ROBOTIC 4 KIDS (BRG Berndorf)

Author: Nicole Weinert
Summary of the Activity Plan

This Activity plan was designed to allow children without prior knowledge to get in touch with Robotics and the LEGO Mindstorms EV3 set. The activity is designed for students aged 10 to 14 years and its goal is that the students can build and program their own robot, capable of fulfilling a task which the students plan beforehand. The workshop was held in form of an extracurricular subject which the students can attend in their free time. The extracurricular subject comprised 26 hours in total. However, the Activity Plan only describes the sessions led by PRIA staff (18 hours). The remaining 8 hours where held by the class teacher and were used to finish the tasks given during the sessions held by the PRIA tutor or planned by the teacher beforehand.

Type of Activity: Workshop Curriculum Aligned: Not aligned
Subject:
  • Other:
Curriculum and Country:
Language: English
Domains
Science: 3
Business: 0
Technology: 6
Engineering: 10
Mathematics: 0
Arts: 3
Societal Issues: 2
Life Skills: 8
OBJECTIVES AND SKILLS

Subject Related:

- No subject

- Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available

- Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences

- Art: Express your ideas through built artifacts which have a beauty of their own

- Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations

- Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues

- Life skills: Problem solving; Working in Teams; Presenting

Skills Learning Outcomes:

  • Students will be able to...work with the LEGO EV3 programming environment
  • Skills to be fostered:

    • Collaboration
    • Teamwork
    • Problem Solving
  • Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
  • Skills to be fostered:

    • Collaboration
    • Teamwork
    • Problem Solving
    ARTIFACTS

    Digital artifacts: Lego Mindstorms EV3 Programming environment

    Robotic artifacts: Lego Mindstorms EV3 Programming environment

    WHO? WHERE? HOW LONG?

    Gender: both

    Age Group: 10 - 14 Years

    Class Size: medium

    (Ideal) Group Size: 2

    (Ideal) Grouping Suggestions: ability

    Special needs and abilities:

    Environment: classroom

    Style of room: classroom with computers and free space to build and let the robots drive

    Sessions: 9

    Session Duration: 2h00

    Total Duration: 18h00

    INTERACTIONS

    Actions:

    • Exchange ideas
    • Dialogue
    • Negotiation
    • Debate

    Relationships:

    • Collaborative

    Roles in the group:

    • Role exchange in the group

    Support by the tutor(s):

    • Intervene
    • Monitor
    • Facilitate
    TECHNOLOGY
    Technology Used:
    • Dash & Dot
    • Robotic Dreams
    • MOSS
    • LEGO Mindstorms

    Price per Kit: €301 - €500

    Technology Needed: Computers

    LEARNING AND TEACHING

    Teaching Methods:

  • Instruction, demonstration by example
  • experimentation
  • Instruction, experimentation, problem based
  • HOW TO
    ACTIVITY 1: INTRODUCTION ON THE LEGO MINDSTORMS EV3 SET
    Description: After a short introduction on “Who am I? What is PRIA? What are we going to do?”, the students fill out the “Pre-Questionnaire”, and “Draw a scientist”-form and the“Robotic-Mindmap”. Finally, the basic principles of robots are explained as well as the different components of the used robotic set (see slide deck A).
    Duration: 120 minutes
    Type: Introductory
    Orchestration: Individual work
    Teaching Methods: Instruction, demonstration by example
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the LEGO EV3 programming environment , Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
    ACTIVITY 2: BUILDING ROBOTS
    Description: Each group must build a robot consisting of two big wheels and a support ball.
    Duration: 180 minutes
    Type: Experimentation , Construction
    Orchestration: Group work
    Teaching Methods: experimentation
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the LEGO EV3 programming environment , Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
    ACTIVITY 3: INTRODUCTION ON PROGRAMMING AND THE MOTOR FUNCTION BLOCK
    Description: After an introduction on programming and the motor function block (see slide deck B and C), the students have to implement their first programs. The first programs must move the robot various predefined paths on the floor.
    Duration: 120 minutes
    Type: Introductory , Experimentation
    Orchestration: Group work
    Teaching Methods: Instruction, experimentation, problem based
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the LEGO EV3 programming environment , Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
    ACTIVITY 4: THE USAGE OF SENSORS
    Description: After an introduction on using and programming sensors (see slide deck D), the students have to practice the usage of the tactile sensor, the color sensor, the ultrasonic sensor and the gyroscope. To this end, they must complete various tasks such as bypassing obstacles, controlling the robot using colors or turning the robot by specific angles.
    Duration: 120 minutes
    Type: Introductory , Experimentation
    Orchestration: Group work
    Teaching Methods: Instruction, experimentation, problem based
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the LEGO EV3 programming environment , Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
    ACTIVITY 5: USING CONTROL STRUCTURES (LOOPS AND BRANCHES)
    Description: After an introduction on using and programming loops and branches (see slide deck E and F), the students practice the learned topics by completing tasks such as composing a melody or following a black line.
    Duration: 120 minutes
    Type: Introductory , Experimentation
    Orchestration: Group work
    Teaching Methods: Instruction, experimentation, problem based
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the LEGO EV3 programming environment , Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
    ACTIVITY 6: CONSTRUCTION OF A GRIPPER ARM
    Description: After a very short presentation (see slide deck H) of how to build a gripper, the students must implement their own gripper arm capable of moving Objects from A to B.
    Duration: 120 minutes
    Type: Experimentation , Construction
    Orchestration: Group work
    Teaching Methods: Instruction, experimentation, problem based
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the LEGO EV3 programming environment , Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
    ACTIVITY 7: HOW CAN ROBOTS MAKE THE WORLD A BETTER PLACE? - PROJECTS
    Description: The students must sketch a robot capable of making the world a better place. Furthermore, they must present their draft. Afterwards they have to modify the construction and the software of the robot to fit the drawing. After completing their robot, the students present their work in front of the class.
    Duration: 60 minutes
    Type: Introductory , Experimentation , Construction
    Orchestration: Group work
    Teaching Methods: Instruction, experimentation, problem based
    Subject Related: No subject , Engineering: Understand that the product design process starts with a basic idea which must be refined subsequently; Gain some resilience against making errors; Use what is available , Technology: Understand what a robot is and of what parts it consists (motors, sensors, controller); Understand basic programming concepts, like sequences , Art: Express your ideas through built artifacts which have a beauty of their own , Science: Discuss your ideas and get feedback from your peers; Observe your robot and adjust your program based on your observations , Societal Issues: Discussion on “How robots can make the world a better place” and in course of thematizing current societal issues , Life skills: Problem solving; Working in Teams; Presenting
    Skills Learning Outcomes: Students will be able to...work with the LEGO EV3 programming environment , Students will be able to...practice explanation and justification of ideas, make assumptions, test possible solutions, choose the best solution
    ASSESSMENTS

    ACTIVITY 1: INTRODUCTION ON THE LEGO MINDSTORMS EV3 SET: After a short introduction on “Who am I? What is PRIA? What are we going to do?”, the students fill out the “Pre-Questionnaire”, and “Draw a scientist”-form and the“Robotic-Mindmap”. Finally, the basic principles of robots are explained as well as the different components of the used robotic set (see slide deck A).

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    Views: 104
    Author: Nicole Weinert
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