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Those Crazy Robots

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Discovery Experience 3 – Those Crazy Robots The students will understand how sensors work by incorporating them on a Lego Robot.

STANDARDS   ADDRESSED

SCIENCE

ELA READING

ELA WRITING

ELA SPEAKING/

MATH

TECHNOLOGY

 

 

 

LISTENING

 

 

SC.6.2.1

LA.6.1.2 - LA.6.2.3

LA.6.4.1

LA.6.6.1

MA.6.2.2-MA.8.1.3

CTE.4.2.3

SC.7.1.1

LA.7.2.1 - LA.7.2.2

LA.7.4.1

LA.7.6.1

MA.6.2.1-MA.8.4.3

CTE.5.2.2

SC.7.1.3

LA.7.2.4

LA.8.4.1

LA.8.6.1

MA.8.3.2

 

 

LA.8.2.1 - LA.8.2.2

 

 

MA.7.1.1

 


Time Allotment: 4-5 days

Day 1: (Building the robot)

Materials Needed:

Resources
  1. Lego robot kit
  2. Instructions to build an EducatorBot
  3. Role Cards for building (TR)
  4. Teamwork evaluation sheet (TR)
  5. Resource for tutorial on how to build a Lego Robot
  6. Student Learning Logs
  7. Roadmap to the Rescue (from Unit Introduction)


Procedure:

    nb17
  1. Highlight step 3 of Roadmap to the Rescue and state lesson objective
  2. Students are given the instructions and told to build the Lego robot as shown in the kit instructions
    • Students are to work in groups of three to four as a team.
    • Signs should be made for each of the roles each students will play:
      1. Manager - one who reads the instruction
      2. Parts Specialist - person(s) who find(s) the pieces
      3. Constructor - person who puts the pieces together
    • Roles (and signs) will switch every three steps in the instruction until the robot is completed
      • Recommended: Use instructions found in the LEGO robotics kit if needed,  there are designs that can be used:
  3. Fill out the Teamwork Evaluation sheet (TR) once the robot is completed
  4. nb7
  5. Students will write in the student log about their participation as a team member and how their group worked as a team.
    1. Reflect on how the team worked together, what they learned, any problems they had and how they solved them
    2. Other questions could include: “What was your favorite role and why?” “What was the most difficult part about working together?” “Did everyone share equally in all the work? Explain.”


Discovery Experience 3 – Those Crazy Robots The students will understand how sensors work by incorporating them on a Lego Robot.


Day 2: Introduction to Programming

Materials Needed:

  1. Built Lego robot
  2. Mindstorm program
  3. 5 soda bottles
  4. 5 strings approximately 4 ft long
  5. 5 pencils

Note:  For help in programming, here are two good options
1.    LEGO Minstorm tutorials in LEGO Mindstorm help options
2.    Go to HESTEC and scroll to the bottom of the website for the beginner and advanced tutorials

Also, a good resource is Classroom Activities for the Busy Teacher: NXT by Damien Kee, pp. 37-42.  Can be bought online at Domabotics


Procedure:


nb10Part I: Programming introduction:

  1. Teacher takes two volunteers
    1. Puts them back-to-back
    2. Ties the string around their waist
    3. A second string with a pencil tied to it is tied to the middle of the long string
    4. A bottle is placed below the hanging pencil
    5. Students then try to get the pencil in the soda can by squatting and coordinating their movements together
  2. After watching the volunteers, students are to write directions for how to get the string in the bottle
  3. Half the class prepares to try the experiment, having one person chosen at random to read their directions. The other half watches and fixes their code.
  4. The second half, who have not gone yet, prepare the experiment while the first half changes their directions.
  5. Class discussion: Did you have to change your directions? Most likely, the answer is yes. If so, why? Most likely because they were not specific enough or wrong. If the pencil did not go in the first time, what should your directions do? Tell them to start over and try again until it works.


Part II: Moving the robot

  1. Show a simple program for having the Lego robot go forward three rotations.
  2. Put students in groups of three:
    1. programmer (working on computer)
    2. Mathematician (figures out how many rotations)
    3. technician (handles the robot).
  3. All students contribute to the programming and calculating. Students switch roles for each chore
  4. In groups of three, have students program their robots to go certain distances.:
    1. If one rotation = 5 cm, have them program their robots to go 15 cm (in rotations)
    2. If 1 meter = 100 cm, have them program the robot to go (in rotations)
    3. If 2.5 cm is about one inch, have them program the robot to go 6 inches


Discovery Experience 3 – Those Crazy Robots The students will understand how sensors work by incorporating them on a Lego Robot.


Day 3: Programming with a sound sensor

Resources

Materials Needed:

  1. Built lego robot
  2. Mindstorm program
  3. Book
  4. Piece of tape
  5. Teamwork Evaluation Sheet (TR)
  6. Student Learning Log

Part III: Programming with a sound sensor

  1. The teacher shows how to program in a sound sensor that utilizes the clapping motion to turn the robot a 90º to the right
    • This may be done using the Lego programming tutorial as well
  2. Students are still in their groups of three:
    1. programmer (working on computer
    2. Mathematician (figures out how many rotations)
    3. technician (handles the robot). All students contribute to the programming and calculating. Students switch roles for each chore
  3. Task: A book is put in the middle of the floor. A piece of tape is put about 3 ft away from the book. The robot is to be set by the teacher on the piece of tape facing a random direction. The students are to program and then make it so they can direct the robot by clapping so that it runs into the book.
    • Things to consider:
  4. At end, write in the journal and reflect on teamwork


Assessments

    nb11
  1. Learning Log entry
  2. Teamwork self evaluation
  3. Observation of interaction in teams


Discovery Experience 3 – Those Crazy Robots The students will understand how sensors work by incorporating them on a Lego Robot.


Day 4: What are sensors?

Resources

Materials Needed:

  1. Lecture / PPT on sensors (TR)
  2. Built Lego robot
  3. Mindstorm program
  4. Black line of tape (or several, depending on the size of the class)

Part IV: Three sensors of Lego robots

  1. Teacher PPT on sensors
  2. Students break into groups of three:
    1. programmer (working on computer)
    2. Expert (reads the tutorial)
    3. technician (handles the robot).
      • All students contribute to the programming and calculating. Students switch roles for each chore
  3. Students use Lego tutorial to program a robot how to reach a wall and stop when it touches the wall
  4. Students use the tutorial to figure out how to follow a black line on the ground
  5. The teacher shows how to program in a sound sensor that utilizes the clapping motion to turn the robot a 90º to the right
  6. At end, write in journal and reflect on teamwork


Assessments

Learning Log entry

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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.