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UNIT RATIONALE

Unit Philosophy

Concept Map of Unit Directions

Unit Plan Extras

Curriculum Links

Unit Philosophy

Topic

Focus of Integrated Study:  Robotics Robotics is not directly mandated by the Program of Studies, however it can be incorporated into the Curriculum at every grade level. Robotics incorporates multiple skills drawing from concepts and strands of many curricular areas, including math, science and health.  Further robotics programs create a working environment that is conducive to the development of pre-engineering skills.

Focus of Inquiry

Robotics is a very valuable medium for learning in the Classroom.  Robotics explorations, and the cost of the materials needed for it, can be justified  because they promote: Problem solving skills Collaborative group work, and decision making Mathematical thinking Excitement about learning. Technological skills and understanding An integrated conceptual understanding of how technology fits into their lives and community The most enduring quality of Robotics is its inquiry-based nature.  Robotics exploration focuses on the process of learning rather that on the end-products.  Children are encouraged to find and solve their own problems, with the support of their peers.  This contrasts the typical "science experiments", which follow a recipe format, where all the materials, steps and answers are pre-determined.  With Robotics children learn strategies to solve problems and to make realistic goals throughout the structure of the Design Process.

Fundamental Concepts for this Inquiry

The main ideas, questions and issues in Robotics: How does technology affect our society?  How does it meet needs and change roles within society? What makes a robot a robot?  What makes a structure strong? What does the concept of reliability mean, and why is it important? How do different components of a robot connect and move?  How are these movements decided and designed? (Design process: Built structures begin with a need/idea/concept, and realised through problem solving and experimentation). To understand and grasp the focus of this study students will need to: Identify the fundamental concepts of Robotics by actively constructing physical manifestations of their ideas and learning.  Children will be required to collaboratively design, build, program, evaluate, modify robots.  The students will also be required to both speak and write about their designs in order to further their understanding meta-cognitively. We can use technology to reinforce the concepts learned by: Technology is the central to the focus of this inquiry.  Students will be actively using programming software, spreadsheets and graphing software to create their robots. Students will represent their learning using digital cameras, as well as Microsoft Word when they create their Design Proposal. Students are involved in identifying these concepts by: Actively working with the robotics technology by experimenting and constructing physical products and speaking to them.

Unit Plan Extras 

Robotics is both a vast and flexible unit of study. Since it is not directly mandated by the curriculum, teachers can decide which components/areas of study they will integrate into the study.  Likewise, teachers can choose the amount of time and the depth to which the unit will be explored.

This unit centres on the Focused Task, which covers many areas of study.  Teachers can also conduct mini-lesson, experiments and projects to cover other areas, either before, concurrently, or after the focused task exploration. 
 

• Visit Our Teacher Tips Page for Suggestions on Organizing the Class

Suggestions for Unit Format

1. Introduction to Robotics

HOW ROBOTICS AFFECT HUMANS: Technology in Society

• Discuss what a robot is.
• Have children do a scavenger hunt, how many robots can they identify in their community and home surroundings?
• How have robots changed our lives?
• How do robots help humans?

 

EXAMPLE PROJECT  (Co-current/After Focused Task)  Social Studies/Technology in Society.  Project: Robotics in Industry Choose a resource in Alberta that uses robotics (Forestry, Mining, Oil, Agriculture). How have robots affected that industry over time? How have robots changed types of jobs available to humans? How do robots make the industry more efficient?

2.  Introduction to Robotics materials

• Show the students the material and discuss the components
• Types of Lego Pieces
• RCX box (How it works)
• How the peripheral pieces attach to it (sensors, lights, motors, cables)

MINI-LESSONS ON STRUCTURAL DESIGN: Science Example Lesson: The Tallest Wall Left After A Hurricane. Children use regular lego bricks to build the tallest wall that can withstand a flick. Students develop strategies to create strong structures. Testing and Discussion. Example Lesson: Experiments and discussion on using surface area to make structures strong

3. Understanding How Robots Work/ Problem Solving

• Discussions and mini-lessons on the principles behind gears and pulleys.  These areas can be touched on in response to children's needs and questions, or formal lessons and experiments can be done.
• Informal discussions on problems students are having with building and strategies to deal with them.

MINI LESSON ON GEARS  Science/Math Example Lesson: Gear Math Using a long beam, connector pegs and different sized gears, create gear trains. Using three gears, record changing directions of driver gear, idler, and driven gear. Calculate gear ratios, of different gear arrangements and discuss the implications of these choices.

4. Understanding Programming

• Discussions on what programming is: List of Commands
• Demonstrate how to use Robolab (See programming tutorial)
• Discuss programming bugs

Programming Example Lesson 1: Logic of a Program Understand the need for precise instructions. Have children physically act out instruction given by partner (Do only what is instructed). Discuss and view programming icons. Lesson 2: Geometry and Programming R2D2 must escape the Rebel spaceship in an escape pod. Using ship template, a protractor, laminate and ruler, write a program to navigate from the control room through the complex corridors to the escape pod. Example: Start. Go 2.4 cm at a  90 degree angle from start.  Stop. Turn 30 degrees to the left and go 4 cm.  Stop. (Map the route on the laminate for later testing). When finished trade "program" with a friend and map out their route on a blank sheet.  See how precise the program was.  Did they reach the pod? When finished, place the laminate over top of the route and see if it matches. This lesson may be accomplished on Geometer Sketch Pad.

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