Robot Exploration Using Ozobots

Robot Exploration Using Ozobots

By Crystal Bolamperti

Ozobots presented a natural transition from my students utilizing Scratch visual programming to their firsthand experience with a robot.  Initially, students viewed a brief video, Ozobot Imagination in Play,  Next, students learned general tips about drawing codes with the markers (importance of line thickness, remove open space gaps between marker colors, no overlapping of marker colors, refraining from placing colors on a curve and keeping colors away from intersections by adding them further down a line).  Then, students learned how to calibrate the Ozobots.  They followed directions to code by numbers; and finally, they created their own coding for an Ozobot.

Students progressed by intertwining their previous knowledge of Scratch visual programming and their learning with Ozobots where they brought their coding to life through OzoBlockly.  Self-paced levels from novice to master are at


  • Inspire students to think critically
  • Increase awareness of the potential of robotics
  • Apply knowledge about robotics to other robots
  • Increase writing skills by explaining about Ozobot bits


All-inclusive educator’s guide!

Teaching Tips:

  • Throughout the activities, emphasize to students that they are applying computational thinking (formulating a problem and expressing its solution in a way that a computer, human or machine, can effectively solve it).
  • Provide each student with a clear plastic “pencil box” containing one Ozobot and four markers (red, green, blue black). A clear container enables you to easily check for the contents inside of it. Number each pencil box for ease with distribution and for accountability of contents when students return them at the end of class.  Prior to distributing pencil boxes, announce to the students that they will be accountable for the contents in their pencil box.
  • While students are drawing their code, Ozobots can be turned off to conserve energy if you teach several consecutive classes. If each student has a device, Ozobots can be charged during the first or last part of each class.
  • The Ozobot should always be near the center of a student desk. Students will need to move their paper, as needed, on the desk.
  • After learning the basics, students can work with a partner to create a larger program on a combination of several sheets of paper.
  • As students create additional codes using varied color combinations, post their ideas and names on the board or online for other students to use in creating their own code.
  • At the end of each lesson or at the end of this activity . . .
    • Students apply a huddle format, frequently used in the IT industry, by answering three questions such as: What did you complete in the previous lesson (day)?  What do you plan to complete today?  What are your obstacles?
    • Students reflect upon and write about their experience with the Ozobot (guidelines to follow when creating a language for the robot, computational and creative thinking applied, quest for future learning about robots).