LEGO Workshop

People really love LEGO.



Scrib Robot to Follow Lines


A line-following robot is always exciting, and may serve as an entry point into robotics, especially for younger students, lower-functioning students, or any student, really!

When I first bought OWI Robotics Scrib last year from a third-party vendor, the Scrib robot was broken right out of the box!

The wheels on the robot did not turn, so it could not move. Probably a gear was broken inside. So frustrating. It sat in the closet for a year while I sulked.

Last week I bought a replacement robot and it works! Considering the Ozobot line-following robot costs over $50, the Scrib robot is a way less expensive alternative.

The complete robotics kit comes with a jigsaw puzzle track board that the robot travels across.

Completing the puzzle took me about an hour. It was fun and challenging.

There is also an activity booklet with ideas like having the robot travel across möbius strips. Of course, the robot follows a line drawn on paper, too.

The robot tends to turn to the left when approaching forks in the road, fyi.

Snow Plow Robot

Imagine the snow

811Q Code N Go

Programming Colby, the robot mouse.

Robot Race

We built the course together. The students programmed their robot mouse racers.

Robot race

Bristle Bots


My one suggestion is to figure out a better way to attach the motor’s wires to the battery – this was the weak spot in the activity.

More photos of students and bristlebots below

DIY Colby Robot Mouse Maze

The students had to create their own robot mouse mazes using wood blocks and assorted materials.

Teaching in the 36K Computer Lab, part 4

Part 4: Commanding Robot Bender

After all the students had come up to the board to write their names, I made a new Notebook page and wrote “Robotics.” I asked the class if anyone knew what this meant. I underlined “robot” in red and asked again. Students called out answers, and we agreed that it was the study of robots, or making robots move, or something like that. Some students started doing the “robot dance” in their seats or out of their seats.

I told them that “I am a robot.” Yes, Mr. Bender is a robot. And I only understand three things: turn left [I turned left]; turn right [I turned right]; and move forward [I shuffled forward]. I explained that I had to turn off the light switch by the door, and they — the student programmer-coders — had to command me to get to the light switch.

I didn’t know the students’ names yet so I had to use my book to call the students in turn to give me commands. There were obstacles in the room — chairs, desks, legs — but through trial and error each one give me a command.

  • some students stood up to count the floor tiles to tell me how many steps to take;
  • some students had to get out of their seats to see what to command me;
  • some students estimated the number of steps [NB: A para used the term “guesstimate,” which is a bit slangy and should be avoided to avoid confusion]
  • some students gave commands that were bad, e.g., “move forward 100 spaces” in the small computer lab. So I moved forward until I hit an obstacle and then kept moving my legs in place. I told the student that it was a bad command and I returned to the prior position. I told the student to fix the command and try again.
  • some students gave bad commands to be silly; some did it on purpose
  • some students had to work on their estimation skills and counting skills.

After I was commanded to go to the light switch — at which point I turned off the light, so the kids really knew I accomplished the task — I asked if anyone else wanted to be the robot. Hands flew into the air and so we practiced commanding other student robots to move around the room.

To be continued

BeeBots Online

Second time I am seeing the class this week. First time I pretended to be a robot and they programmed me to get to the lightswitch in the doorway…move forward x number of steps, turn left, turn right.

This time i had paper cutouts of robots and paper arrows for forward, turn left, turn right.

After showing the papers, i asked the kids if they had seen the website. They all said NO. So we went to the website on the smart board.

(FYI ..I was using a bluetooth touchpad to control the smartboard, to Wow effect from the students. They all wanted a try)

We went to beebot emulator website ( on the smartboard. I demonstrated how it works. I showed a couple of moves using the blank card mat, then had two students come up to command the beebot using the alphabet mat.

Then they all went to the computers to do their own explorations and programming.

One student came up to code the beebot travelling to the girl’s room on the school mat.

March 2023