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Mission Accomplished

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Discovery Experience 5 – Mission AccomplishedThe students will become acquainted with a variety of robots and the jobs they do by participating in notional activities and sharing information gathered from a variety of resources.

STANDARDS ADDRESSED

SCIENCE

ELA READING

ELA WRITING

ELA SPEAKING/LISTENING

MATH

TECHNOLOGY

SC.5.2.1

LA.4.1.1

LA.4.4.1-LA.4.4.7

LA.4.6.1-LA.4.6.7

MA.4.4.2

CTE.4.2.3

LA.4.1.2

LA.4.5.1-LA.4.5.2

LA.4.7.1-LA.4.7.4

CTE.5.1.1

LA.5.1.1

LA.5.4.1-LA.5.4.6

LA.5.6.1-LA.5.6.7

CTE.5.2.2

LA.5.1.2

LA.5.5.1-LA.5.5.3

LA.5.7.1-LA.5.7.3


Discovery Experience 5 – Mission AccomplishedThe students will become acquainted with a variety of robots and the jobs they do by participating in notional activities and sharing information gathered from a variety of resources.

Time Allotment: 7 days

Day 1: (Why do We Make Robots?)

Materials Needed:

  • Internet access
  • Bulletin board graph


Procedure:

  1. Review: With table partner, discuss for 1min, 30 seconds what you have learned about robots so far
  2. Lecture: The reason we want to program is to get a result.
  3. Remind students of some of the jobs robots do that are posted around the room.
  4. Lecture: Often we use robots to do things that are necessary but boring.
  5. In their teams, have the students take a capped pen and, trading off every five traces, have them write a letter on the ground all the way across the classroom.
  6. Lecture: We make robots to do dull, dangerous, and dirty jobs.
  7. In their student log, students are to think of one task they wish a robot could do for them. They are to (1) tell what that task is (2) tell what they would call their robot (3) say why they want the robot for that task, and (4) draw a picture of the robot, making sure they have appropriate appendages to help do that task
  8. Share their tasks with their groups and with the class (These can also be shared at the beginning of the next day's lesson.)


Assessments for Learning Objective 5
Learning Log entry

Discovery Experience 5 – Mission AccomplishedThe students will become acquainted with a variety of robots and the jobs they do by participating in notional activities and sharing information gathered from a variety of resources.

Day 2-3: (Introduction to Dull Jobs: Tracing a letter or a shape)

Materials Needed:

  1. Lego Robot
  2. Mindstorm
  3. Tape for the floor


Procedure:

  1. Review previous day's activity
  2. Explain that often the jobs given to robots are dull jobs and share examples from the robot bulletin board from Discovery Experience 1.
  3. Explain these Lego robots can also be used to do dull jobs. One such job is to trace a shape over and over again.
  4. Give students a shape to trace and have them figure out the commands to trace the shape
  5. After they have traced the shape once, they have to make the robot trace the shape five more times, moving the robot to the left 1 ft so that the shapes are in a line.
    • Students may use a loop command or just copy the code after moving the robot
  6. In learning log, students answer the question: Why would it be better to use a robot to trace a shape 100 times rather than do it yourself? Can you imagine some areas in your life where you would like a robot to do some dull jobs for you? Explain.


Assessments:

  1. Learning Log entry
  2. Marking off students when the task is completed


* Extension Activities


For Dull Jobs:

  1. Students have to get their robot to communicate the answer to a few math problems
  2. Examples:
    • Fractions: A robot has to travel 1/5 of a 10 foot line on the ground.
    • Shapes: Robot has to make an isosceles triangle
    • Multiplication test: Has to go number of inches for each problem to answer the problem.
    • Perimeter and area: Has to trace a certain perimeter of a 2x4 rectangle and then move over and write the area
    • Story problem: A robot goes 3 ft forward, turn 90º to the right, go forward 2 ft, turn 90º to the left, go forward, turn 90º to the left, go forward 2 ft, turn 90º to the left, go forward 5 ft, turn 90º to the right, go forward 1 ft. How far from the starting place is the robot?
    • Division: the robot has to go back and forth to answer the question
  3. In learning log: What are some better ways to communicate? Are there better robots designed to communicate these answers? Can robots be used to teach math?


Discovery Experience 5 – Mission AccomplishedThe students will become acquainted with a variety of robots and the jobs they do by participating in notional activities and sharing information gathered from a variety of resources.

ResourcesDay 4-5 (Dirty and dangerous jobs)

Materials Needed:

  1. Internet
  2. Robot Jobs PPT (TR)
  3. Lego Robot
  4. Touch sensors
  5. Mindstorm program
  6. 4 four feet 2x4s or some other materials to build a 4ft x 4ft square


Procedure:

  1. Lecture: Robots often have to do dirty and dangerous jobs
    • PPT (TR) that has You Tube videos links to dirty and dangerous jobs
      • Dirty Jobs: Mowing lawn, vacuums, working in sewers, surgery
      • Dangerous Jobs: Military, bomb squads
  2. Programming a simple robot cleaner and a bomb sweeper
    • Students have to program a robot so it will go down to a wall, use either the touch or sonic sensor, and come back
    • In learning log, explain what you did to make the robot accomplish this task
    • Put a 4ft x 4ft field constructed of wood or some other barrier for the robot to bump into
    • Students are to program a robot to move around the area as if they were a vacuuming robot or sweeping for mines
    • Program and run program
  3. In learning log journal: Why do we use robots for dirty and dangerous jobs?
  4. Quiz (TR): Using their learning log, take a quiz that covers what has been taught so far: what is a robot, what are the basic parts, what robots are used for, what iis meant by dull, dirty, and dangerous jobs


Assessment:

    nb11
  1. Quiz – Individual and Independent assessment
  2. learning log
  3. Informal observation during class discussion
  4. Informal, observation of group tasks


* Extension ideas:

A. For Dirty Jobs Section:

  1. Research websites selling robot lawnmowers and vacuums
  2. As students visit these websites and watch the videos (if possible) , they answer the following questions in their learning log:
    • How are these robots helpful?
    • People sell these to make money. Do you think they sell a lot of these robots?
    • How many people do you know who have these kinds of robots?
    • Can you think of some other tasks that robots could do in your house?
  3. nb12
  4. In groups of 4 students discuss these questions
  5. After discussing these questions, students then draw a robot that is designed for a certain task and explain (1) what task the robot will complete, and (2) how the robot will complete that task

B. For Dirty Jobs Section:

  1. Have students interview five adults and see (1) if they have a robot vacuum cleaner and (2) if they would want to get one. Why or why not?
  2. Bring results back, tally them on a white board
  3. Lead a discussion about how many people actually use robots in Hawaii
  4. Discussion question: Will there be an increase in the use of robots for doing dirty jobs in the home get more? Should robots be doing dirty jobs in Hawaii in the future?

C. For Dangerous Jobs Section

    nb9
  1. Have students construct a simple circuit that needs to have a weight put on it to complete the circuit. A possible scenerio would be that the power has gone out after a hurricane and someone needs to connect the circuit so emergency power can be tapped
    • This would be for some science standards:
  2. The circuit is placed in an obstacle course to mimic a dangerous situation (for instance the aftermath of a hurricane)
  3. Students need to program their robot so that it will go through the obstacle course to either (1) deposit a weight to connect circuit or (2) put itself on the circuit
  4. To make it more interesting and/or challenging, each group could make their own circuit and place it in different spots, so that every robot has a circuit to hit


Discovery Experience 5 – Mission AccomplishedThe students will become acquainted with a variety of robots and the jobs they do by participating in notional activities and sharing information gathered from a variety of resources.



Day 6-7 (Culminating Activity)

Materials:

    Resources
  1. Student projects (poster or PPT)
  2. Bulletin board graph of different kinds of robots
  3. Student self-assessment form (Find in Teacher Resources)
  4. Scoring Rubrics (Find in Teacher Resources)
  5. Farewell Recording from robots (Find in Teacher Resources)


Procedure:

  1. Review criteria for scoring the culminating activity
  2. Remind students of what good listeners and good presenters do
  3. Refer to blank graph on bulletin board. Tell students they will place the original bulletin board picture of their robot on the graph after their presentation.
  4. nb13
  5. After each student presents, ask the class to share one compliment and ask two questions. The class then comes to consensus as to where the robot should be placed on the graph.
  6. Student presenter fills out a self-evaluation of his/her presentation and turns it in to the teacher.
  7. Follow this procedure for remaining presentations.
  8. After all presentations are done, have students assemble in front of the bulletin board to address their robot visitors.
  9. Teacher asks students to answer the following:
    • What is a robot?
    • How do robots work?
    • How are robots used?
  10. Play a recording from the robots commending the students on their accomplishment and encouraging them to learn more. They then bid them good-bye.


Math Extension after graph is complete

  1. Math problems using data from the graph
  2. What % of the robots are….?
  3. How many more robots are used in….. than ….?
  4. What fraction of the robots are…?
  5. Convert the data to a pie graph, line graph, etc.

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Contact Info

  • Kathleen Letsky, Curriculum Specialist
  • Nathan Patia, STEM Specialist
  • Salvador Cabusi, Technology Specialist
  • Robot Invasion
  • Krause Family Foundation
  • Honolulu, Hawaii
  • Tel: 808.778.1265

The Krause Family Foundation: ‘Alana Ke Aloha

  • ‘Alana Ke Aloha places relationship at the heart of all learning.  We create and support projects that engage participants’ imagination, collaboration, and problem solving toward a healthy planet.
  • The Krause Family Foundation: ‘Alana Ke Aloha is a private, 501(c) (3) nonprofit organization (EIN: 27-1531421) registered (01/21/2010) in the State of Hawai‘i.