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Strange Mechanical Things

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Discovery Experience 1 - What Are These Strange Mechanical Things?Robotics Learning Objective: The student will know what robots are by sharing background knowledge and gathering information from a variety of sources.

STANDARDS ADDRESSED

SCIENCE

ELA READING

ELA WRITING

ELA SPEAKING/LISTENING

MATH

TECHNOLOGY

 

LA.4.1.1

LA.4.4.1

LA.4.6.1

MA.4.11.1-2

 

LA.4.1.2

LA.5.4.1

LA.4.6.3

MA.4.12.1

 

 

LA.4.2.1

 

LA.5.6.1

MA.4.13

 

 

LA.5.1.1

 

LA.5.6.3

MA.5.1.1

 

 

LA.5.1.3

 

 

 

 

 

LA.5.2.1

 

 

 

 



Day 1 - Sharing Background KnowledgeRobotics Learning Objective: The student will know what robots are by sharing background knowledge and gathering information from a variety of sources.

Resources

Time Allotment: 5 days

Materials and Resources Needed:

  1. Pictures of a variety of robots (Teacher Resource has list of robots with links to pictures and information about the robots.) Be sure to include robots that are used in different fields for a variety of jobs
  2. Chart paper & markers
  3. Robot costume (optional)
  4. Recording of robot greeting stating reason for invasion and giving students task to find out what robots are, how they work, and how they are used. Robots will leave after the mission is accomplished (Recording can be found in the Teacher Resources).
  5. Poster Requirements
  6. Assessment Rubric

Procedure:
    nb2
  1. Scatter pictures of robots thoughtout the room
  2. Have the class enter a dimly lit classroom filled with strange (mechanical) sounds. If possible, dress up as a robot, come in, and announce your arrival.
  3. Students come into the room and search for the cause of the strange environment. They round up the robots and contain them on the bulletin board until they can learn more about them.
  4. Play recording of robot greeting.
  5. Discussion - What do all these robots have in common?
  6. List responses on chart paper and come up with a first draft of a group definition of a robot. Put this on the bulletin board with the robot pictures.
  7. nb3
  8. Introduce long-range assignment (culminating activity - due last week of unit)
    Long Range Assignment
    1. Assign each student one of the robots from the bulletin board.
    2. Students are to find out as much as they can about their robot and prepare either a PPT or poster of their findings to present to the class - due last week of unit. (Project requirements and scoring rubrics can be found in the Teacher Resources or download them on the right).
    3. Share project requirements, guidelines, and scoring rubric with the class.


Day 2 - Sharing Background KnowledgeRobotics Learning Objective: The student will know what robots are by sharing background knowledge and gathering information from a variety of sources.

ResourcesMaterials and Resources:

  1. Anticipation Guide (if using): student copies and class copy for bulletin board
    • (Anticipation Guide is in Teacher Resources)
  2. Chart paper & markers
  3. Books on robots and robotics (Bibliography of titles in Teacher Resources.)
  4. List of web sites for student research (See Teacher Resources).

 

Procedure:
* nb4If doing Anticipation Guide:

  1. Break class into groups of 3-5
  2. Pass out Anticipation Guides
  3. Have students complete individually
  4. Compare responses with group - discuss - reach consensus
  5. Share group consensus with class - record on class Anticipation Guide - reach consensus as a class. Put a /?/ on statements where consensus cannot be reached. You will return to the Anticipation Guide periodically to make revisions as students gain more knowledge.

    *
    Introduce students to resources they can use for their project and, if possible, allow time to begin research.
    At the end of the session, announce that a few humans who know something about robots will talk to the class tomorrow.

Language Arts Extension (for use with students who have had limited experiences with expository text conventions)
See the following links for information on introducing expository text conventions to students:

Exploring Non-Fiction Text Structure
Students go on a scavenger hunt through the books on robotics to find the following non-fiction text features. Discuss the role of these features in reading expository text.

  1. Table of Content
  2. Index
  3. Glossary
  4. Captions
  5. Charts, graphs, labeled drawings, maps, illustrations
  6. Headings and sub- headings
  7. Bold print or italicized words

 

Reading Non-Fiction Text
Model how reading for information is different from reading fiction text.

  1. We may just read sections of the text and the text does not always have to be read in sequence.
  2. We sometimes scan pages for keywords or headings that may contain helpful information.
  3. We often read at a slower pace and sometimes need to reread to clarify.


Day 3 - Guest Speaker - Sharing Background KnowledgeRobotics Learning Objective: The student will know what robots are by sharing background knowledge and gathering information from a variety of sources.

ResourcesMaterials and Resources Needed:

  1. 2-4 student speakers from robotics team with their robots (or view past robotic competition videos)
  2. Student notebooks
  3. Classroom Anticipation Guide
  4. Robot costume (optional)

 

Procedure:

    nb5
  1. Review previous day’s understandings by revisiting the Anticipation Guide and definition of a robot.
  2. Introduce guest panel of students from local robotics teams. (or view videos and follow with teacher-led discussion)
  3. Instruct students to jot down questions they have during the panel presentation.
  4. Give students time to ask their questions after each presenter speaks.
  5. Summarize learning. Review anticipation guide and definition of a robot. Revise as needed.

 

Language Arts Extension:
Have students write thank you letters to the visiting robotics team members. Exchange letters with a writing partner to edit and proofread before writing a final draft.

Days 4-5 - Sharing Background KnowledgeRobotics Learning Objective: The student will know what robots are by sharing background knowledge and gathering information from a variety of sources.

Discovery Experience 1 can stop at Day 3 or Days 4-5 can be used for individual student research with teacher guidance on their poster project (particularly for more challenged students). The project will be completed as a homework assignment.

Discovery Experience 1 Reflection and wrap-up

  • Revisit Anticipation Guide and definition and make any necessary changes.
  • Explain that robotics is the study of robots and how they work.
  • Learning Log: Write about what you learned about robots. Share your response with a partner.


Assessments

  • Anticipation Guide (Informal assessment of background knowledge)
  • Learning Log entry


What's next? > The Human Body and a Robot

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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.