities to do at the
beach?
‐‐>
students share ideas...eventually arrive at swimming as main activity
‐‐>But, the thing is, Plobot doesn't know how to swim! So we have to teach
Plobot what to do! How do we learn new things? How can Plobot learn to
swim quickly?
‐‐>students share ideas. Arrive at the idea that Plobot needs to PRACTICE.
And we can help Plobot practice by programming Plobot with the Store and
Repeat Smart Cards. We will help teach Plobot to swim through a series of
practice challenges. Students have to use the Store the Repeat Smart Cards.
Plobot needs to pass the swim test with the lifeguard before swimming in the
ocean without any help!

‐ 新概念：
‐Q：什么是循环？（A：一次又一次地重复一个序列）
‐ >显示未插入的循环视频并练习视频中的舞蹈：
‐Q：什么是传感器？（答：探测一些东西并对它作出反应）
‐ 介绍“海滩上的Plobot”活动：
今天Plobot第一次参观海滩！你以前去过海滩吗？你认为在沙滩上做的
主要活动之一是什么？
‐ >学生分享想法......最终引导出‘游泳’为主要活动
‐ >但是，问题来了，Plobot不知道如何游泳！所以我们必须教Plobot该
做什么。我们如何学习新事物？ Plobot如何快速学会游泳？
‐ >学生分享想法。总结出Plobot需要多多练习。我们可以通过使用储存
和重复智能卡对Plobot进行编程来帮助Plobot练习。我们将帮助Plobot通过一系
列练习挑战，教会Plobot游泳。学生必须使用储存、重复智能卡。 Plobot必须要
通过救生员的游泳测试，才能在海里单独游泳！
Demo ‐>Take out one Plobot and stack of Smart Cards. Explain that we will use the
Movement Smart Cards “sandwiched” between the Store Smart Card. Use
5/10 mins the Repeat Smart Card to loop or repeat the stored sequence. Using the
Repeat Smart Card 1 time will repeat the loop 1 time, if the Repeat is used 2
示范 times, the loop is repeated 2 times... Use Sequence Maker to lay out the
programming plan
5/10分钟 ‐‐>With help of one student volunteer, demonstrate how to use the Store
Smart Card as a "sandwich". Demonstrate using Sequence Maker to plan the
programming as well

‐ >取出一个Plobot和一叠智能卡。解释我们将使用移动智能卡“三明治”
夹在储存智能卡之间。使用重复智能卡做循环，或重复存储的序列。使
用重复智能卡1次将重复循环1次，如果使用重复2次，循环重复2次...使
用序列制作页面来编排编程计划
‐ >在一名学生志愿者的帮助下，演示如何将储存智能卡用在“三明治”。
演示如何使用序列制作页面来规划编程
Activity ‐‐
25/25 mins Sequence Maker, and a pencil, and assign each pair to a specific location in the

活动 classroom with a whiteboard taped to the ground at the place that is the Plobot's
"practice pool"
25/25分钟 ‐‐>Go through each challenge level, working with the group step by step (see
powerpoint)
‐‐>Go around and help pairs program; give encouragement!
‐‐>After each challenge is completed, students raise their hand to indicate
completion. Teacher goes over to see the Plobot perform (according to the students'
Sequence Maker); once the teacher verifies completion, teacher can change their
Plobot's color to indicate that Plobot can move to the next level (see slides to know
which color corresponds to which level)

‐ >指导学生俩俩一组
和一支铅笔，并分配每一组到教室的特定位置，并将白板贴在地上当作Plobot的
“练习池”。
‐ >通过每个挑战级别，与同学合作，一步一步完成任务（请参阅powerpoint）
‐ >每次挑战完成后，学生举手表示完成。老师去看Plobot表演（根据学生的序
列制作页面）;一旦教师确认完成，教师可以改变他们的Plobot的颜色以表明
Plobot可以进阶到下一个等级（参见幻灯片以了解哪个颜色对应于哪个等级）
Review
teacher goes from pair to pair giving them the final swim test (challenge
10/50 mins four‐‐>purple level in powerpoint)
,
pretending to be the "lifeguard"

收拾 + 回顾 Ask them to check that they have all the Smart Cards and return the cards and Plobot
10/50分钟 Gather students together for a time of reflection.
What was your favorite part of the activity?

Enjoy the ocean, swimmer Plobots! And see you next time, Plobot programmers!


老师巡视从每组，给他们做最后的游泳测试（挑战四 ‐ >紫色水平），装假成
“救生员”


享受海洋，游将Plobots！下次见，Plobot程序员！






Workshop 23: A red Envelope
工作坊23：红包

Objectives: 目标
Students will use Movement Smart Cards to instruct Plobot to collect envelopes. Students can see that
technology and programming can be applied in culturally relevant ways and can be used to learn cultural
awareness.
学生将使用运动智能卡指示Plobot收集信封。学生可以看到，技术和编程可以用文化相关的方式
应用，并可用于学习文化意识。

● Students are introduced to the concept of social robotics and assistive technology
● To use a set of instructions to reinforce culturally relevant ideas
● To practice empathy with others within society
● 向学生介绍社交机器人和辅助技术的概念
● 使用一套指令来强化文化相关的想法
● 对社会上的其他人有同理心

Preparation:准备
workshop location) bring thumb drive with most‐updated version of workshop powerpoint computer;
tape

For this Workshop ‐> 此次工作坊准备
Markers and/or sketch pens and scissors to make their own envelope
City map
记号笔和/或素描笔和剪刀来制作自己的信封
城市地图


For this Workshop ‐> 此次工作坊布置
Whiteboard "sign panels", paper, markers, sketch pens, pencil, scissors, and tape at the front of the
class
白板“标志牌”，纸张，记号笔，素描笔，铅笔，剪刀和胶带在教室的前面

In this workshop, students program Plobot to collect red envelopes. They will make their own envelopes
using the materials provided. Then they place their envelopes in different locations. Later, using the
Movement Smart cards, students program Plobot to navigate their hometown and retrieve their
envelopes.
在这个工作坊上，学生编程Plobot收集红包。他们将使用所提供的材料制作自己的信封。然后他
们将信封放在不同的位置。之后，学生们使用运动智能卡程序对Plobot编程，让他们在家乡进行
游览并找回他们的信封。

Cards:卡片
Movement: Go Ahead, Go Back, Turn Left and Turn Right

步骤/时间内容
Hook Programming fact Did you know…? Robots are learning to socialize more with people. MIT’s
Personal Robotics Group has built the latest, smartest, cutest and
编程事实引言 squishiest social robot named
Tega. Tega has been helping preschoolers
learn Spanish by providing them with feedback and introducing new
Spanish words to them.

你知道吗…？机器人正在学习更多地与人交往。麻省理工学院的个人
机器人技术小组已经构建了最新，最聪明，最可爱，最潮，名为
Tega的社交机器人。 Tega一直帮助学龄前儿童学习西班牙语，向他
们提供反馈并向他们介绍新的西班牙语单词。
Introduction Introduce the concept of social robotics
“How can we make a robot act like a social human being? How can we
5/5 mins make the human‐robot relationship more authentic? How can robots
have relationships with kids? The answer to these questions is social
介绍 robotics. It is basically a field of robotics that concentrates on the
development of robots that interact socially with humans. For eg: Tega
5/5分钟 made by the MIT group”
“It’s Chinese New Year. You’re all in the city waiting for the red envelopes
from your elders. Your homes are quite far. So, you have to program
Plobot to go to your home and bring the red envelope with your name on
it.”
Ask these questions to the students and list their answers on the
whiteboard
How can you get your Plobot to go to your home?
What does your hometown look like?
We do not have any red envelopes here. How are we getting them for
this activity?
How will Plobot fetch your red envelope and later bring it back?
Reflect on the answers from the students
Introduce these ideas to the students:
They can use Movement Smart Cards to program Plobot to go to their
hometown.
They can design their own hometown by putting building bricks on the
city map
Students can design their own red‐envelopes
Optionally, the teacher can decide to use a Smart Card to indicate the
gesture that Plobot has picked up something. For example, a Color Smart
Card could mean “Gong‐Xi Fa‐Cai” and another one “Hong‐Bao Na Lai”

介绍社交机器人的概念
“我们怎样才能使机器人像一个社会人类一样行动？我们如何才能使
人与机器人的关系更真实？机器人如何与孩子建立关系？这些问题
的答案是社交机器人。它基本上是一个机器人领域，专注于开发与
人类社交互动的机器人。例如：MIT集团制造的Tega“
介绍活动
“现在是中国新年。你们都在城里，等待着你们长辈的红包。你的家
很远。所以，你必须编程Plobot去你家，带上你的名字的红包。“
向学生询问这些问题，并在白板上列出他们的答案
你怎么能让你的Plobot去你家？
你的家乡是什么样的？
我们这里没有红包。我们要如何找到红包让他们参与这项活动？
Plobot如何取回你的红包，然后再将它带回来？
反思学生的答案
向学生介绍这些想法：
他们可以使用运动智能卡编程Plobot去他们的家乡。
他们可以通过在城市地图上放置积木来设计自己的家乡
学生可以设计自己的红包
选择性的，教师可以决定使用智能卡来指示Plobot拾取某物的姿势。
例如，一张彩色智能卡可能意味着“恭喜发财”，而另一个则是“红包
拿来”
Movement Smart Cards to help Plobot collect the red envelopes.
5/10 mins With the help of one student volunteer, demonstrate instructing Plobot
to head towards their home (use city map as the hometown) and pick up
示范 the envelope (use a piece of paper as an envelope for now).

5/10分钟拿出一个Plobot和一叠智能卡。解释我们将使用运动智能卡来帮助
Plobot收集红包。
在一名学生志愿者的帮助下，指示Plobot前往他们的家（使用城市地
图作为家乡）并拿起信封（现在先用一张纸作为信封）。
Make Envelopes Direct students to get into pairs ‐ or optionally they can work
individually.
10/20 mins
“Now you’ll have to design a red envelope with your partner. You can
制作红包 make one together or make your own. Make sure that you have at least
one design. Also, choose the hometown you will visit or you can pick a
10/20分钟 team name and write it on your envelope.”
Show the materials that will be provided to the students to make their
envelope (paper, pencil, sketch pens, scissors, tape)
Distribute the materials to the students
2 sheets of paper (students can ask for more if they need them)
2 pencils (one for each in team)
1 scissor
1 tape
1 pack of sketch pens

引导学生配对 ‐ 或者选择单独工作。

“现在你必须和你的搭档一起设计一个红包。你可以让一个人在一起
或自己做。确保你至少有一个设计。另外，选择你将要访问的家乡
，或者你可以选择一个团队名称并将其写在你的信封上。“
展示将提供给学生制作信封的材料（纸，铅笔，素描笔，剪刀，胶
带）
将材料分发给学生
2张纸（如果需要他们，学生可以要求更多）
2支铅笔（每组一支）
1把剪刀
1卷胶带
1包素描笔
Activity Collect the envelopes from each team
Ask students if they want to add some obstacles on the city map, which
25/45 mins is going to be their hometown, using building bricks
Place the red envelopes of each team to the different parts of the
活动 hometown
Students from each team plan on how to get Plobot to collect the
25/45分钟 envelope with their name and bring it back to the students
Students program their Plobot
Students use Movement Smart Cards to program Plobot to move around
their hometown

收集每个团队的信封
询问学生是否想在城市地图上添加一些障碍物，这些地图将成为他
们的家乡，并使用积木
将每个团队的红包放在家乡的不同地方
来自每个团队的学生计划如何让Plobot收集有他们的名字的红包并将
其带回给学生
学生为他们的Plobot编程
学生使用运动智能卡编程Plobot在家乡周围移动
returning supplies.

Note: this lesson is an effort to be inclusive culturally and tries to give the group a plurality of examples.
We normally teach in an environment that speaks English but a majority is Chinese. Everything used in
here could be replaced by a mexican taco or a Christmas gift. It’s upon the teacher’s criteria to find a
suitable approach for the class.
注：这一课是富含包容性的文化，并试图给小组多个例子。我们通常在讲英语的环境中教书，但
大多数人是中国人。这里使用的所有东西都可以用墨西哥炸玉米饼或圣诞礼物来代替。这是根据
老师的标准为班级找到合适的方法。


Workshop 24: Make your own dance
工作坊134：编自己的舞蹈

Objectives: 目标
Students are introduced to choreography, and are given a task to program their Plobot to dance. They
dive deeper into programming in sequence using different Sound Smart Cards. Students combine Sound
with other Smart Cards to ultimately grasp that the programming is not only about movement but can
also include an assortment of functions in different categories.
介绍给学生舞蹈编排，并给他们一个任务来编排他们的Plobot跳舞。他们更深入地使用不同的声
卡进行编程。学生们将声音和其他智能卡结合起来，最终掌握了编程不仅仅是运动，还可以包括
不同类别的各种功能。

● Students learn to use different Sound Smart Cards and become familiar with sequential
programming
● They will practice to express themselves and their feelings using technology as a medium
● 学生学习使用不同的声卡，并熟悉顺序编程
● 他们将练习用科技作为媒介来表达自己和他们的感受

Preparation:准备
Always ‐>
Check that all Plobots are charged, functioning properly, and have all required pieces and
cards

For this Workshop ‐>
此次工作坊准备‐ > 为所有学生提供足够的空白纸（为了以防万一，总是要有额外的草稿纸！）


此次工作坊布置‐ >在教室前面准备好一叠序列制作页面;随时准备使用的“标志牌”，胶带和白板记
号笔

In this workshop, students program Plobots to choreograph a dance. Students work collaboratively with
their team members to create a sequence of movements and sounds and can even include Sensor Smart
Cards. When executed together, their Plobots perform a synchronized dance. This workshop allows
students to learn more about working with sequences.
在这个工作坊上，学生编程Plobots来做舞蹈编排。学生与他们的团队成员共同合作，创建一系列
动作和声音，甚至可以包含传感器智能卡。当一起执行时，他们的Plobots同步一起舞蹈。本次工
作坊让学生更多地了解如何使用序列。

Cards:卡片
Sensor: Feel, Listen, See
感觉：感受，聆听和看

步骤/时间内容
Hook Programming fact Did you know…? A French company named Aldebaran has built 2
dancing robots‐ Max and Ben. These robots have been used by the
编程事实引言 researchers at University of Birmingham to help the autistic children in
developing their social and communication skills. These robots can
dance, interact with people and even play games.
Another good example to show in class would be Festo Robotics, and
other bio‐inspired designs that connect the dots between what is
organic and what is man made.
你知道吗…？一家名为Aldebaran的法国公司建造了2个跳舞机器人
‐‐Max和Ben。这些机器人已被伯明翰大学的研究人员用来帮助自闭
症儿童发展他们的社交和沟通技巧。这些机器人可以跳舞，与人互
动，甚至玩游戏。
在课堂上展示的另一个很好的例子是Festo Robotics，和其他将有机
物和人造关联起来的生物启发式设计。
Introduction Ask these questions to the students
What is coding? (A: Coding also known as programming is writing the
5/5 mins step by step instructions in a Computer that tell it what to do)
What is choreography? (A: Choreography is the step by step
介绍 movements that are done by dancers in a performance)
Is there any similarity between coding and choreography? (A: Yes. In
5/5分钟 fact, they are pretty much the same. For example: when you’re
performing a dance, you follow certain steps and movements. You
break down your entire performance into different sequences which
have to be connected to all the other sequences. It’s the same with
coding. Like dancing, you have to use a stepwise approach and break
down the problem into sequences.)
Introduce the activity to the students
“Today, we will choreograph a dance with the help of your Plobot. Yes,
you will be making a dancing robot. Your Plobot will create a certain
tempo with your help. Later, based on the tempo, you’ll choreograph a
dance with your partner. ”
Introduce the concept of sequence
What is sequence?
“Computer is a dumb machine. It cannot think, make decisions and
carry out actions based on the need as human beings. Rather, it takes
instructions from the human beings and does only what we tell it to do.
So, it’s very important to give clear instructions to the computer that
too in a proper order. The order that commands are executed by the
computer is called sequence. Sequence allows us to carry out task that
has multiple steps. Even in today’s activity, when you’re teaching Plobot
how to dance, it’s very important that you break down the
choreography into proper sequences. ”

向学生提这些问题
什么是编码？（答：编码也称为编程，是在计算机中编写一步一步
的指令，告诉它该怎么做）
什么是编舞？（答：编舞是舞者在表演中一步一步的动作）
编码和编舞有没有相似之处？（答：有的，事实上，他们几乎是一
样的，例如：当你跳舞的时候，你要遵循某些步骤和动作，把你的
整个表演分解成不同的序列，这些序列必须连接到所有的其他序列
，这与编码是一样的，就像跳舞一样，你必须用逐步的方法将问题
分解成序列。）
向学生介绍活动
“今天，我们将在你的Plobot的帮助下编舞。是的，你会制作一个跳
舞机器人。你的Plobot会在你的帮助下创造出一定的节奏。之后，
根据节奏，您将与你的伙伴共同编舞。 ”
介绍序列的概念
什么是序列？
“计算机是一台愚蠢的机器。它不能思考、做出决定，并采取人类
会做的行动。相反地，它需要来自人类的指示，并且只做我们告诉
它做的事情。因此，以正确的顺序给计算机提供明确的指示是非常
重要的。命令由计算机执行的顺序称为序列。序列使我们能够执行
具有多个步骤的任务。即使在今天的活动中，当你在教Plobot如何
跳舞时，将舞蹈编排成适当的序列是非常重要的。 ”
Demo Take out one Plobot and the Smart Cards. Explain that we’ll use the
Sound Smart Cards along with Pause Smart Card to set the beat for the
10/15 mins dance
With the help of one student volunteer, demonstrate setting the beat
示范 by using the Sound Smart Cards and Pause to create.
Based on the beat, do some hand/body movements
10‐15分钟
拿出一个Plobot和一叠智能卡。解释我们将使用声卡和暂停卡设置
跳舞节奏
在一位学生志愿者的帮助下，通过使用声卡和暂停卡设定节拍。
基于节拍，做一些手/身体动作
Activity I Students form groups of 2.
Each group works on programming Plobot to create a beat using the
10/30 mins Sound Smart Cards.
Based on the beat, students from each group create their own dance
活动一 movements.
Students then work on making Plobot dance by combining Sound,
10‐30分钟 Movement, Control, and even Sensor Smart Cards.

学生2人组成一组。
每个小组都致力于使用声卡创建节拍来编程Plobot。
根据节拍，每组学生创建自己的舞蹈动作。
然后，学生通过结合声音，移动，控制甚至传感器智能卡来编排
Plobot舞蹈。
Activity II Students present their work to the class
Encourage students to dance along with Plobot
20/45 mins The dancers try to follow Plobot’s dance sequence
To make it more fun, add points to the team if they add their own
活动二 dance movements

20/45分钟学生将他们的作品呈现给全班
鼓励学生与Plobot一起跳舞
舞者试图遵循Plobot的舞蹈序列
让它更有趣点，如果他们添加了自己的舞蹈动作，可以给小组添加
分数



Workshop 25: The trading fair!
工作坊25：交易市集！

Objectives: 目标
Students are introduced to the concept of cryptocurrency. Later, they work on creating their version of
currency by playing with different Smart Cards. They use different colors to represent different stages of
buying products.
向学生介绍加密货币的概念。之后，他们通过玩不同的智能卡来创建他们的货币版本。他们创建
不同的颜色组合，以表示购买产品的不同阶段。

● Students create goods to sell in the fair
● Students use Color Smart Cards to represent different stages of buying products
● 学生将不同商品的实物组成部分在市集上出售
● 学生使用色卡创建不同的颜色组合

Preparation:准备
cards

Bring enough blank sheets of paper, building bricks, playdough, cardboard and scissors for all students
；橡皮泥；纸板；剪刀


Whiteboard "sign panels", markers, building bricks, playdough, cardboard, scissors, and tape at the
front of the class
此次工作坊布置‐ > 在教室前面准备好一叠序列制作页面; “标志牌”，胶带和白板记号笔准备好；在
一个地方安排材料（积木，橡皮泥，纸板，剪刀，胶带，铅笔和纸张）用做建设

In this workshop, students program their Plobot to visit a fair that is downtown where Plobot purchases
different goods. Students begin by creating different goods (physical components) to sell in the fair.
Later, they work with Color Smart Cards to create a combination of colors, each indicating a different
stage of action while purchasing goods. This activity allows students to understand the concept of
cryptocurrency.
在这个工作坊上，学生们将编程他们的Plobot去参观在市中心的交易市集，Plobot可以在那购买不
同的商品。最初，学生设计不同的实体商品在市集上出售。接着，他们使用颜色卡来创建各种颜
色的组合，每种颜色在购买商品时代表不同的行动阶段。这项活动让学生了解加密货币的概念。

Cards:卡片

步骤/时间内容
Introduction Introduction to the activity
“There’s a huge fair downtown. Plobot hears about the fair from its
5/5 mins friends. So, on a Saturday morning, Plobot decides to visit the fair. It is
looking forward to buying some goods too.”
介绍 “There will be two things in particular thateveryone will work on today.
1. You are going to be the organisers of the fair. In fact, you will have
5/5分钟 different stalls with different items for sell. For this, you will have to
design your own stall and make different items to sell at your stall. 2.
You’ll program your Plobot to visit the fair and help it to purchase
different goods from various stalls.
Review of the activity: ‘Plobot is your secret service agent’
Who remembers what cryptography means? (A: practice of secure
communication by using code language)
Link cryptography with the concept of cryptocurrency
What is cryptocurrency? (A: digital money that uses the concept of
cryptography to track the purchases and transfers)
Explain students that for Plobot to purchase goods at the fair, it needs
money. And in today’s activity, the students use the concept of
cryptocurrency and create their own encrypted version of money using
different functions of Plobot (eg: different colored LEDs indicating
different state of purchase)
活动介绍
“市中心有一个很大的市集。 Plobot从它的朋友那听到市集的消息。
所以，在星期六的早上，Plobot决定参观这个市集。它也期待买一
些东西。“
“今天你们都会努力做好两件事情。你们都将成为市集的组织者。事
实上，你们都会有不同的摊位与不同的物品出售。为此，你将设计
自己的摊位并制作不同的物品在摊位上出售。 2.你将编程你的
Plobot参观展会，并帮助它从各个摊位购买不同的商品。
活动回顾：'Plobot是你的秘密特务'
谁记得密码学的含义？（A：使用代码语言进行安全通信的练习）
链接加密与cryptocurrency的概念
什么是加密货币？（答：使用密码学概念追踪购买和转帐的数字货
币）
向学生解释为了Plobot在市集上购买一些商品，它需要钱。在今天
的活动中，学生们使用加密货币的概念，并使用Plobot的不同功能
创建自己的加密版本（例如：不同颜色的LED指示不同的购买状态）
Demo Take out one Plobot and stack of Smart Cards. Explain that we’ll use
Movement, Control, and Color SMart Cards to help Plobot visit the fair
10/15 mins and purchase some goods.
Demonstrate how to purchase goods
示范 Call two students to volunteer; ask one to be the shopkeeper and other
to be the buyer
10/15分钟 Take a piece of paper and ask the shopkeeper to sell it as a piece of
chocolate bar
Ask the buyer to buy the chocolate bar using colors only (Eg: red = not
interested to buy, green= interested to buy, yellow= bargain, etc.)
Note: the students are allowed to come up with their own color codes
拿出一个Plobot和一叠智能卡。解释我们将使用“运动”和“颜色”卡来
帮助Plobot参观市集并购买一些商品
演示如何购买商品
叫两个学生自愿者；一位是店主，另一位是买家
拿一张纸，并要求店主把它当作一块巧克力棒来卖
要求买方只使用颜色购买商品（例如：红色=不感兴趣购买，绿色=
有兴趣购买，黄色=讨价还价等）
注意：学生可以创造自己的颜色代码
Activity I Ask students to form groups of 2
Place the materials (cardboard, playdough, paper, sketch pens, scissor,
15/30 mins tape) in the front
Ask students to plan what materials they will use to design their stalls
活动一 and create the items to sell
Now ask students work in their team to come up with a theme for their
15/30分钟 stall/shop in the fair
请学生2人一组
将材料（纸板，橡皮泥，纸，草图笔，剪刀，胶带）放在教室前面
要求学生观察他们拿到的材料，设计他们的摊位并制作物品以供出
售
现在让学生们以团队为单位，为他们的摊位/商店设定一个主题
Activity II Students prepare a list of items that they will be selling in the fair
Ask students to come forward to gather the required materials for the
15/45 mins build
Students design the items from the list
活动二 Students can draw or make the physical components
Students from each team, after making the designs, pick a spot
15/45分钟 downtown (on the city map) to place their stall and designs
Ask students to decide on the color codes to indicate different stages
while purchasing the goods (Eg: red‐ not interested in buying, green‐
interested in buying, yellow‐ bargaining, etc.)
学生准备他们将在市集上销售的物品清单
要求学生前来获取建造摊位及商品所需的材料
学生列出设计物品清单
学生可以用绘制的，或制作实物出来
每个团队的学生在完成设计后，在市区（城市地图）选择一个地点
放置他们的摊位和设计
要求学生在购买商品时决定颜色代码以指示不同阶段（例如：红色 ‐
对购买不感兴趣，对购买绿色感兴趣，黄色讨价还价等）
Activity II Students program Plobot to move around the fair and visit stalls of their
fellow team members one at a time
15/45 mins Shopkeepers (the fellow students) sell the items from their stall
Shopkeepers observe the indicators used by Plobot (color codes For eg:
活动三 red‐ not interested, green‐ interested, yellow‐ bargain)
Shopkeepers check the code and sell their product only when the Plobot
15/45分钟 shows the right color
学生编程Plobot将其移动到市集周围，并轮流l参观他们的团队成员
的摊位
店主（同学）从摊位出售物品
店主观察Plobot使用的指标（颜色代码例如：红色 ‐ 不感兴趣，绿色
感兴趣，黄色交易）
只有当Plobot显示正确的颜色组合时，店主才会检查代码并销售他
们的产品
returning supplies.


Workshop 26: Cleaning the city
工作坊26：清洁城市

Objectives: 目标
Students work with different Smart Cards such as Movement and Sound Smart Cards to help Plobot
clean the city. They learn to break down sequences and work one at a time.
学生使用不同的智能卡，如'运动'和'颜色卡'来帮助Plobot清理城市。他们学会分解序列并一次一个
地工作。

● Students work with different program cards such as Movement and Sound Smart Cards
● Students learn to break down the sequence and work one at a time
● 学生使用不同的程序卡片，例如运动，方向，颜色
● 学生学会分解序列并一次一个地工作

Preparation:准备
cards

Paper cards (cards containing pictures of different kinds of recyclable and non‐recyclable materials like
light bulb, paper, etc.); scissors; cardboard; sketch pens
此次工作坊准备‐ > 为所有学生提供足够的空白纸（以防万一，总是要有额外的草稿纸！）;纸卡
（含有不同种类的可回收和不可回收材料如灯泡，纸等的图片的卡片）；剪刀；纸板；素描笔


Arrange the materials (paper, cardboard, scissors, pencils, sketch pens) at the front for the build (to
make bins)
此次工作坊布置‐ > 在教室前面准备好一叠序列制作页面;；“标志牌”，准备使用的胶带和白板记号
笔；在教室前面安排材料（纸张，纸板，剪刀，铅笔，草图笔）以便制作（制作垃圾箱）

In this workshop, students work on maintaining cleanliness in their city. Students learn about renewable
and nonrenewable resources. They also learn about the importance of recycling materials. Later, the
students program Plobot to collect trash and recycle recyclable materials. They do so by programming
the Plobot to see the trash, move towards it and finally collect it. When Plobot sings a song when the
trash is collected indicating that the trash has been sent for the recycling process.
在这个工作坊上，学生们致力于保持城市的清洁。学生学习可再生和不可再生资源。他们还会了
解回收材料的重要性。之后，学生们将让Plobot收集垃圾并回收可回收材料。他们通过对Plobot进
行编程来查看垃圾，向它移动并最终收集垃圾。正在收集垃圾的Plobot将通过闪LED灯，指示垃圾
已经送回回收处理。

Cards:卡片
声音：Do，Re，Mi，Fa，Sol，La和Si

步骤/时间内容
Introduction Give an introduction to the activity
“Plobot visits the city during its holidays. It is absolutely fascinated by the
5/5 mins tall buildings and colorful lights in the city. It admires how organised and
developed the city is than its hometown. However, it notices that with
介绍 increasing development, the city is losing its natural beauty. People in the
city consume so many products that are wasted and are harmful to the
5/5分钟 environment (eg: plastic cups, one time use lunch boxes, etc.). Plobot
realizes that there is no proper mechanism of recycling in the city. Plobot
wants to work on maintaining cleanliness in the city. It cannot do this
alone. It needs your support. Thus, today you all will help Plobot in
recycling the materials of the city and cleaning the city.”
Ask students to share their insights on recycling based on their personal
experiences
What do you mean by recycling? (A: converting wasteful materials into
something useful)
Do you recycle materials are home? Why? Why not?
Do you think recycling is required? What is the importance of recycling?
Listen to what students have to say. Link the importance of recycling to
the protection of environment. Write the key on the board.
Talk about the serious problems arising due to the continous decline of
natural resources and introduce what it means by renewable and
nonrenewable resources.
What are renewable resources? (A: resource like water, air, sun, paper,
etc. that can be used repeatedly and replaced naturally)
What are non‐renewable resources? (A: any resource that cannot be
replaced naturally)
“Not all materials can be recycled. Materials like organic waste, paper,
aluminium, cardboard, etc can be recycled. Whereas, materials like
disposable cups and plates, light bulbs, bottle caps, etc. cannot be
recycled
介绍活动
“Plobot在放假期间访问这座城市。这座城市的高楼大厦和五光十色
的灯光让人着迷。跟它的故乡比起来，它很欣赏这个城市的组织和
发展。但是，它注意到，随着城市的不断发展，这里正在失去它的
自然美景。城市中的人们制造了大量的商品会产生垃圾和对环境有
害的物质（例如塑料杯，一次饭盒等）。 Plobot意识到城市中没有
适当的回收机制。 Plobot希望在城市中保持清洁。它不能单独做到
这一点。它需要你的支持。因此，今天你们将帮助Plobot回收城市的
废材和清洁城市。“
要求学生根据他们的个人经验分享他们对回收的见解
回收是什么意思？（答：将浪费的材料转换成有用的东西）
在家里你回收垃圾吗？为什么？为什么不？
你认为回收是必需的吗？回收的重要性是什么？
听听学生说什么。将回收的重要性与保护环境联系起来。把重点写
在白板上。
谈论由于自然资源持续下降而引发的严重问题，并介绍可再生和不
可再生资源的含义。
什么是可再生资源？（A：可以反复使用，自然汰换的资源，如水
，空气，阳光，纸等资源）
什么是不可再生资源？（答：任何无法自然替代的资源）
“并非所有材料都可以回收利用。像有机废物，纸张，铝，纸板等材
料可以回收利用。而像一次性杯子和盘子，灯泡，瓶盖等材料则无
法回收
Activity I Ask students
How can we recycle the materials?
10/15 mins Tell students that before they jump into programming Plobot, they will
make their own bins(ask students to make 2‐ one to dump recyclable
活动一 materials and the other to dump non recyclable materials)
Ask students to form groups of 2
10/15分钟 Distribute these materials to every group‐ pencil, paper, tape, cardboard
and scissor
Ask students to make quick samples of the bins
Now distribute the stack of paper cards to every team
Paper cards are the tokens containing names/pictures of different
materials (eg: light bulb, paper, etc)
Students work with their partner and put the paper cards to the
respective bin based on whether they are recyclable or not
Ask students to observe the process involved while doing the activity
For eg: First they see the trash in the paper card, figure out whether it
can be recycled, put the trash in the respective trash can, if put on the
recycle bin then the trash goes out for the recycling process
询问学生
我们如何回收这些资源？
告诉学生，在他们进入编程Plobot之前，他们会制作自己的垃圾箱
（要求学生制作2个垃圾箱来倾倒可回收材料，另一个垃圾箱倾倒不
可回收材料）
请学生2人组一组
将这些材料分配到每个组：铅笔，纸张，胶带，纸板和剪刀
要求学生快速制作垃圾箱
现在将一叠纸牌分发给每个团队
纸牌上包含不同材料名称/图片的标记（例如：灯泡，纸张等）
学生与他们的团队伙伴一起工作，并根据他们是否可回收利用，将
纸卡放入相应的垃圾箱
要求学生在进行活动时观察所涉及的过程
例如：首先，他们看到纸卡中的垃圾，确定是否可以回收垃圾，将
垃圾放入垃圾桶中，如果放在回收垃圾桶中，垃圾就会开始回收处
理过程
Reflect Reflect on the first activity students worked on
Ask the students if there were ways to make the recycling process
5/20 mins automatic: if there was a way to separate out the trash automatically
反思学生们从事的第一项活动
思考询问学生是否有办法使回收过程自动化：是否有办法自动分类垃圾

5/20分钟
Movement Smart Cards along with Sound Smart Cards to help Plobot in
5/25 mins the recycling process
With the help of one student volunteer, put some pieces of paper cards
示范 randomly on the floor. Program Plobot go to towards the paper card,
and using the Sound Smart Card, play one note if the material is
5/25分钟 recyclable and play two notes if it is not recyclable. Based on the sound
the Plobot makes, place the paper card in respective bin
拿出一个Plobot和一叠智能卡。解释我们将使用'运动'卡片和'运动''
抬起'和'颜色'卡片来帮助Plobot进行回收处理
在一名学生志愿者的帮助下，将一些纸卡随机放在地板上。让Plobot
朝纸卡走去，抬起并闪烁绿光或红光：绿色表示材料已回收，红色
表示相反。根据Plobot闪烁的颜色，将纸卡放入相应的纸盒
Activity II Students continue to work on the previously formed group
Distribute Plobot and stack of Smart Cards to each team
10/35 mins Now students work in their team to make the Plobot pick up the trash
(paper cards) and do the recycling process
活动二 To make it more challenging, encourage students to spread over the
paper cards and add in some obstacles using building bricks
10/35分钟学生继续与之前组建的团队一起工作
向每个团队分发Plobot和一叠牌纸卡
现在，学生们与他们的团队一起工作，让Plobot拿起垃圾（纸卡）并
进行回收处理
为了让它更具挑战性，鼓励学生分散纸牌并使用积木添加一些障碍
物
Share Gather all the students around
Students from each team show their “automatic recycling system” and
10/45 mins get feedback from their fellow students
聚集所有的学生
分享来自每个团队的学生展示他们的“自动回收系统”并从同学那里得到
反馈
10/45分钟
returning supplies.
What kind of technology did we use today?
Where else do you think this kind of technology can be used in our daily
lives?
我们今天使用了什么样的科技？
你认为这种科技在我们日常生活中可以用在哪里？

Workshop 27: Plobot is a driver
工作坊27：Plobot当司机

Objectives: 目标
Students are introduced to the concept to avoid obstacles on the highway while Plobot is on a drive.
They reflect about problems that are in our current cities and the future of them. They see our role not
only as observer but as a participant finding solutions to our common problems.
介绍给学生们Plobot在驾驶中避开高速公路上的障碍物的概念。它们反映了我们当前及未来城市
中的问题。他们不仅将我们的角色视为观察员，而且还将我们的角色看作是寻求解决共同问题的
参与者

● Reflect about problems that are in our current cities and the future of them.
● See our role not only as observer but as a participant finding solutions to our common problems.
● 反思我们目前及未来城市中的问题
● 认知我们的角色不仅是观察员，而且是找到解决方法的参与者

Preparation:准备
cards

Bring enough cardboard, building bricks; scissors

带足够的纸板，积木，剪刀


Arrange the materials required for the design of highway at one place
此次工作坊布置‐ > 在教室前面准备好一叠序列制作页面; “标志牌”，准备好使用的胶带和白板记号
笔；在一个地方安排高速公路设计所需的材料

Students program Plobot to drive on the highway and avoid the obstacles in between by turning a short
angle. But before starting the programming, students design their own highway which later is tested by
making Plobot drive on it.
学生编程Plobot在高速公路上行驶，并通过转向一个短角度避开两个障碍物。但在开始编程之前
，学生们设计自己的高速公路，再用Plobot来进行试驾。

Cards:卡片

步骤/时间内容
Introduction Start the workshop with a discussion on different kinds of
10/10 mins transportation systems
How many different kinds of transport are are aware of?
介绍 What kind of transportation system have you used?
10/10分钟 Which one is the fastest according to you?
Introduce hyperloop: the fastest means of transport which is not in
function yet
Show the video of hyperloop to the students: video link
Today, you’ll try to embrace the idea of hyperloop and make your Plobot
drive the fastest it can. Plobot will be driving on the highway filled with
a lot of obstacles. You’ll have to program Plobot to avoid those
obstacles and reach its destination as fast as it can. Also, remember in
today’s activity you’ll be competing against each other. You’ll be
working in a team, and the team that makes its Plobot reach towards
the final destination in the shortest time wins the challenge.”
开始工作坊，讨论不同种类的交通运输系统
你知道多少种不同的交通工具？
你使用过什么运输系统？
你认为最快的是哪一个？
介绍超迴路列車：目前尚未运作的最快速的运输工具
向学生展示超迴路列車视频：视频链接
介绍活动
今天，您将尝试使用超迴路列車的概念，并让Plobot以最快速度行
驶。 Plobot将在充满了很多障碍的高速公路上行驶。你必须让
Plobot避开这些障碍，并尽可能快地到达目的地。另外，请记住，
在今天的活动中，你们会相互竞争。你将与团队一起工作，让
Plobot在最短时间内达到最终目的地的团队将赢得挑战。

Activity I Before the students work on programming Plobot, tell students that we
don’t have anything that can be used as a highway. Hence, the students
10/20 mins will have to build a highway.
Place the materials (paper, cardboard, building bricks, scissor, pencil,
活动一 sketch pens, tape) at one place. Ask the students to make their own
design of a highway using the materials provided. The students are
10/20分钟 expected to grab the materials they need by themselves.
All the students will be working as one team to build the highway
Add constraints in the dimension of the highway. For eg: the highway
should not exceed the length 1 metre ,etc. Teacher can add the limit
based on the scenario of the class
Encourage the students to plan the design of their highway. Also, keep
reminding them that they will have to add obstacles in their highway
and indicate a starting point and an ending point.
Constantly remind them of the remaining time
Once the students have finished making their highway, ask them to
bring all the materials back to the original place
在学生编写Plobot之前，告诉学生我们没有任何可以用作高速公路
的东西。因此，学生将不得不建造一条高速公路。
将材料（纸，纸板，块，剪刀，铅笔，草图笔，胶带）放在一个地
方。请学生使用所提供的材料制作他们自己的公路设计。预计学生
将自己拿到他们需要的材料。
所有的学生将作为一个团队来建设高速公路
在公路的维度中添加约束。例如：高速公路不应超过1米长等。教
师可以根据课程情景添加限制
鼓励学生首先计划他们的公路将长得如何。此外，不断提醒他们，
他们将需要在高速公路上添加障碍物，并指出起点和终点。
不断提醒他们剩余的时间
一旦学生完成了他们的高速公路，请他们把所有的材料放回到原来
的地方
Activity II Distribute Sequence Maker, pencil, Plobot and stack of Smart Cards to
every team in the class
15/35 mins Now students from each team program their Plobot to make it drive on
the highway. Explain that after accomplishing the activity, students
活动二 should raise their hand to indicate completion (they should not "reset"
until the teacher has seen their Plobot accomplish the task!)
15/35分钟 Go around and help them to program; give encouragement!
Remember, they would probably be familiar with movements, so they
can get challenged and invite them to add difficulty to the activities.
Hence, some might struggle and might seek for constant hints to stay
focused.
Wait until all the teams are done with programming
将序列制作页面，铅笔，Plobot和一叠智能卡分发给班级中的每个
团队
现在，来自每个团队的学生们将他们的Plobot编程为在高速公路上
开车。解释完成活动后，学生应举手表示完成（他们不应该“重置”
，直到老师看到他们的Plobot完成任务！）
回过头来帮助他们编程;给予鼓励！请记住，他们可能比较熟悉运动
智能卡，因此他们可能会受到挑战并邀请他们为活动添加难度。因
此，有些人可能会遇到困难，并可能不断寻求提示以保持专注。
每次挑战结束后，学生们举手表示完成。查看Plobot表演（根据学
生的序列制作页面）
等到所有的团队完成编程
Test Now, gather everyone around
One at a time, students put their Plobot on the highway and program it
10/45 mins to reach towards its destination (the end point)
Mark the timing of each of the team
测试 The team whose Plobot reaches to the destination in the shortest time
wins
10/45分钟
现在，聚集在一起
一次一组，学生们把他们的Plobot放在高速公路上，并使其到达目
的地（终点）
记录每个团队所花的时间
Plobot在最短时间内到达目的地的团队获胜



Workshop 28: Plobot as Top Chef!
工作坊28：Plobot当主厨师！

Objectives: 目标
Students gain a deeper understanding of the Repeat Smart Card and connect it to the
programming concepts of debugging, iteration, and looping. They experiment with using this
Smart Card to help them design shapes and explore new robot movements. Students then
combine accumulated programming knowledge to create their own specially‐crafted “Top‐Chef”
food creations using the Repeat Smart Card to design shapes for these foods.
学生可以更深入地了解重复智能卡，并将其连结到程序除错，迭代和循环的编程概念。他
们尝试使用这个智能卡来帮助他们设计形状并探索新的机器人动作。学生们结合累积的编
程知识，使用重复智能卡为这些食物设计形状，以创建自己特制的“主厨”美食创作。

• Understand that software could be used in different environments to solve daily problems
• Practice concepts acquired previously to reinforce their knowledge
● 了解软件可用于不同的环境来解决日常问题
● 实践以前获得的概念来强化他们的知识

Preparation: 准备



For this Workshop→此次工作坊布置

In this workshop, students combine the Repeat Smart Card with Movement Smart Cards create
their own specially‐crafted menu for their own specially‐selected guest at a dinner party with
Plobot as "Top Chef"! Plobots are re‐introduced to the programming ideas of iteration and
looping as methods for debugging to make different kinds of shapes. Students partake in a "Top
Chef” challenge in which students choose a special dinner guest that they are cooking for and
create a menu for this dinner that includes different dishes represented by different shapes. The
class ends with a “feast” where the students get to witness how they've put their Repeat card
into shape‐action.
在工作坊9中，学生将重复智能卡与运动智能卡结合在一起，为Plobot作为“顶级厨师”所举
办的晚宴上，为自己特别挑选的客人制作特制菜单！ Plobots被重新介绍迭代和循环的编程
思维，作为程序除错的方法来制作不同类型的形状。学生参加了“顶级厨师”的挑战，学生
选择他们将为哪位特殊客人烹调晚餐，并为此晚餐创建菜单，包括以不同形状表现的不同
菜肴。课程以学生创造的“盛宴”结束，他们将见证如何将重复卡放入形状动作。

Cards:卡片
‐ 控制：播放，重置，存储，重复
_____________________________________________________________________________________

步骤/时间内容
Introduction ‐ Introduction of Plobot “Top Chef" Activity:
➢ Today we are going to have a Plobot “Top Chef” Challenge! And each of your
10/10 mins Plobots are going to host a different special guest (of your choice) and create
a delicious menu of food for them! Here we go!
介绍 ○ Ask Plobot review questions (e.g. what is coding?
‐‐>see previous
lesson for answers)
10/10分钟 ○ Introduce "iteration" as the process of repeating a sequence to try to
identify something that might have gone wrong with Plobot’s
programming
■ note how iteration can help to problem‐solve as well as make
slight and big modifications on existing sequences to make
them more defined and detailed
○ show video about iteration, programming, and dance:
○ practice "looping"/"iteration", review dance with students
■ CLAP, CLAP, CLAP, BEHIND HEAD, WAIST, BEHIND HEAD,
WAIST, CLAP, CLAP, CLAP, BELLY LAUGH
➢ Describe the “Top Chef” challenge: ask all students (or pairs) to choose a
special guest that they want to prepare a special menu for, and distribute
whiteboard signs to each student/group. Note to students that they will be
creating a menu with 3 dishes for their guest. On their whiteboard sign, they
should write the name of their guest, the names of the 3 dishes, and the
intended SHAPE of each dish.

‐ Plobot“顶级厨师”活动介绍：
➢ 今天，我们将举办一个Plobot“顶级厨师”的挑战！每个Plobots都将招待
不同的特别嘉宾（你来选择），并为他们创造美味的菜单！开始了！
○ 回顾关于Plobot的问题（例如，什么是编码？ ‐ >请参阅上一课的
答案）
○ 引入“迭代”作为重复序列的过程，以尝试识别Plobot编程中可能
出错的地方
■ 请注意迭代如何帮助解决问题，并对现有序列进行轻微
和大的修改，使其更加明确和详细
○ 展示关于迭代，编程和舞蹈的视频：https：
//studio.code.org/s/course1/stage/12/puzzle/1
○ 练习“循环”/“迭代”，与学生复习舞蹈
■ 拍，拍，拍，头后面，腰部，头后面，腰部，拍，拍，
拍，捧腹大笑
➢ 描述“顶级厨师”的挑战：要求所有学生（或组）选择一位想要招待的特
别的客人，为他们准备一份特殊菜单，并分发白板招牌。提醒学生们将
为他们的客人制作3道菜单。在他们的白板标志上，他们应该写下他们
的客人的姓名，3道菜的名称，以及每个盘子的预期形状。
Demo ➢ Take out one Plobot and stack of Smart Cards. Explain that we will use the
Movement Smart Cards as well as the Store and Repeat Smart Cards in order
5/15 mins to program Plobot to create a dish. Remind students that when they are
creating the shapes of the dishes on their menu they should take advantage
示范 of Sequence Maker to lay out the programming plan.
➢ With help of one student volunteer, demonstrate making different shapes
5/15分钟 with the Repeat Smart Card.
➢ Use the Repeat Smart Card to make the shapes of the dishes/ingredients we
chose. Remember, Repeat Smart Card is used like a “sandwich”. They can
change the color of their Plobot when each dish is completed.
➢ 拿出一个Plobot和一叠智能卡。解释我们将使用运动智能卡以及存储和
重复智能卡来编程Plobot，创建一道菜。提醒学生，当他们在菜单上创
建菜肴时，他们应该利用序列编程页面来制定编程计划。
➢ 在一名学生志愿者的帮助下，演示使用重复智能卡制作不同形状。
➢ 使用重复智能卡制作我们选择的菜肴/配料的形状。请记住，重复智能
卡被用在“三明治”。当每道菜完成后，他们可以改变他们的Plobot的颜
色。
Activity ➢ Direct students to get into pairs
➢ Direct each pair, one pair at a time, to get a Plobot, a stack of Smart Cards, a
30/45 mins Sequence Maker, and a pencil, and assign each pair to bring their whiteboard
menus to different areas of the room (teacher tapes down the menus, which
活动 are also acting as "plates" here, to the floor to make it a fixed station).
○ We recommend to use the shapes; Circle, Square, Rectangle, Stair
30/45分钟 Steps and Figure‐8 as different combinations that will help them
create their own. The Figure‐8 shape is advanced and will required
them to use two different loops / “sandwiches”.
○ Assign a color for each “dish” (shape).
○ Help students through pursuing the creation of their different‐shaped
dishes, going around to check that the Plobots have done it correctly,
and changing Plobot's color according to the dish they created.
○ Go around and help pairs program; give encouragement! They will be
getting acquainted with the new Repeat card so they might need
reminders/hints, especially for more complex shapes
➢ 指导学生俩俩一组
➢ 指导每一组，每次一组，得到一个Plobot，一叠智能卡，一个序列制作
页面和一支铅笔，并分配每一组将他们的白板菜单带到教室的不同区域
（教师在地上贴上“菜单”，在这里也是“盘子”）。
○ 我们建议使用形状：圆形，方形，矩形，阶梯状和图8做出不同
的组合，这将有助于他们创建自己的。图8的形状是进阶的，会
需要他们使用两个不同的循环/“三明治”。
○ 为每个“盘子”（形状）分配一种颜色。
○ 帮助学生做出不同形状的菜肴创作，四处检查Plobots是否做得正
确，并根据他们创作的菜肴改变Plobot的颜色。
○ 在教室走动帮助每组编程；给予鼓励！他们需要熟悉新的重复卡
，所以他们可能需要提醒/提示，特别是对于更复杂的形状。
Clean Up + ➢ Give students a 5 minute warning to finish up the activity
Review ➢ Ask them to check that they have all the Smart Cards and return the cards
and Plobot to a designated space before cleaning up the room and returning
5/50 mins supplies.
➢ Gather students together for a time of reflection.
收拾+回顾 ➢ Describe the different shapes they've created
➢ What did you learn today?
5/50分钟 ➢ What was your favorite part of the activity?
➢ See you next time, Plobot chef programmers!
➢ 活动结束前5分钟提醒学生完成活动
➢ 请他们检查他们是否拥有所有的智能卡，并在清理教室和返还用品之前
先将卡片和Plobot归还到指定的地点。
➢ 聚集学生一起思考。
➢ 形容自己今天创造的不同形状
➢ 你今天学到了什么？
➢ 你最喜欢的活动是什么？
➢ 下次见，Plobot大厨程序员！

Workshop 29: Urban Farming
工作坊29：都市菜园

Objectives: 目标
This workshop attempts to explore plant science and how we can use technology to enable small and
urban plant gardens, including hydroponics. In this activity, students create different sequences and
solve them one at a time.
这次工作坊试图探索植物科学，以及我们如何使用科技来实现小型都市花园，包括水培。在这个
活动中，学生创建不同的序列并逐个解决它们。

● Students create different sequences and solve them one at a time
● This class attempts to explore plant science and how we can use technology to enable small and urban
plant gardens, including hydroponics.
● 学生创建不同的序列并逐个解决它们
● 本课程尝试探索植物科学，以及我们如何利用科技实现小型都市花园，包括水培。

Preparation:准备
cards

Bring enough cardboard, scissors, and sketch pens
带上足够的纸板，剪刀和素描笔


Place the materials like cardboard, scissors, sketch pens and tape at one place at the front of the class
将像是纸板，剪刀，素描笔和胶带的材料放在课堂前面的一个地方

In this workshop, students understand different stages of farming and program their Plobot to follow all
of those stages. They reinforce the knowledge of creating sequences by using different Smart Cards.
They create sequences to help the Plobot plant seeds, water and nourish them, and finally collect and
sell the harvested plants.
在这次工作坊上，学生们了解不同阶段的农业，并对他们的Plobot进行编程，以遵循所有这些阶
段。他们通过使用不同的智能卡增强了创建序列的知识。他们创建序列来帮助Plobot播种，浇水
和滋养他们，最后采收和出售收获的植物。

Cards:卡片

步骤/时间内容
Introduction Ask these questions to the students?
Where do the vegetables we eat grow? (A: a farm)
5/5 mins Show them this video
Do you think there’s a way to increase the production and/or make the
介绍 process efficient? How might the vegetables be grown in the future?
Show them this video
5/5分钟 Give an introduction to the activity
“
Today, you all will be helping Plobot to farm. You’ll help it to plant
different fruits and vegetables and later sell them to the buyer (teacher)”
Review the concept of sequence and ask students to follow the concept
while programming today’s activity
向学生提问这些问题？
我们吃的蔬菜在哪里长大的？（A：农场）
向他们展示此视频
你认为有一种方法可以提高产量和/或使过程高效？未来蔬菜如何生
长？
向他们展示此视频
介绍活动
“今天，你们都会帮助Plobot耕种。你会帮助它种植不同的水果和蔬
菜，然后卖给买家（老师）“
回顾序列的概念，并要求学生在编程今天的活动时遵循这个概念
Movement and Color Smart Cards to help Plobot in farming.
10/15 mins With the help of one student volunteer, program Plobot to collect
building bricks of different colors which can represent different types of
示范 vegetables and fruits (eg: red block= apple, green block= spinach, etc.).
Explain the different stages of the agriculture cycle.
10/15分钟 Planting the seeds; nourishing and watering the seeds; collecting the
harvested plants
Show that by using different color cards, the students can indicate
different stages of agriculture (eg: red= planting seeds, yellow=
nourishing, green= ready to collect, etc.)
拿出一个Plobot和一叠智能卡。解释我们将使用运动和色彩智能卡来
帮助Plobot进行农耕。
在一名学生志愿者的帮助下，编程Plobot收集用不同颜色代表的蔬菜
和水果（例如：红色=苹果，绿色=菠菜等）的积木。解释农业循环
的不同阶段。
种子种植;滋养和浇灌种子;收集收获的植物
通过使用不同的色彩智能卡，学生可以指出植物生长的不同阶段
（例如：红色=种子，黄色=滋养，绿色=准备收集等）
Activity Ask students to form a group of 2
Ask students to build their own farm
10/25 mins They can do so by using the materials kept at the front like cardboard,
scissors, tape, etc.
活动 Ask students to program their Plobot to complete the different stages of
farming
10/25分钟 Ask students to raise their hands when they complete their task
Go around and help pairs program; give encouragement!
completion. Go over to see Plobot perform (according to the students'
Sequence Maker)
要求学生组成2人一组
要求学生建立自己的农场
他们可以通过使用像纸板，剪刀，胶带等放置在教室前面的材料来
实现。
要求学生对他们的Plobot进行编程，以完成农业种植的不同阶段
要求学生在完成任务时举手
每次挑战结束后，学生们举手表示完成。去看Plobot表演（根据学生
的序列制作页面）
Share + Feedback Students gather around. They share their ideas and show how their
Plobot function.
10/35 mins Give feedback to the students on their idea and the program
Encourage other students to give feedback too
分享+反馈 Students work on improving their program after receiving feedback from
their peers and teacher
10/35分钟学生聚集在一起。分享他们的想法并展示他们的Plobot功能。
向学生反馈他们的想法和计划
鼓励其他学生也给予反馈
学生在收到同学和老师的反馈后，努力改进他们的计划
Test Now act as a buyer and go to different teams
Students test their program
10/45 mins See if the program works or not. Also check if Plobot performs the tasks
of all the stages
测试现在充当买家并前往不同组
学生测试他们的程序
10/45分钟看看程序是否有效。还要检查Plobot是否执行所有阶段的任务
returning supplies.



Workshop 30: Storing secret messages with binary code
工作坊30：用二进制代码存储秘密消息

Objectives: 目标
Students dive deeper into the concept of the binary system. They learn to represent words and numbers
using two digits; zero (0) and one (1).
学生们更深入地了解二元系统的概念。他们学会用两位数来表示单词和数字;零（0）和一（1）。

● Students practice working with sequences
● Students learn to represent words and numbers using 2 digits‐ zero and one‐ only
● Get an understanding of how machines can be used to encode, transmit and decode.
● 学生练习序列练习
● 学生学习使用2个数字 ‐ 零和一 ‐ 表示单词和数字
● 了解机器如何用于编码，传输和解码。

Preparation:准备
cards


Binary Bracelet Chart
二进制手链表



In this workshop, students learn to represent alphabets in the form of binary. They do so by using the
combinations of zeros and ones. The students are introduced to the Binary Bracelet Chart. Using the
sheet, the students understand different combinations to represent a letter. This activity allows students
to understand deeper about how machines can be used to encode, transmit and decode a message.
在这个工作坊上，学生学习以二进制形式表示字母。他们通过使用零和1的组合来实现。介绍给学
生二进制手链表。学生使用表格，了解不同的组合来表示一个字母。此活动让学生更深入地了解
机器如何用于编码，传输和解码信息。

Smart Cards:卡片


步骤/时间内容
Introduction Review of the class ‘Learning Binary Number System with Plobot’
Does anyone remember what we learned in the previous class?
5/5 mins What is a binary number system? (A: number system consisting 0s and
1s which is the language computers use to communicate)
介绍 How did we convert decimal number to binary? (A: we used Binary
Cards)
5/5分钟 How did we encode binary number using Plobot? (A: using the Sound
Smart Cards)
“
In the previous class we learned how computers store, transfer and
represent numbers. They use binary digits. However, what about letters
and different symbols? How do you think computers represent them?”
Hear what students have to say. Reflect on their answers
“The only language that computer can understand is binary. So, even the
letters are represented in binary form. Today that’s what we’ll be
working on: we’ll learn to convert letters to the binary system. We’ll
convert a secret letter to binary and encode it using Plobot which will be
passed on to our peers for decoding.”
回顾课程'用Plobot学习二进制数字系统'
有人记得我们在上一堂课中学到了什么吗？
什么是二进制数字系统？（答：数字系统由0和1组成，这是计算机
用于沟通的语言）
我们如何将十进制数转换为二进制数？（答：我们使用二进制卡）
我们如何使用Plobot对二进制数进行编码？（答：使用声卡）
活动介绍
“在上一节课中，我们学习了计算机如何存储，传输和表示数字。他
们使用二进制数字。但是，字母和不同的符号呢？你觉得计算机如
何代表它们？“
听听学生说什么。反思他们的答案
“计算机可以理解的唯一语言是二元的。所以，即使是字母也以二进
制形式表示。今天，我们将继续努力：我们将学习将字母转换为二
进制系统。我们会将一封秘密信件转换为二进制文件，并使用Plobot
对其进行编码，并将其传递给我们的同伴进行解码。“
Demo Take out the
Binary Bracelet Chart
and explain how to work with it
The Chart has a representation of every letter in the form of black
5/10 mins squares and white squares
Black square = 1
示范 White square= 0
Take out one Plobot and stack of Smart Cards. Explain how to use two
5/10分钟 different Movement Smart Cards to encode binary with Plobot. Use the
Smart Cards to indicate combinations of 0s and 1s
拿出二进制手链图表并解释如何使用它
该图表以黑色方块和白色方块的形式表示每个字母
黑色方块= 1
白色方块= 0
拿出一个Plobot和一叠智能卡。说明如何使用两个不同的移动智能卡
对Plobot进行二进制编码。使用智能卡表示0和1的组合
Activity I Distribute the Binary Bracelet Chart to each student
Now, ask each student to think of a secret letter. Then explain that
15/25 mins they’ll have to represent the letter in binary i.e. in the form of 0s and 1s
and encode it using Plobot
活动一 Go around to see if any student is struggling
Students use the Chart to find out the binary number of their letter. They
15/25分钟 represent black square with 1 and white square with 0, and encode
Plobot using the Sound Smart Cards.
(Note: With the younger students, the teacher can make it a group
activity)
将二进制手链表分配给每个学生
现在，请每个学生想一个秘密字母。然后解释他们必须以二进制表
示字母，即以0和1的形式，并使用Plobot进行编码
去看看有没有学生不太理解
学生使用图表找出他们的字母的二进制数字。它们用1代表黑色方块
，0代表白色方块，并使用声卡创建Plobot编码。
（注意：对于比较小的学生，老师可以将其作为一项小组活动）
Test Now students pass their Plobot to their neighbouring team
The neighbouring team listens to Plobot and guesses the encoded secret
5/30 mins letter
On guessing correct, the respective team gets a point
测试现在，学生们将他们的Plobot传递给他们的邻居队伍
邻居团队听Plobot并猜测编码的秘密字母
5/30分钟在猜测正确的时候，各自的团队得到一分
Activity II Ask students if they can try encoding a word instead of a letter
If students have free time, ask them to do the bracelet activity
15/45 mins Students find the first letter of their name.
Then they fill in the squares of the binary bracelet sheet at the bottom to
活动二 match the pattern of the squares next to the letter that they found.
Finally, they cut the bracelet and tape if around their wrist to wear it
15/45分钟询问学生他们是否可以尝试编码一个单字而不是字母
如果学生有空闲时间，请他们做手镯活动
学生找到他们名字的第一个字母。
然后，他们填写二进制手链表格底部的方块，以匹配他们找到的字
母旁边的正方形图案。
最后，他们在手腕上戴上手镯和带子，以便戴上它
returning supplies.

Note: This lesson was inspired by the curriculum developed by Code.org under CC licensing. Here is
the original one: https://code.org/curriculum/course2/14/Teacher

注意：本课受到Code.org根据CC许可制定的课程的启发。原始参考网址：
https://code.org/curriculum/course2/14/Teacher


Annex ‐ Additional Materials
附件 ‐ 其他材料
Sequence Maker 序列制作页面

Pablo: esto va en fondo blanco para que lo impriman mas facil

Smart Card Worksheet 智能卡工作表
Pablo: esto idealmente es igual que nuestras tarjetas pero sin nada, como para que los chicos dibujen y
coloreen. Sin fondo como para que sea fácil para imprimir.
Binary Conversion Chart 二进制转换图

Auxiliary Binary Cards 辅助二进制卡

ASCII Conversion Chart ASCII转换图

Auxiliary ASCII Cards 辅助ASCII卡

Cryptographic Chart 加密表

A G M S Y 4
B H N T Z 5
C I O U 0 6
D J P V 1 7
E K Q W 2 8
F L R X 3 9

Social Media Mat 社交媒体地垫
aca esta el original del mat. Si es facil y rapido, podes modificarlo para nosotros. Pero si es mucho lio lo
recortamos y listo:
https://barefootcas.org.uk/wpcontent/uploads/2018/01/ResourceBeeBotonlinesafetymatA1.pdf

Note: This matuses and remixes materials from
under
OGL license
注意：这是根据OGL许可证从下载并重新编辑的
材料

Morse Code Cheat Sheet 莫尔斯电码抄表

Stations

DEBERIA DECIR PARK EN VEZ DE SQUARE

Special thanks to everyone who helped and contributed to making this guide possible:
Tekin Mericli, Babak Kia, Crystal, María Isabel, Aldo, Mercedes, Make in LA, Eliya Lavine, Chris Zhang, Lucio Enrique
Mercado, Julián da Silva, Mónica Paves, Valeria Larrat, Javier Moya, Romain Pei ert, Kai Carver, Ronan Collet, Sakar
Pudasaini, Matthew Belanger, Adam Lewis, Marina Bers, Marcus Catchpole, Lionello Lunesu, Tracey Boydston,
Yaniv Corem, Clotilde Pallier, Marianne Petit, Luis Morales‐Navarro, Kyle Green‐ berg, Thomas TEMPE, Kwok Fung,
Denis Davydov, Mike Harwitz, Jibin Jose, Daniel Mastropietro, Thomas Chestna, Olaf Veerman, Yunkan Qian, Juan
Pedro, Dong, Tanya, Bobby Campbell, Eric Hu man, Martin, Jiweon Jeong, Baris Canatan, Dax Chee, Daniel Hsu,
Hannah Ashcroft, Thomas Malone, tilquin thierry, Petrie Serrano, Ricardo Gomes, Adam Fenerty, Michael Fransioli,
Gilad Barlev, Munirah Abdul Aziz, Sheila, Taroh Kogure, Lynn Teh, Hiroshi Anzai, Emmanuel Charlet, Stephen
Walker, Terie Haskell, Kun‐Szabó Péter, Can‐ dice, Yragael, Andrew Brinkworth, Jonathan Julius Svensson, Craig
Robinson, Deena Fischer, Matthew Hare‐ sign, Sam Hewitt, S. Hoch, Ashley, Rivka, Allison Pappas, Joackim
Birgersson, Pieter Wigboldus, David Rivera, Daniel M. Taub, Mario Koeppen, Konstantin Goreley, Nikita Yeryomin,
Mario van der Niet, Jordi Valls, Takayuki Adachi, Arana Fireheart, Kevin Lee, Ivo Delmis, Daria, Simon Rockcli e,
Jonathan Heavin, Stephan Fabrizek, Simon Matter, Deborah Orlik, Ashley Serotta, Tobias Samusch, Mark, Raymond
Tan, Joris Vanhove, Linda Henson, Morten ørke Larsen, Paul Everingham, Tomasz Borowski, Maria Goluch, Ezra,
Robin Yu, Werner, Sar‐ ah Deutsch, Anne Barringer, Steve Hilton, Isaac, Connie Eng, Madhusudan, The
Evolu뛕onary, Iván Hernando Gamborino, Cris Shaikh, Daniel Cartwright, Angela, Susana Rodriguez, Ti any Hepton,
Gerrit hirschfeld, Ni‐ kolai Tillmann, Bryan Vine, Yılmaz Yavuz, Jack, Kelley McMahon, Sebastien leduc, Flyshuttle,
Hoik Chang, Abi Huitt Mackenzie, Jae Senn, Whit Norris, James Kilbride, Jens Ihlenfeld, Patrick W., Steve, Anna,
Diana Yousef, Gabriel Marey, Serena Fossati, Andrea Ricol, Andrea Sorbara, Manuel, Kevin Pang, Marie Wol e,
Maria Teresa Guyo, Melissa Salnave, Ronald Zeleznjak, Joseph Teague, Trond Moody, Eirik Torheim, Don Clay, An‐
drey Vityuk, Jayson Schultz, Gilberto Vargas, Rachael Wilkerson, Moshe, Martin Eichelmann, Timothy Kirk, James
Carter, Derek, Tor, Vis, Florian Mauer, Susan Page, THEBAUD, Jean, Rafał Zieliński, Wiebke Walbaum, Péter Pásztor,
Ryo Matsuo, Wayne Chng, Sriram Narayanan, Joshua Beebe, Naren Wadhwani, Joe Mariano, Lindsay Richman,
Mark Ellis, Patrick Casey, Annette Spaulding, Shaun Levitan, Bryan Twarek, David Miller, Diana Mancuso, Ti any
Madigan, Sean Crabtree, Brad Sparks, Tania Hente, Les Parker, Sven Blum, Mi‐ chele Kelleen McIntyre Greene,
Mitchell Nurse, MJ Klein, Simo Muinonen, Mary Morin, Sabrina Chang, Jarrod Craft, Jose renau, Julesgf, Annette
Reggio, Jonathan Salomon, Najwa zafar, Lisa Nowak, Cha ee, Ravikumar, Anika Embrechts, LOJACONO, Doris
Prouty, Novalore, Sarah Sparks, Rusty Brown, Trish Reeve, Sebastian Stolzenberg, Aaron Comollatti, Peter Thomas,
Amy Burch, Joel McGuire, Pawel Aleksander Fedorynski, Olga Perez, Stephen, Anastasia Gvozdeva, Kristo er Axiö,
Petr Matyáš, Eightysixer, Aymeric Malherbe, Sebas‐ 뛕an Schlueterbusch, Tim Schneuwly, Marlo Torres, Suzanne En
eld, Susan Melton, Eduardo Martos, Kaori Sugahara, Paul Cheng, Chloe , Lynette Chua, Fermin martin vega, John Le
Drew, Wendy Cheetham, Maxim, Maria Alejandra, María Cecilia Roma, William Dockendorf, Olalekan Otubu, Chris
Huie, Giuseppe Venturu, Stefan Wimmer, Pete, Andrea Glorioso, Yomi , Joseph Brown, Ben Felten, ZIS IT, Graham
Licence, Grace Hahn, Madeline, Wearhaus Inc, The Young Socratics, Edward Chang, Sal Mangano, Waroux Martin,
Fransisca, Murray Cox, Alan Stoll, Anthony Falcon, Wai Wu, Simon Bateman, Thomas Steen Hansen, David Skrabal,
Max Schafer, Brock Kline, Patrick Lynch, Shaun Si, Sungik Lee, Chris Olenik, John Benyamine, Wolfgang Blau, Wal‐
ter Sekules, Pawel Luberadzki, Dragos Spataru, Mechamagizmo , Alexia Borden, Elissa Burda, Billy White‐ sell,
Radhika, Rob, Ilektra Spandagou, Justin Mondshine, Lauren Harvey, Etan Walls, John, Je Novich, Janna Newman,
Kathryn Torcasio, Niran Fajemisin, Andrew Lau, Michael Schaik, Azeem Feroz, Deborah Goldman, kartik bansal,
russell Garrigan, virginia calvo, Joe Cera, Daniela, Dennis, Stefan Giesberg, Dwight Grissom, Jonathan Vanderford,
Mark Bolsoni, Faisal Buafra, Michael Luetjen, Hannele Kormano, Unika Laset, Trevor Bergman, Nicole Johnson Sche
er, Alejo Santos, Erin Butsch Cole, Andy Feltham, Johann Stockinger, Lana, D Fitchett, Ricardo Cneio Alves, Tasha
Turner Lennho , Alexandra, Anthony, Julio Terra, Takashi Jona, Heather, Anthony Paul Burch, Horace, Bohotox
Team, Alfonso Zarrella, Eric Damon Walters, Ryan Pederer, Marissa D, OIfe Onikoyi and Catie Carnahan, Leon Wu,
Nicholas Sanchez, Minki Chang and Marcela Godoy.

Plobot Teaching Guide

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The green card DIBUJO de RESET Resets Plobot to

Blue Movement DIBUJO DE STORE Store and Reset

Demo ‐‐> Take out one Plobot and the Go Ahead, Play and Reset Smart Cards. Ask student

Introduction ‐Hook Programming Fact : Did you know...? There are stories about robots even in

Hook Programming fact Did you know…? There are robots named kiva that help large

Introduction Introduce the concept of Cryptography

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Plobot Teaching Guide

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The green card DIBUJO de RESET Resets Plobot to

Blue Movement DIBUJO DE STORE Store and Reset

Demo ‐‐>​ Take out one Plobot and the Go Ahead, Play and Reset Smart Cards. Ask student

Introduction ‐​Hook Programming Fact​ : Did you know...? There are stories about ​ robots even in

Hook Programming fact Did you know…? There are robots named ​ kiva​ that help large

Introduction Introduce the concept of ​ Cryptography

Das könnte Ihnen auch gefallen

Demo ‐‐> Take out one Plobot and the Go Ahead, Play and Reset Smart Cards. Ask student

Introduction ‐Hook Programming Fact : Did you know...? There are stories about robots even in

Hook Programming fact Did you know…? There are robots named kiva that help large

Introduction Introduce the concept of Cryptography