2. *This applet gives
students the
opportunity to
enter a sequence
of commands based
on different angle
degree turns to
help the turtle get
to the pond. The
turtle will then
move along a path
according to your
instructions.
3. * By controlling the turtle’s movements, he is able to travel
around obstacles and get to his destination, the pond. As
the student works on creating a path, they can ask
themselves questions such as:
* How many degrees do I need to turn the turtle?
* What direction does the turn need to go?
* How far does your turtle travel to get to the pond?
* Can you find a shorter path to the pond?
* Example:
* Set to move forward 3 units; 90° left turn, forward 3 units;
90° right turn, forward 6 units; right turn: 90°, forward 6
unit, and forward 1 unit. Using only these possible moves,
guide the turtle to the pond.
4. Streghts Weaknesses
• Animated, colorful cartoon • When you enter a wrong
pictures to keep kids interested. command, it doesn’t help
• Easy to follow instructions. students figure out what is
• Varying difficulty levels wrong.
• Feels more like a game, less like • There is no way to track a
math. student’s errors and/or
• There are multiple ways to get progress.
the right answer.
• Great way to practice units and
lengths.
• Different turtle speeds are
provided.
• Different pond positions.
• Provides students with grid if
wanted.
5. * The applet is easy to use and would require minimal help from
the teacher or peers.
* Instructions are straight forwards and easy to understand.
* Modification to the applet is easy for students to access,
* Applet is free and accessible online only.
* Students who are ELL would likely be able to understand and
enjoy this activity.
* It may be confusing for students to list the commands for the
turtle first, without moving it.
* It may be confusing to keep track of commands, if an error was
made.
6. * TASK: Students will be placed in pairs. Without entering any commands,
student 1 will estimate how many units the turtle has to move in order to get to
the pond on a blank piece of paper. How many times does the turtle have to
move if there is an obstacles in his path? (There are always 4 obstacles in the
field)After estimating, student 2 will follow student 1 commands by using the
applet. Once the task is completed, students will answer the following questions:
* Was student 1 estimation correct?
* How close where they?
* How many times was your command wrong?
* How successful was student 2 at following the instructions?
CONNECTION TO STANDARDS/EXPECTATIONS:
* Geometry Pre-K-2
* Describe, name, and interpret direction and distance in navigating space and
apply ideas about direction and distance.
* Find and name locations with simple relationships such as "near to" and in
coordinate systems such as maps.
* Relate ideas in geometry to ideas in number and measurement.
* Measurement Pre-K-2
* Develop common referents for measures to make comparisons and estimates.
* Understand how to measure using nonstandard and standard units.
7. * Launch
Students will need to access the Turtle Pond applet online.
Student will be placed in pairs. After providing exploration
time on the applet, Student 1 will start the task.
* Explore
*How many units did it take the turtle to get to the pond?
*How many times did he have to turn? What were the angle
degrees for those turns?
*Can you get the turtle to the pond using a different paths?
*Which path was the shortest? Longest?
* Summarize
Students will have experience following and giving a classmate
commands and thinking about angle of turns based on
directional orientation.
